Evidence First

Using data and research evidence can help nonprofit and community-based organizations develop new programs, support existing ones, and advocate for more effective government investments. In this episode, Leigh Parise talks with Milton J. Little Jr., President and CEO of the United Way of Greater Atlanta – one of the nation's largest United Ways, serving 13 counties in the Atlanta Metro area. Little is a member of MDRC's Board of Directors, where he serves as treasurer. Little and Parise discuss the importance of independent research and how using data and evidence can help community-based organizations improve the lives of the people they serve.

In Memphis, one in three people live near or below the poverty line. Memphis Works for Everyone (MemWorks), a partnership between MDRC and Slingshot Memphis, seeks to strengthen pathways to living-wage jobs for Memphis workers. MemWorks is using research and data to determine what local programs, policies, and interventions will help more workers improve their economic mobility. In this episode, Leigh Parise speaks with Jared Barnett, president and CEO of Slingshot Memphis, to discuss this partnership and what they're learning.

In this year-in-review episode, Leigh Parise revisits conversations from 2025 about the power of evidence and collaboration to drive change: how data can inform decisions, how partnerships can break down barriers, and how innovative strategies can open doors for learners and workers alike.

Graduation rates at community colleges have remained low, especially for students with low incomes. One effort to help students graduate and succeed in the workforce is MDRC's Scaling Up College Completion Efforts for Student Success (SUCCESS), a comprehensive student support program supported by 15 years of MDRC's postsecondary research. Through its Expanding SUCCESS Initiative, MDRC is partnering with states and districts to expand the SUCCESS program to new locations and campuses.   In this episode, Leigh Parise talks with Jonathan Lowe, program director of Coaching for Success at Dallas College, and DeShawn Preston, a research associate at MDRC, about implementing a model of comprehensive student supports at Dallas College, as part of the Expanding SUCCESS initiative.

Transferring credits from a community college to a four-year institution remains a crucial strategy to boosting bachelor’s degree attainment and improving outcomes for graduates. But transfer students often face significant challenges to having their credits accepted and, more importantly, applied to degree requirements at four-year institutions. Faculty members in teaching, research, and administrative positions play a pivotal role in decisions about whether and how credits transfer. Yet little is known about how they approach these decisions or what factors influence their judgment. MDRC is working with three University of Texas System colleges to better understand how faculty members make these decisions within a large and complex transfer landscape. In this episode, Leigh Parise talks with Marjorie Dorimé-Williams, senior research associate at MDRC, leading the study.

In a competitive labor market, students graduating from high school need skills that can translate into meaningful careers. PREP KC is a leading K-12 education intermediary in the Kansas City region, bringing educators and industry professionals together to give students real-world learning opportunities and prepare them for in-demand careers.   Responding to increasing demand for data literacy across all industries, PREP-KC launched its Data in Action course in 2023 to give eighth-grade students early exposure to data analytics. It aims to prepare students for high-demand careers and develop their interest in math and science fields.    MDRC will conduct an evaluation to test whether this course can help boost academic achievement and whether more students will opt for a high school pathway in science, technology, engineering, or math.    In this episode, Leigh Parise talks with Doug Elmer, vice president of PREP KC and Zeest Haider, research associate at MDRC, to learn more about the program and the evaluation.

Children's early math skills are a strong predictor of later outcomes, like high school and college graduation rates, underscoring the long-term benefits of focusing on early math education.   States across the country have increasingly focused on early literacy, enacting laws that require screening for reading difficulties, and aligning classroom instruction with the science of reading. This momentum is now expanding to math education, although more gradually.   In this episode, Leigh Parise talks with Shira Mattera, a senior research associate at MDRC, who is leading multiple studies looking at early math instruction and skills. They discuss evidence-based strategies that state education leaders can implement to strengthen early mathematics instruction and learning.

Since MDRC’s founding more than 50 years ago, evidence-building and data-driven technical assistance (TA) have been a crucial part of its work. MDRC is now launching a comprehensive and innovative approach to TA, to ensure that effective service strategies reach more people and improve lives. MDRC’s approach to technical assistance leverages the organization’s years of on-the-ground experience to help nonprofits and government agencies build new evidence, use existing evidence, and harness data to advance their goals. The approach centers on technical assistance informed by data and evidence, underscored by empathy, curiosity, humility, and respect for the views of participants and program staff. In this episode, Leigh Parise talks with John Martinez, MDRC’s first Vice President for Evidence to Practice. The two dive into the history of technical assistance at MDRC (fun fact: MDRC’s TA predates its randomized controlled trials!) and then explore the new Evidence to Practice initiative and what sets MDRC’s TA apart.

