Skip to main content
Back to Top

New York City

Long-term effects of social-emotional learning on receipt of special education and grade retention: Evidence from a randomized trial of INSIGHTS

Individual Author: 
McCormick, Meghan P.
Neuhaus, Robin
Horn, E. Parham
O'Connor, Erin E.
White, Hope S.
Harding, Samantha
Cappella, Elise
McClowry, Sandee

Social–Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social–emotional skills and behavioral development. Although meta-analytic research has shown that SEL programs can improve academic and behavioral outcomes in the short term, few studies have examined program effects on receipt of special education services and grade retention in the longer term.

Bridges to education and employment for justice-involved youth

Individual Author: 
Cramer, Lindsey
Lynch, Mathew
Goff, Margaret
Esthappan, Sino
Reginal, Travis
Leitson, David

This report documents evaluation findings of NYC Justice Corps, a workforce readiness and recidivism reduction program for justice-involved youth, and describes the strengths and challenges as perceived by program staff, participants, and stakeholders. The evaluation highlights what Justice Corps providers—and similar programs—might learn as they work to integrate the goals of education, employment, and cognitive and psychosocial development into program services and activities for justice-involved youth.

In and out of poverty: Episodic poverty and income volatility in the US financial diaries

Individual Author: 
Morduch, Jonathan
Siwicki, Julie

We use data from the US Financial Diaries study to relate episodic poverty to intrayear income volatility and to the availability of government transfers. The US Financial Diaries data track a continuous year’s worth of month-to-month income for 235 low- and moderate-income households, each with at least one employed member, in four regions in the United States. The data provide an unusually granular view of household financial transactions, allowing the documentation of episodic poverty and the attribution of a large share of it to fluctuations in earnings within jobs.

Implementation and relative impacts of two job search assistance programs in New York City

Individual Author: 
Martinson, Karin
Harvill, Eleanor
Litwok, Daniel
Schwartz, Deena
De La Rosa, Siobhan Mills
Saunders, Correne
Bell, Stephen

This report describes the implementation and impact study findings from an evaluation of the relative effectiveness of two approaches to providing job search assistance (JSA) to cash assistance applicants in New York City. From 2015 to 2016, the New York City Department of Social Services/Human Resources Administration administered two JSA programs for “job ready” cash assistance applicants: Back to Work (known as B2W, the pre-existing program) and Independent Job Search (IJS, a new program).

“We get a chance to show impact": Program staff reflect on participating in a rigorous, multi-site evaluation

Individual Author: 
Hamadyk, Jill
Gardiner, Karen

This brief summarizes the experiences of leaders and staff from eight career pathways programs that participated in the Pathways for Advancing Careers and Education (PACE) Evaluation. Based on firsthand accounts, the brief describes how staff perceived the benefits of participating in the randomized controlled trial (RCT) evaluation, the challenges they experienced—in particular recruiting study participants and implementing its random assignment procedures—and how they overcame challenges. The brief then describes lessons staff learned from participating in PACE.

Effects of ParentCorps in prekindergarten on child mental health and academic performance: Follow-up of a randomized clinical trial through 8 years of age

Individual Author: 
Brotman, Laurie Miller
Dawson-McClure, Spring
Kamboukos, Dimitra
Huang, Keng-Yen
Calzada, Esther J.
Goldfeld, Keith
Petkova, Eva

Importance  Low-income minority children living in urban neighborhoods are at high risk for mental health problems and underachievement. ParentCorps, a family-centered, school-based intervention in prekindergarten, improves parenting and school readiness (ie, self-regulation and preacademic skills) in 2 randomized clinical trials. The longer-term effect on child mental health and academic performance is not known.

Promoting effective parenting practices and preventing child behavior problems in school among ethnically diverse families from underserved, urban communities

Individual Author: 
Brotman, Laurie M.
Calzada, Esther
Huang, Keng-Yen
Kingston, Sharon
Dawson-McClure, Spring
Kamboukos, Dimitra
Rosenfelt, Amanda
Schwab, Amihai
Petkova, Eva

This study examines the efficacy of ParentCorps among 4-year-old children (N = 171) enrolled in prekindergarten in schools in a large urban school district. ParentCorps includes a series of 13 group sessions for parents and children held at the school during early evening hours and facilitated by teachers and mental health professionals. ParentCorps resulted in significant benefits on effective parenting practices and teacher ratings of child behavior problems in school.

Findings from in-depth interviews with participants in subsidized employment programs

Individual Author: 
Fink, Barbara

Subsidized employment and transitional jobs programs seek to increase employment and earnings among individuals who have not been able to find employment on their own. First-hand accounts of participants’ experiences in these programs can inform efforts to improve long-term employment outcomes for various “hard-to-employ” populations.

Analysis plan for the PACE intermediate (three-year) follow-up study

Individual Author: 
Judkins, David
Fein, David
Buron, Larry

The Pathways for Advancing Careers and Education (PACE) evaluation is a study of nine promising programs that use a “career pathways” framework for increasing education, employment, and self-sufficiency among low-income individuals and families. Funded by the Administration for Children and Families (ACF) within the U.S. Department of Health and Human Services, PACE will include three points of participant follow-up—at 18 months, three years, and six years after random assignment.

Evaluation report on New York City’s Advocate, Intervene, Mentor program

Individual Author: 
Cramer, Lindsey
Lynch, Mathew
Lipman, Micaela
Yu, Lilly
Astone, Nan Marie

This report presents the findings of an implementation and outcome evaluation of the Advocate, Intervene, Mentor (AIM) program, a court-mandated juvenile alternative-to-placement program serving probation clients ages 13 to 18 years with high criminogenic risk. The evaluation finds that AIM successfully helps participants avoid out-of-home placement1 and reduce recidivism, as well as pursue and achieve individualized goals to help reduce their risk of reoffending. (Edited author introduction)