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.
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.
Personalized learning could lead to improved student outcomes. But those implementing this approach should temper their expectations for how big these benefits will be—and be patient while the benefits emerge. It's also important to consider the challenges of implementation.
This report examines the representativeness of the Junior Reserve Officers' Training Corps (JROTC) program at the school level with respect to geography and demographics and determines how federal laws and policies affect JROTC units.
A bill introduced in May would create a searchable database of students' college majors and earnings after graduation. The data could help U.S. students make informed decisions and could also be used to better allocate resources that benefit students.
Schools implementing personalized learning were pursuing a wide variety of approaches and students closed achievement gaps relative to national norms. Observed challenges to implementation lead to recommendations for implementers.