RAND Research Topic: Students 2012-05-24T14:10:36Z Copyright (c) 2012, The RAND Corporation RAND Corporation http://www.rand.org/topics/students.html Getting Schooled: How the United States Ranks Among Other Countries in Educational Achievement http://www.rand.org/publications/randreview/issues/2012/spring/perspectives.html May 11, 2012 May 11, 2012 Andreas Schleicher of the Organisation for Economic Co-operation and Development provides a global perspective on what drives high-performing educational systems. Support for Students Exposed to Trauma (Japanese translation) http://www.rand.org/pubs/technical_reports/TR675z1.html Jan 13, 2012 Jan 13, 2012 Japanese translation of <em>Support for Students Exposed to Trauma</em>, including a series of teacher- or school counselor–led lessons aimed at reducing distress for middle school students who have been exposed to a traumatic life event. The program includes skill-building techniques geared toward changing maladaptive thoughts and promoting positive behaviors. Narrowing the Economic Achievement Gap: The Role of Housing http://www.rand.org/commentary/2012/01/11/SPO.html Jan 11, 2012 Jan 11, 2012 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. Stecher Discusses How to Cultivate Thriving Schools http://www.rand.org/multimedia/video/2011/07/16/cultivating-thriving-schools.html Sep 6, 2011 Sep 6, 2011 In a TEDx presentation, Brian M. Stecher, Associate Director, RAND Education, suggests three steps we need to take to cultivate schools where students can thrive. Not Making the Transition to College: School, Work, and Opportunities in the Lives of Contemporary American Youth http://www.rand.org/pubs/external_publications/EP201100165.html Jun 30, 2011 Jun 30, 2011 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. Making Summer Count http://www.rand.org/multimedia/video/2011/06/13/making-summer-count.html Jun 13, 2011 Jun 13, 2011 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. Investment in Summer Learning Programs Can Help Stop the 'Summer Slide' http://www.rand.org/news/press/2011/06/13.html Jun 12, 2011 Jun 12, 2011 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. Investment in Summer Learning Programs Can Help Stop the 'Summer Slide' http://www.rand.org/pubs/monographs/MG1120.html Jun 12, 2011 Jun 12, 2011 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 Counts: Making Summer Programs Part of the Learning Equation http://www.rand.org/pubs/research_briefs/RB9599.html Jun 12, 2011 Jun 12, 2011 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. Motives for Smoking in Movies Affect Future Smoking Risk in Middle School Students: An Experimental Investigation http://www.rand.org/pubs/external_publications/EP201100256.html Jan 1, 2011 Jan 1, 2011 Exposure to movies that portray motivations for smoking places adolescents at particular risk for future smoking. An Outcome Evaluation of the Success for Kids Program http://www.rand.org/pubs/technical_reports/TR575-1.html Nov 20, 2010 Nov 20, 2010 This report presents results from a multisite, quantitative evaluation of the international Success for Kids (SFK) after-school program. A nonreligious program, SFK seeks to build resilience in children. Interestingly, the authors found that the program positively affected not just social and internal outcomes but also school-related outcomes, even though SFK is not an academic intervention. Military Veterans' Experiences Using the Post-9/11 GI Bill and Adapting to Life on Campus http://www.rand.org/pubs/monographs/MG1083.html Nov 11, 2010 Nov 11, 2010 The Post-9/11 GI Bill increased the higher education benefits available to eligible individuals, but its implementation presented challenges to both student veterans and campus administrators. First Year of Post-9/11 GI Bill Assessed http://www.rand.org/news/press/2010/11/11.html Nov 11, 2010 Nov 11, 2010 Data on the experiences of student veterans and campus administrators during the first year of the Post-9/11 GI Bill. How Military Veterans Are Using the Post-9/11 GI Bill and Adapting to Life in College http://www.rand.org/pubs/research_briefs/RB9560.html Nov 5, 2010 Nov 5, 2010 The Post-9/11 GI Bill increased the higher education benefits available to eligible individuals. Offering benefits to nearly 2 million veterans, it is more generous than previous bills but beneficiaries report challenges in using the new benefits. Coordination Efforts Could Boost After-School Programming http://www.rand.org/pubs/monographs/MG1037.html Oct 21, 2010 Oct 21, 2010 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. Coordination Efforts Could Boost After-School Programming http://www.rand.org/news/press/2010/10/21.html Oct 20, 2010 Oct 20, 2010 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. Hours of Opportunity: How Cities Can Use Data to Improve Services in Out-of-School Time Programs http://www.rand.org/pubs/research_briefs/RB9551z1.html Oct 19, 2010 Oct 19, 2010 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. Hours of Opportunity: How Cities Can Build Systems to Improve Out-of-School-Time Programs http://www.rand.org/pubs/research_briefs/RB9551.html Oct 18, 2010 Oct 18, 2010 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. Hours of Opportunity, Volume 3: Profiles of Five Cities Improving After-School Programs Through a Systems Approach http://www.rand.org/pubs/technical_reports/TR882.html Sep 27, 2010 Sep 27, 2010 <p>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.</p> Hours of Opportunity, Volume 2: The Power of Data to Improve After-School Programs Citywide http://www.rand.org/pubs/monographs/MG1037z1.html Sep 13, 2010 Sep 13, 2010 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.