Rising mental health problems in the United States have long made health advocates and providers worried about the need for additional support for struggling college students. The pandemic has only exacerbated this concern.
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.
This study protocol describes a proposed randomized controlled trial that builds upon a successful pilot intervention study to address problematic and dangerous drinking among young adult college students studying abroad in foreign environments.
Evidence shows that correctional education programs are effective—and cost-effective—at improving employment outcomes for participants and at helping to keep them from returning to prison. But given limited budgets, how can the long-term funding of these programs be sustained?
Beginning in fall 2015, Texas policymakers recommended that colleges offer targeted supports to students who tested at the lowest levels on the state's placement exam. This report describes the reforms and their implementation by community colleges.
Sleep deprivation has measurable negative effects on teens' behavior and health. Early school start times make it difficult for teens to get sufficient sleep. A RAND sleep expert shares how she helps her teens transition from summer back to waking up early for school.
Most principals and teachers surveyed agreed that their preservice training prepared them to lead a school or teach in a classroom, but just over 60 percent of them felt prepared to support nonwhite and low-income students. White educators felt less prepared than their nonwhite peers.