Sectoral training programs have emerged as a promising driver of economic mobility for people with low incomes. These programs prepare people for quality jobs in specific industries where there's strong employer demand and an opportunity for career advancement. Studies find that sectoral programs can meaningfully improve participants' earnings, yet not all programs have the support they need to apply the best research evidence to improve their services.   In this episode, Leigh Parise talks with three guests: Jessa Valentine, Deputy Director of Learning and Impact at Ascendium Education Group, a collaborator and funder of MDRC's work;  Frieda Molina, Director of the MDRC’s Economic Mobility, Housing, and Communities Policy Area; and Kelsey Schaberg, MDRC Research Associate. They discuss exciting initiatives like the Economic Mobility Lab at MDRC and the Sector Training Evidence-Building Project — efforts that aim to understand the most important components of sectoral programs and address some of the challenges these programs face.

Postsecondary education is a crucial factor in achieving economic mobility. However, graduation rates at community colleges remain low, particularly for students from low-income families.   One effort to help students graduate and succeed in the workforce is MDRC’s Scaling Up College Completion Efforts for Student Success (SUCCESS), a comprehensive student support program supported by 15 years of MDRC’s postsecondary research. Through its Expanding SUCCESS Initiative, MDRC is partnering with states and districts to scale the SUCCESS program to new locations and campuses   In this episode, Leigh Parise talks with Elena Serna-Wallender, Senior Evidence to Practice Associate at MDRC, and Emily Dow, Assistant Secretary of Academic Affairs at the Maryland Higher Education Commission (MHEC). They discuss how MHEC and MDRC are working together to support institutions implementing these supports in Maryland.

Sector-based training programs prepare people for jobs in specific industries where there is strong local demand and an opportunity for career advancement. Several models for technology jobs have been found to be effective in improving long-term earnings for workers with low incomes. But for many people, the programs are too expensive and too far from home.  With support from the $100-million Google Career Certificates Fund, Social Finance is leading an initiative that will allow training providers to better support 20,000 learners in getting industry-recognized certificates that can lead to better wages.   The providers combine Google Career Certificates, which offer online instruction in sector-specific skills, and outcomes-based loans, in which learners are only required to pay for training and related costs if they find jobs above a certain income threshold. Learners also receive supportive services, such as living stipends or childcare assistance, and career-related guidance.  MDRC’s study will examine how training providers make use of online training courses and financing, how learners experience the programs, and how learners fare in the labor market.  In this episode, Leigh Parise talks with Edith Yang, project director and Senior Research Associate at MDRC, about the initiative and the research questions MDRC is hoping to answer.

Every year, courts across the United States impose millions of dollars in fines, fees, and restitution charges on people for traffic violations, misdemeanors, and felonies. In theory, these assessments are intended to punish and deter unlawful behavior, compensate victims for financial losses, and raise money for the justice system. However, they don’t often accomplish those goals; instead, research suggests they erode community trust in law enforcement and saddle community members with debt many will never be able to pay.   The Center for Criminal Justice Research at MDRC partnered with the Alabama Appleseed Center for Law and Justice, Alabama’s Tenth Judicial Circuit Court, and the Center for Court Innovation on the Jefferson County Equitable Fines and Fees Project (Project JEFF) to better understand the impact that court debts have on citizens of Jefferson County, Alabama.   In this episode, Leigh Parise is joined by Sarah Picard, the Director of the Center for Criminal Justice Research at MDRC, and Leah Nelson, the then-Research Director at Alabama Appleseed Center for Law and Justice, to discuss some of the early findings of Project JEFF. The pair introduce the history of fines and fees, share the perspectives of those who are assessed court fines or fees; and describe the disproportionate impact of court debt across racial groups in Jefferson County. 

Both college-going and college completion rates are far lower in rural areas than in other geographical settings. To learn what works to help rural students enroll in and complete college, MDRC, supported by the Institute of Education Sciences (IES), has launched the National Rural Higher Education Research Center. The center will work with college systems to conduct eight research studies in two regions: the South and the Mountain West.    In this episode, Leigh Parise talks with Alyssa Ratledge, research associate at MDRC, about the research questions the Center will address in response to the needs of rural practitioners and policymakers. 

Many states and school districts are eager to expand high-dosage tutoring programs, a proven way to accelerate student learning by providing personalized instruction in small group settings several times a week. But there are challenges to getting these programs successfully off the ground, like recruiting tutors in a tight labor market, fitting sessions into already packed school days, and ensuring consistent student participation.    To help practitioners address these challenges, the University of Chicago's Education Lab and MDRC launched the Personalized Learning Initiative (PLI) in 2021. PLI is supporting and studying the expansion of high-dosage tutoring programs in school districts across the country.     In this episode, Leigh Parise talks with Barbara Condliffe, a senior research associate at MDRC, who's leading the implementation research on PLI, about the early lessons from the project.

