Schools will likely need to modify their practices so that their teachers, staff, and students maintain social distancing standards whenever they reopen. If a federal agency would create guidance, then educators could focus on teaching students.
One quarter of principals and 31 percent of teachers surveyed identified discipline reform as one of the top three most important interventions needed in their secondary schools. And those in high-poverty schools were more likely than those in low-poverty schools to do so.
Children's needs extend beyond the purely academic. It is important that their social and emotional well-being is supported as instruction moves online during the COVID-19 pandemic. A whole-child view of what students need could benefit them now more than ever.
A study of New York City's community schools found improved academic performance, higher attendance, and other positive outcomes for disadvantaged students. This model could benefit similar efforts underway in Los Angeles, where 80 percent of students live in poverty.
The New York City Community Schools Initiative is based on a holistic strategy of education reform. Academics, health and wellness, youth development, and family engagement are integrated into each school. This approach had positive effects on most of the examined student outcomes.
This report presents the impact of the New York Community Schools Initiative (NYC-CS) through the 2017--2018 school year by assessing the effects along seven outcome domains based on student- and school-level characteristics.
Based on my analysis, I extend theory on the role of neighborhood organizations in creating overlap and connection between the school and the community and extend work on organizational members' sense-making about the organizational field.
This ten-step plan should help expanded learning nonprofits address challenges related to data collection and management and therefore make after-school and summer programs better and more accessible for students.
Parents, school administrators, and community sports program leaders agree that sports participation provides kids with benefits. But only 52 percent of lower-income parents involve their children in sports, compared with 66 percent of higher-income parents, in part because of rising costs and time commitments.
A program developed at RAND helps children exposed to trauma confront and subdue their stress and anxiety. The program grew out of the 1990s street violence of South Los Angeles and has since helped kids from Newtown to Fukushima. Researchers are tailoring this intervention for children in Puerto Rico whose lives were upended by hurricanes.
High-quality out-of-school-time programs can benefit youth, and tend to produce outcomes linked to program content. Funders and policymakers could maximize benefits of these programs by providing adequate resources and funding to support quality programming. It could be a wise investment for America's youth.
Cognitive Behavioral Intervention for Trauma in Schools, or CBITS, helps students who have experienced significant trauma. The program focuses on decreasing symptoms related to trauma exposure, managing stress and anxiety, and building peer and caregiver support.
High-quality summer learning programs improve the academic, social, and emotional outcomes of low-income students, but several components are needed to make a program successful. New guidance on best practices can help districts and their community partners implement and operate effective summer programs.
Effects associated with early childcare and middle childhood organized activities were examined in a sample of adolescents. Higher quality early childcare AND more epochs of organized activities were linked to higher academic achievement at age 15.
This issue spotlights RAND's Gun Policy in America initiative and RAND's evaluation of Housing for Health, a Los Angeles County program that has moved some of its most chronically homeless and vulnerable residents into permanent housing.