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.
More rest improves teens' well-being, public safety, and academic performance. Later school start times promote better sleep for teens. School districts, communities, and parents should consider multi-pronged strategies that start with a later school bell.
Educators and policymakers are increasingly focusing on non-academic competencies, known as social and emotional learning. To support growth in these areas, teachers need assessments that can help them understand how well students are learning these skills, and what instructional approaches work best.
The most comprehensive look to date at the benefits of early childhood education found that 102 of 115 programs improved at least one outcome for children beyond a statistical doubt. And the economic and social benefits continue to pay dividends, sometimes well into adulthood.
Students need more than proficiency in reading or math. Perseverance, active listening, empathy and good decision-making help kids succeed both academically and in life. Schools need access to high-quality social and emotional learning assessment measures to ensure programs will improve student learning and their futures.
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.