Disadvantaged students are those whose family, social, or economic circumstances hinder their ability to learn at school. RAND conducts research on after-school programs and other out-of-school time issues, the effects on students of natural disasters (such as Hurricane Katrina), and other factors that contribute to educational disparities.
PERIODICAL
Andreas Schleicher of the Organisation for Economic Co-operation and Development provides a global perspective on what drives high-performing educational systems.
COMMENTARY
The results from Montgomery County demonstrate that an integrative housing policy can be an effective form of school policy for disadvantaged children, writes Heather Schwartz.
JOURNAL ARTICLE
In applying latent class analysis techniques, we identified multiple types of students who do not pursue college. One group of non-enrollees (27.6%) reports forgoing college because the economic barriers are too high – either because of college affordability or family financial responsibility.
MULTIMEDIA
Catherine Augustine and Jennifer McCombs, researchers at the RAND Corporation, spoke with RAND media relations officer Joseph Dougherty about the loss of knowledge and educational skills during the summer months and how students who attend summer programs can disrupt the educational loss and do better in school than peers who do not attend the same programs.
NEWS RELEASE
The loss of knowledge and educational skills during the summer months is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students.
REPORT
The loss of knowledge and educational skills during the summer is cumulative over the course of a student's career and further widens the achievement gap between low- and upper-income students. Those who attend summer programs can disrupt that loss and do better in school.
RESEARCH BRIEF
Summer learning programs can prevent the summertime loss of knowledge and skills that disproportionately affects low-income students. A study of existing programs resulted in targeted recommendations for school districts, policymakers, and funders.
REPORT
Coordinating the work of the many different institutions involved in after-school activities—including schools, nonprofits and municipal agencies like parks and libraries—holds the promise of making programs better and more accessible to urban children and teens who need them.
NEWS RELEASE
Coordinating the work of the many different institutions involved in after-school activities -- including schools, nonprofits and municipal agencies like parks and libraries -- holds the promise of making programs better and more accessible to urban children and teens who need them.
RESEARCH BRIEF
Five cities that received a grant from The Wallace Foundation, along with three other cities that were not part of the initiative, were successful in using data from management information systems to improve out-of-school-time programs.
RESEARCH BRIEF
Five cities that received a grant from The Wallace Foundation to increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems used different planning approaches to meet the initiative's goals.
REPORT
The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time (OST) systems. The third in this three-volume series presents in-depth case studies of the grantees (Providence, Boston, New York City, Chicago, and Washington, D.C.) and reveals lessons learned and best practices for the OST field.
REPORT
The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems. The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and student outcomes.
COMMENTARY
In the federal legislation signed this spring to reform student lending, one feature has been largely overlooked by the press: The new law increases the incentive for college graduates to choose public-service careers, such as teaching, write Jennifer L. Steele, Richard J. Murnane, and John B. Willett.
REPORT
Examines the contribution of family, school, and neighborhood factors to the racial achievement gap in education.
NEWS RELEASE
California's sizeable achievement gaps in English-language arts and mathematics in second and third grades have early roots, with the same groups of children that lag in academic performance in elementary school trailing in measures of school readiness when they enter kindergarten.
NEWS RELEASE
Despite strong initial efforts to support the mental health needs of students displaced by Hurricanes Katrina and Rita, many schools have not been able to fulfill students' mental health needs over the long term.
RESEARCH BRIEF
This research brief summarizes a study of the movements of Louisiana public school students in the aftermath of Hurricanes Katrina and Rita and of the short-term effects of these displaced students on the state's public education system.
NEWS RELEASE
November 29, 2006 News Release: RAND Study Says Many Louisiana Students Displaced by Hurricanes May Suffer Academically.
JOURNAL ARTICLE
In the national effort to improve educational achievement, urban districts offer the greatest challenge as they often serve the most disadvantaged students.
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