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"Year Up" is an occupational and technical education intervention that targets high school graduates to provide them with six months of training in the information technology and financial service sectors followed by a six-month internship and supports to ensure that participants have strong connections to employment. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "Year Up" on short- and medium-term earnings and employment and on industry-recognized credential completion. The WWC identified two studies of "Year Up." Both meet WWC standards. The evidence presented in this report is from studies of the impact of "Year Up" on young adults ages 18 to 24 with a high school diploma or equivalent--including Black and Hispanic individuals--in urban areas around the country. This intervention brief provides an overview of the full report. [For the Intervention Report, see ED615758. For the Intervention Snapshot, see ED615761.]

"Year Up" is an occupational and technical education intervention that targets high school graduates to provide them with six months of training in the information technology and financial service sectors followed by a six-month internship and supports to ensure that participants have strong connections to employment. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "Year Up" on short- and medium-term earnings and employment and on industry-recognized credential completion. The WWC identified two studies of "Year Up." Both meet WWC standards. The evidence presented in this report is from studies of the impact of "Year Up" on young adults ages 18 to 24 with a high school diploma or equivalent--including Black and Hispanic individuals--in urban areas around the country. [For the Intervention Brief, see ED615760. For the Intervention Snapshot, see ED615761.]

"Bottom Line" provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of "Bottom Line's" target colleges which they identified as providing a high-quality education at an affordable price, "Bottom Line" continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of "Bottom Line" on enrolling and progressing in college. The WWC identified two studies of "Bottom Line," one of which meets WWC standards. The evidence presented in this report is from one study of the impact of "Bottom Line" on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. [For "Bottom Line. Intervention Brief. Transition to College Topic Area. NCEE 2021-013," see ED612307. For "Bottom Line. Intervention Snapshot. Transition to College Topic Area. NCEE 2021-013," see ED612308.]

"Bottom Line" provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of "Bottom Line's" target colleges, which they identified as providing a high-quality education at an affordable price, "Bottom Line" continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of "Bottom Line" on enrolling and progressing in college. The WWC identified two studies of "Bottom Line," one of which meets WWC standards. The evidence presented in this report is from one study of the impact of "Bottom Line" on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. This intervention brief provides an overview of the full report. [For "Bottom Line. Intervention Report. Transition to College Topic Area. NCEE 2021-013," see ED612306. For "Bottom Line. Intervention Snapshot. Transition to College Topic Area. NCEE 2021-013," see ED612308.]

Year Up's Professional Training Corps (PTC) adapted its successful workforce program for low-income young adults to operate in college settings to reduce costs and enhance scalability. The one-year program provides six months of training in basic academic, professional, and occupational skills, extensive supports, a behavior contract, and a six-month internship. Abt conducted several "mini-studies" of implementation challenges; assessed implementation fidelity; and implemented a small randomized controlled trial to measure overall impacts. This final report shares encouraging findings from mini-studies and documents progress in implementing the program.

Enrolling in college and completing a degree or certificate is one of the primary pathways to economic success. In 2017, median weekly earnings of full-time workers with an associate degree was 17 percent higher than full-time workers with a high school diploma only. Despite the economic advantages of educational attainment, only 32 percent of students enrolled in two-year institutions complete their programs within three years. The first year of college is critical, as 38 percent of first-time, full-time students in 2-year institutions fail to return to the same institution for their second year. As a result, several programs have been designed to support student retention and degree completion among college students. One example is the City University of New York's (CUNY's) "Accelerated Study in Associate Programs (ASAP)." "ASAP" is a three-year program that is designed to remove barriers to college success and completion for students seeking associate degrees. "ASAP" offers students financial supports (tuition waivers, free use of textbooks, free public transportation), academic supports (tutoring, early registration), and personal supports (advisors, seminars, blocked or linked courses). "ASAP" students are required to enroll full time and are encouraged to take any required developmental education courses in the first semester. This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "ASAP" on enrollment, credit accumulation, and graduation rates. The WWC identified 11 studies of "ASAP," two of which met WWC standards. The evidence presented in this report includes studies of the impacts of "ASAP" on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. [For the Intervention Brief, see ED599686. For the Intervention Snapshot, see ED599687.]

This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "Accelerated Study in Associate Programs (ASAP)" on enrollment, credit accumulation, and graduation rates. The WWC identified 11 studies of "ASAP," two of which met WWC standards. The evidence presented in this report includes studies of the impacts of "ASAP" on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. This Intervention Brief discusses what happens when students participate in "ASAP," how "ASAP" is implemented, the cost of "ASAP," and in what context "ASAP" was studied. [For the full report, see ED599685. For the Intervention Snapshot, see ED599687.]

This report documents the implementation and early impacts of Year Up--a national sectoral training program for urban young adults aged 18-24. Operated by an organization of the same name, Year Up provides six months of full-time training in the IT and financial service sectors followed by six-month internships at major firms. The full-time program provides extensive supports--including weekly stipends--and puts a heavy emphasis on the development of professional and technical skills. Year Up is one of nine programs in the federally sponsored Pathways for Advancing Careers and Education (PACE) evaluation. It is among the most intensive workforce training programs tested to date. More than half (59 percent) of the program's $28,290 per-participant cost is funded by employer payments for interns. Using a random assignment design, the study found that Year Up increased receipt of employment and training services. Compared to control group members who were not able to access the program, treatment group members were more likely to report that their classes used active learning methods, taught life skills, and were relevant to their lives and careers. Most importantly, young adults with access to Year Up had higher average quarterly earnings in the sixth and seventh quarters after random assignment--the confirmatory outcome selected to gauge Year Up's overall success for this report. Persisting over a three-year follow-up period, Year Up's earnings impacts are the largest reported to date for workforce programs tested using a random assignment design.

