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.
This policy brief provides an overview of existing evidence on effective diagnosis and early intervention for children with Special Educational Needs (SEN) in Europe.
This commentary presents an overview of the issues associated with how health plans and public Medicaid systems should share in the costs of assessing and treating children with autism.
When kids go on summer vacation, their knowledge and skills suffer, with their performance dropping off, on average, one month from where they were when they left school in the spring. Such losses do not affect all kids equally, having the greatest effect on low-income students.
Inclusionary Zoning (IZ) policies require that a proportion of units in market-rate residential developments are made affordable to lower-income households in exchange for development rights or zoning variances. IZ programs provide greater access to low-poverty neighborhoods, which are often correlated with high-performing schools.
Andreas Schleicher of the Organisation for Economic Co-operation and Development provides a global perspective on what drives high-performing educational systems.
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.
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.
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.
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.
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.
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.
Through a collaborative partnership between school staff and researchers, preliminary evidence suggests that receiving a school trauma intervention soon after screening compared to delaying treatment can result in better school grades.
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.
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.
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.
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.
The third in this three-volume series presents in-depth case studies of five cities that received funding from The Wallace Foundation to improve out-of-school-time program provision: Providence, Boston, New York City, Chicago, and Washington, D.C.
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 outcomes.
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.
Examines the contribution of family, school, and neighborhood factors to the racial achievement gap in education.