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.
The Big Lift is a learning initiative extending from preschool to third grade in San Mateo County, California. This report provides descriptive analyses of participation in Big Lift programs along with measures of kindergarten-readiness at school entry.
In the United States, black and poor students are suspended at much higher rates than their white and non-poor peers. While the existence of these disparities is not controversial, how to interpret the disparities is bitterly disputed.
If public school in America is free for kindergarten through high school, why not extend the same guarantee for the earliest years, when the potential impact is greatest? The United States can learn from Britain's experience in this area.
Children need safe places, caring adults, and enriching activities when not in school. Out-of-school time programs build human and cultural capital and develop kids' interests and skills. Public funding helps low-income youth have experiences that may provide lasting developmental benefits.
Summarizes lessons from RAND's interim evaluation of the Opportunity by Design initiative and provides a number of recommendations that may be of interest to schools and districts implementing or considering implementation of similar approaches.
The New York City Community Schools Initiative is a strategy to organize resources and share leadership so that academics, health and wellness, youth development, and family engagement are integrated into each school. An assessment of 118 schools finds that with support from partners, school improvement should continue.
Opportunity by Design (ObD) uses innovative design principles like personalized instruction to help prepare students for postsecondary success. RAND's interim report on ObD lays out how these principles are implemented in schools, their strengths, and early challenges.
School start times are becoming a hotly debated topic across the United States. Starting middle and high schools at 8:30 a.m. would improve teen health, and the economic benefits of this shift would likely outweigh the costs.
Two key effects of better-rested teens are improved academic performance and reduced motor vehicle crashes. Delaying school start times to 8:30 a.m. could result in economic benefits that would be realized within a matter of years — $10 billion in California alone.
A state-by-state analysis (in 47 states) of the economic implications of a shift in school start times in the U.S., shows that a nationwide move to 8.30 a.m. could contribute $83 billion to the U.S. economy within a decade. These gains would be realized through higher academic and professional performance, and reduced car crash rates.
Moving school start times to 8:30 a.m. could contribute $83 billion to the U.S. economy within a decade. These gains would come from higher academic and professional performance, and reduced car crash rates.
Some opponents of changing start times for high school students may be relying on results that could, with appropriate clarification and interpretation, actually support later start times for adolescents.