"Year Up" is an occupational and technical education intervention that targets high school graduates to provide them with six months of training in the information technology and financial service sectors followed by a six-month internship and supports to ensure that participants have strong connections to employment. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "Year Up" on short- and medium-term earnings and employment and on industry-recognized credential completion. The WWC identified two studies of "Year Up." Both meet WWC standards. The evidence presented in this report is from studies of the impact of "Year Up" on young adults ages 18 to 24 with a high school diploma or equivalent-- including Black and Hispanic individuals--in urban areas around the country. This intervention snapshot provides a brief summary of the full report. [For the Intervention Report, see ED615758. For the Intervention Brief, see ED615760.]

"Bottom Line" provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of "Bottom Line's" target colleges, which they identified as providing a high-quality education at an affordable price, "Bottom Line" continues to provide regular support to students on campus for up to six years. This What Works Clearinghouse (WWC) report, part of the WWC's Transition to College topic area, explores the effects of "Bottom Line" on enrolling and progressing in college. The WWC identified two studies of "Bottom Line," one of which meets WWC standards. The evidence presented in this report is from one study of the impact of "Bottom Line" on high school and college students--including African-American, Hispanic, and Asian students--based in Boston, New York City, and Worcester, Massachusetts. This intervention snapshot provides a brief summary of the full report. [For "Bottom Line. Intervention Report. Transition to College Topic Area. NCEE 2021-013," see ED612306. For "Bottom Line. Intervention Brief. Transition to College Topic Area. NCEE 2021-013," see ED612307.]

This What Works Clearinghouse (WWC) report, part of the WWC's Supporting Postsecondary Success topic area, explores the effects of "Accelerated Study in Associate Programs (ASAP)" on enrollment, credit accumulation, and graduation rates. The WWC identified 11 studies of "ASAP," and two studies meet WWC standards. The evidence presented in the full intervention report includes studies of the impacts of "ASAP" on community college students, including students who were White, Black, Hispanic, and Asian or Pacific Islander. This Intervention Snapshot presents findings on "ASAP" from two studies that meet WWC standards. For each outcome reviewed by the WWC, an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings is presented. The improvement index is a measure of the intervention's effect on an outcome. It can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention. All findings are based on two studies with 2,397 students. [For the full report, see ED599685. For the Intervention Brief, see ED599686.]

This volume presents the findings of the second year of a 3-year evaluation of Project Giant Step, focussing on the effects of the project on children, families, and staff. Begun in the fall of 1986, Project Giant Step is a half-day comprehensive program for 4-year old, low-income children and their families in New York City who are not served by other programs. Chapter 1 provides an overview of the evaluation. Chapter 2 describes the sample, while Chapters 3 and 4 present findings on participating children's cognitive achievement and social and emotional functioning. Chapter 5 describes changes in Giant Step families, and Chapter 6 discusses the program's effects on staff, and particularly on staff mobility. An appendix provides information on the study's methodology. (RH)

The document presents a description of the policies and procedures of the New York City Street Crime Unit (SCU) which conducts street surveillance and decoy activities. The organization and administrative structure of the SCU is studied according to the size of a unit and the chain of command requirements. The SCU's methods for selecting and maintaining personnel are based on a profile of the model candidate, recruitment and selection procedures, specialized training programs, and group morale. The SCU functions include: deployment, patrol preparations, decoy operations, and plainclothes surveillance. Guidelines for confrontation between plainclothes officers, stop and frisk procedures, arrest procedures, and their policy implications are given. The facilities, equipment, and communication system of the SCU are examined. A discussion of the legal issue of entrapment is presented and methods for maintaining the integrity of SCU members are considered. Data on SCU costs, arrest and conviction rates, injury levels, crime reductive impact, and other outcome measures are discussed. An evaluation design for assessing the outcomes and impacts of street crime unit operations is given. Statutes, equipment inventory, interview questions, guidelines, procedures, and performance evaluation forms related to SCU activities are appended. (Author/EC)

This is the second report on the evaluation of Project Giant Step, a program aiming to establish universal, comprehensive services to all 4-year-olds in New York, starting with low-income children in New York City who are not served by existing programs. The program combines an appropriate developmental and educational experience for children with support services for families and a program that involves parents in their children's education. This volume presents findings of a preliminary study of Giant Step's effects on children, families, and staff over the first 2 years of the 3-year evaluation study. Findings indicated that both cohorts of Giant Step children made cognitive gains more than twice as great as those expected in normal development. Participants' scores on a cognitive test were almost 2.5 times higher than those of children in other early childhood programs serving similar populations. Gains in social skills and classroom ability were also greater than those in normal development. The program successfully involved parents in activities with their children and parent education. Program staff were responsive to requests from parents for help. Parents were very satisfied with Giant Step's program for their children. The program was successful in recruiting and retaining highly qualified staff. (RH)