More than half of students who enter college end up dropping out without ever completing a degree or certificate. Time and money are wasted without the benefits of a degree. While colleges are experimenting with novel techniques to boost completion rates, strategic support from the federal government could further these efforts.
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.
We do not yet know how long or deep this economic downturn will be, or how the pandemic will affect the way we work and learn. But just as the post-coronavirus workplace is surely being re-envisioned, this crisis should motivate us to reconsider the structure of our educational system. Early college is a model that can help inform these discussions.
When students have academic or behavioral challenges, educators often consult with another teacher, support staff, principal, or district leader to weigh strategies. When selecting interventions, they consider relevance to local context, rigor of evidence, and feasibility.
The authors consider how policy environments affect school districts' attempts to scale and sustain quality summer programs. This report, the sixth in a series, is intended to help program leaders navigate local, state, and federal policy contexts.
In Wisconsin, a state-funded grant helped the lowest-income college students meet living expenses and supported degree completion. A grant of $1,100 made graduation 9 percent more likely for students enrolled at technical colleges.
How we respond to the COVID-19 pandemic today will likely have longer-term effects. This means that we need to think about people who are actively preparing for that future: high school students looking to enter college and careers.
Schools play a critical role in giving students access to college and career information and resources. What do U.S. high school educators think about the quality and availability of the resources that their schools provide?
Academic intervention programs support students who are performing below grade level. When asked about their use of these programs, U.S. teachers were more likely to report using them in English language arts than in mathematics. Teachers also reported using a wide variety of interventions.
The Intensive Partnerships for Effective Teaching initiative was a multiyear effort to improve student outcomes by increasing access to effective teaching. The authors discuss challenges in measuring effectiveness and how the team addressed them.
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.
In this report, the authors present results describing early learning outcomes of children from three kindergarten classes who were eligible to participate in The Big Lift, a preschool-third-grade initiative that aims to boost reading proficiency.
Principals play a critical role in supporting America's 6.7 million students with disabilities. But most principals—especially those who lead schools that serve mostly students of color—believe that their schools could do a better job in this area.
Features of a learning environment, also called school and classroom climate, are associated with higher student achievement. What do educators need to assess these features—and to help create positive, safe, and inclusive environments for students?
Children's access to education and care from a young age is vital. Large differences exist between EU countries in access to those services and the quality of child care. Bridging the gap would require more efforts at the EU and national levels to guarantee that each child has access to services that will have lasting effects on their development.
This study is an examination of preschool curricula and their associations with preschool classroom environments and children's academic and social-emotional development using five samples of low-income children attending public preschool programs.