Developmental education, also known as remedial education, refers to courses that some entering college students will have to take if they are deemed unprepared for college-level courses. However, studies have shown that developmental education can actually hinder students’ progress in college. Additionally, students of color, adults, first-generation students, and those from low-income backgrounds are disproportionately placed in developmental education programs, so there’s a lot of interest among policymakers, college practitioners, and researchers in reforming developmental education programs to address these challenges and support more equitable outcomes for students. As part of MDRC’s 50th anniversary celebration, this episode of Evidence First features MDRC’s longtime partner the Community College Research Center, or CCRC. In 2014, MDRC and CCRC launched the Center for the Analysis of Postsecondary Readiness, or CAPR, to research the effectiveness of developmental education reforms and to understand their implications for equity. In this episode, Leigh Parise talks with Nikki Edgecombe, a senior research scholar at CCRC who leads CAPR, and Michael Weiss, a senior fellow in postsecondary education at MDRC, about what has been learned about promoting equity in developmental education reform.

Sector-focused employment programs aim to improve the economic mobility of people with low incomes by training them for quality jobs in sectors that have strong local demand and opportunities for advancement. By partnering with local employers, these programs provide them with a skilled and able workforce.    As part of MDRC’s 50th anniversary celebration, this episode of Evidence First features MDRC’s longtime partner Per Scholas, a leading national nonprofit offering training and employment services focused on specific employment sectors. MDRC’s evaluation has confirmed that Per Scholas offers a highly effective training model.   Leigh Parise talks with Tamara Johnson, Chief of Staff at Per Scholas; Shondra Tobler, Senior Director of National Admissions at Per Scholas; and Donna Wharton-Fields, a senior fellow at MDRC. They discuss MDRC’s long-term research partnership aimed at helping Per Scholas improve its program and expand its reach.

As the cost of higher education climbs, skills-based hiring has gained traction. It’s a labor market trend in which employers hire based on applicants’ skills, with the understanding that degrees are not the only way to acquire competencies.   In a follow-up to an earlier episode on skills-based hiring, Rachel Rosen, who leads MDRC’s Center for Effective Career and Technical Education, speaks with two guests: Kelli-Marie Vallieres, Connecticut’s Chief Workforce Officer who leads the state’s Office of Workforce Strategy, and Elizabeth Creamer, Vice President of Workforce Development for the Community College Workforce Alliance, which is the workforce development division of Bridgepoint and Reynolds community colleges, within the Virginia Community College System.   They discuss which sectors are experiencing an uptick in skills-based hiring in Connecticut, what non-degree programs are offered in Virginia, and whether skills-based hiring can promote equity.

Most pre-K classrooms use a whole-child approach to educational curricula, which focuses on the broad development of children’s academic skills. By contrast, domain-specific curricula focus more on specific areas of learning, such as math, literacy, or science. MDRC has partnered with the District of Columbia Public Schools (DCPS) to implement a new domain-specific curriculum in its schools. In this episode, Leigh Parise speaks with Cheryl Ohlson, DCPS deputy chief of early childhood education, and Michelle Maier, MDRC senior associate, to outline their domain-specific curriculum strategy and to explain some of the ups and downs of their ongoing implementation in pre-K programs across Washington, DC. They explain how domain-specific curricula intersects with other important trends in pre-K education, including the importance of play and of providing developmentally appropriate instruction. Ohlson also discusses how teachers were trained to teach domain-specific curricula and addresses some of the challenges of implementing the initiative at scale.

As the cost of higher education climbs, skills-based hiring has gained traction. It’s a labor market trend in which employers hire based on applicants’ skills, with the understanding that degrees are not the only way to acquire competencies.   Skills-based hiring has the potential to increase equity in the hiring process, providing avenues to socio-economic mobility for historically marginalized populations. However, there are also questions about whether the movement could demotivate students from pursuing two- or four-year degrees that may be more transferable to other jobs.   To learn more about skills-based hiring across education and workforce training domains, Leigh Parise talks with Matt Sigelman, President of the Burning Glass Institute, which studies economic and workforce trends.

Many schools are expanding tutoring services and personalized instruction to address learning loss caused by the pandemic. This episode features Reading Partners, a successful national nonprofit that mobilizes community volunteers to provide one-on-one tutoring to students who struggle with reading in under-resourced elementary schools. MDRC has been working with Reading Partners for nearly 15 years to help document and improve the program’s effectiveness. MDRC’s rigorous evaluation of Reading Partners found that its program boosted three different measures of reading proficiency, including reading comprehension, for second- to fifth-graders.   In the first episode of a series celebrating MDRC’s 50th anniversary and our longtime collaborators, join Leigh Parise as she talks with Dean Elson, Chief Knowledge Officer at Reading Partners, and Robin Jacob, a Research Professor at Institute for Social Research at the University of Michigan and Co-Director of the Youth Policy Lab. Jacob helped lead MDRC’s evaluation of Reading Partners and is currently studying their distance learning model, Reading Partners Connects. Elson and Jacob discuss MDRC’s study of Reading Partners, how to get volunteers to teach reading effectively, and how technology will continue to play a role in tutoring.