Upcoming Events, Event Recordings & Resources

Events

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Pillars of Student Support New Webinar Series

Starting 9/28, join the National Partnership for Student Success on Wednesdays at 4:00 to 5:00pm ET for the webinar series, Pillars of Student Support! The series will detail the five types of student supports that are at the heart of NPSS initiatives.

 Register Here

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Pillars of Student Support: Wrap-Around/Integrated Student Support Coordinators

Lead by Communities in Schools & the NPSS

Date: Wednesday, October 12th 4:00 – 5:00 pm EDT

Join the National Partnership for Student Success and Communities In Schools on Wed 10/12 from 4:00 to 5:00pm ET to learn about Wraparound, Integrated Student Support Coordinators and how they can benefit our schools!

 Register Here

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Pillars of Student Support: Student Success Coaches

Lead by City Year and the NPSS

Date: Wednesday, September 28th 4:00 – 5:00 pm EDT

Join the NPSS on Wed 9/28, 4:00 to 5:00pm ET for the first webinar in the series, Pillars of Student Support! The National Partnership for Student Success and City Year will discuss Student Success Coaches.

 Register Here

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Pillars of Student Support: High Quality Mentors

Lead by MENTOR and the NPSS

Date: Wednesday, October 26th 4:00 – 5:00 pm EDT

Join the National Partnership for Student Success on Wed 10/26, 4:00 to 5:00pm ET for the fourth webinar in the series, Pillars of Student Support! The NPSS and MENTOR will discuss High Quality Mentors.

 Register Here

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Pillars of Student Support: High-Impact Tutors

Lead by Accelerate, the National Student Support Accelerator, and the NPSS

Date: Wednesday, October 5th 4:00 – 5:00 pm EDT

Join the National Partnership for Student Success on Wed 10/5, 4:00 to 5:00pm ET for the second webinar in the series, Pillars of Student Support! The NPSS, Accelerate, and the National Student Support Accelerator will discuss High-Impact Tutors.

 Register Here

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Pillars of Student Support: Post-Secondary Transition Coaches

Lead by the National College Attainment Network and the NPSS

Date: Wednesday, November 2nd 2:00 – 3:00 pm EDT

Join the National Partnership for Student Success on Wed 11/2 at 2:00 to 3:00pm ET (note the new time this week!) for the fifth and final webinar in the series, Pillars of Student Support! The NPSS and the National College Attainment Network will discuss Post-Secondary Transition Coaches.

 Register Here

Publications, event recordings, and other resources are available below.

Event Recordings

National Partnership for Student Success launch white house event

White House Event on Student Success

Hosted by the White House

On July 5th, the White House announced the National Partnership for Student Success as a new effort to set our students up for success, in school and in life. The was hosted by the White House Domestic Policy Council and led in partnership with Administration officials from the Domestic Policy Council, U.S. Department of Education and AmeriCorps.

 Click Here to Watch

NPSS Launch Party Panel Discussion

Meeting the Needs of Diverse Learners Post-Launch Panel Presentation

Hosted by InnovateEDU

The National Partnership for Student Success held a panel discussion with leaders from across the education and service sectors following the launch focused on meeting the needs of diverse learners, in a diverse range of locations, and mobilizing for impact.

Click Here to Watch

Resources

Diverse Coalition of Education Groups Announces Support for the National Partnership for Student Success Launched Today by Biden-Harris Administration

The Johns Hopkins Everyone Graduates Center

Baltimore, MD (July 5, 2022) – A diverse group of public and non-profit organizations are announcing their support for the National Partnership for Student Success (NPSS), a coordinated, research-based, locally-driven, all-in effort to help all students recover from the impacts of the COVID-19 pandemic and thrive. This initiative will be launched today at a White House event by the Biden-Harris Administration:

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Want to Accelerate Students' Learning? Don't Forget about Wraparound Services

Alyson Klein

School and district leaders pushing for accelerated learning may not be thinking about the role that wraparound services for kids and their families—mental health counseling, food banks, transportation, and small group instruction—play in making sure their efforts are successful.

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OPINION: A call to service: Our schools need you to step up

Deborah Delisle, The Hechinger Report, April 19, 2022

Let’s increase the numbers of tutors, mentors, classroom parents and community partnerships

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Column: Corporate culture must include volunteerism

Our community has experienced immense challenges over the past two years due to the pandemic. Local nonprofits and charitable organizations were particularly impacted as they faced increased demand for their services while losing in-person volunteers.

