Evaluation of the Newark/Essex County, New Jersey Construction Careers Consortium Pre-Apprenticeship Program

From 2006 to 2007, the Heldrich Center conducted an evaluation of a program in Essex County, New Jersey that prepares women and minorities for apprenticeships in the construction trades. The evaluation included both a process evaluation (including structured interviews with stakeholders and program staff, and focus groups and questionnaires with participants) and an outcome evaluation.

Evaluation of the New Jersey Customized Training (CT) Program

The Heldrich Center completed a series of evaluations of the New Jersey CT program, which provides financial assistance to companies and groups of companies to help them to provide training to employed workers. The Center’s evaluations used a telephone survey of companies receiving a grant, a telephone survey of individuals receiving training funded by a grant, and extensive in-depth site visits to determine the effect of the CT program on individual companies and their employees.

Evaluation of the Greater Newark Workforce Funders Collaborative

The Heldrich Center is conducting an evaluation of the Greater Newark Workforce Funders Collaborative (GNWFC) to assess its progress and outcomes over a three-year period from July 2011 through June 2014. The evaluation consists of formative and summative components, assessing the GNWFC’s implementation of initiatives to determine if the activities have been implemented as planned and identifying areas where the programs, services, and partnerships can be improved.

Evaluation of Post-Secondary Training Providers in the State of New Jersey

Since 1998, the Heldrich Center has worked closely with the State of New Jersey to design and implement a state-of-the-art consumer report card system for post-secondary training and education programs. The Heldrich Center currently calculates employment and wage outcomes for over 2,000 training programs on a quarterly basis and posts this information on the NJTrainingSystems.org website. (Funded by a grant from the New Jersey State Employment and Training Commission and Department of Labor)

Evaluation of New Jersey's Literacy Labs

From 1998 to 2000, the Heldrich Center performed two process evaluations of the newly established literacy labs in New Jersey’s One-Stop Career Centers, to inform the implementation and expansion of the effort. The Literacy Labs, which rely heavily on computer-based learning tools, are the state’s main effort to provide basic skills, literacy, and English as Second Language training to individuals in One-Stop Career Centers. The evaluations used interviews with program staff and stakeholders as well as focus groups with participants.

Evaluation of Essex County College’s STEM Learning Community

From 2009 to 2011, the Heldrich Center conducted a process evaluation of the implementation of a change in Essex County College’s math education to add a recitation section to its first required math course (Algebra) that created a learning community in STEM. The evaluation included interviews with staff, focus groups with students and tutors, and participant observation. The Center has produced several reports with timely feedback for the college.

Evaluation of Essex County College’s Stay-in-Step Academy for Black Males

From 2009 to 2011, the Heldrich Center evaluated the Stay-in-Step Academy, which sought to improve the noncognitive skills of black males at Essex County College. The program’s goal was to boost students’ motivation, their sense of self-efficacy, and other attitudes associated with positive academic and life outcomes. The Center conducted a process evaluation of the program’s implementation based on surveys, interviews, and focus groups.

Evaluation of Essex County College’s Predominantly Black Institutions (PBI) Formula Grant

The Heldrich Center is evaluating four diverse initiatives at Essex County College in New Jersey that are funded as part of its PBI formula grant: recitation sections for math, a learning community in English and math for remedial students, instruction of professors in how to use computer software to improve instruction in mathematics, and a college preparatory program for individuals who have dropped out of high school. For the mathematics recitation, the Center is conducting a quasi-experimental evaluation of the effect of the recitation on student grades and retention in college.