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Connecting Social-Emotional Development and Academic Indicators Across Multiple Years

Robert Balfanz and Vaughan Byrnes

Connecting Social-Emotional Development and Academic Indicators Across Multiple Years builds on the work conducted for a previous study, “Connecting Social-Emotional development, Academic Achievement, and On-Track Outcomes: A Multi-District Study of Grades 3 to 10 Students Supported by City Year AmeriCorps Members.” 

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Students in a Science Class

Accelerating Student Learning with High Dosage Tutoring

EdResearch for Recovery, Carly Robinson, Mathew Kraft, and Susan Loeb, Annenberg Institute at Brown University

Tutoring is most likely to be effective when delivered in high doses through tutoring programs with three or more sessions per week or intensive, week-long, small-group programs taught by talented teachers.

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The Impressive Effects of Tutoring on PreK-12 Learning: A Systematic Review and Meta-Analysis of the Experimental Evidence

Andre Joshua Nickow, Philip Oreopoulous, Vincent Quan, Annenberg Institute at Brown University

Tutoring—defined here as one-on-one or small-group instructional programming by teachers, paraprofessionals, volunteers, or parents—is one of the most versatile and potentially transformative educational tools in use today. 

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Mentoring and Education Outcomes

MENTOR

Strong, caring relationships with adult and peer mentors have long played a crucial role in helping young people thrive academically and overcome challenges they face while at school and at key points in their educational journey. These mentoring relationships for students can be provided at school through volunteer programs embedded in the school day or through afterschool programming, as well as through community-based organizations that operate mentoring services outside of schools.

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National Mentoring Resource Center

Our goal is to improve the quality and effectiveness of youth mentoring across the country through increased use of evidence-based practices and sharing practitioner innovations.

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America’s Students Need Us More Than Ever

Van Jones, David Shapiro, and Deborah Marcus

As many of our nation’s young people returned to school campuses to reconnect with teachers, coaches, and classmates this fall we rejoiced in their voices and comradery from the bus stops, classrooms, and playgrounds. 

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Get to Know the Top 10 Pieces of College Access and Success Research

National College Attainment Network

NCAN members and other regular readers of this blog are routinely inundated with new research, white papers, policy briefs, and data points.

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Members’ Measures Matter: Beyond 12

Bill DeBaun

This week, NCAN released our 2021 National College Access and Success Benchmarking Report, “Closing the College Graduation Gap.” The report highlights NCAN’s commitment to reporting on the outcomes of the college access and success field. We do this because our members’ work matters for students, families, communities, states, and the nation overall.

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Idaho Models a Statewide Approach to College Attainment

Ainsley Ash

Idaho is strengthening its statewide K-12-to-college pipeline, and other states may want to sit up and pay attention to what’s going on in the Gem State.

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How PEF-Chattanooga Uses Data and Partnerships to Improve Student Outcomes

Janai Raphael

In 2018, 20 school districts and nonprofits received grants to begin working to “change the way they do business around postsecondary advising” for students as part of the To & Through Advising Challenge.

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Student Success Coach-Target Program Profile (Synthesis of Research)

Intentional Futures

iF pursued a mixed methods research approach, synthesizing insights from an extensive literature review,
administrative data analysis, stakeholder interviews and focus groups, expert interviews, and co-design workshops.
A key principle of the work was to center and elevate the voices of those closest to the implementation of the
Student Success Coach (SSC) model: SSCs, students and teachers.

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Addressing Early Warning Indicators: Interim Impact Findings from the Investing in Innovation (i3) Evaluation of DIPLOMAS NOW

William Corrin, Susan Sepanik, Rachel Rosen, and Andrea Shane, MDRC

Too many students in high-poverty urban communities drop out of high school, and too few graduate prepared for college and careers. Three national organizations — Talent Development Secondary, City Year, and Communities In Schools — partnered to form Diplomas Now in an effort to turn
those numbers around.

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How a Personalized Approach to Learning Helped One Organization Quickly Adapt in a Global Pandemic: A City Year Case Study

 Jacquie Beaubien, Motivation, Mindset & Equity Consulting

City Year is an education and human development organization that works with community partners to support student success, advance educational equity, and contribute to systems-level changes in policy and practice that  address the root causes of inequitable educational outcomes

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Integrated Student Supports Return on Investment

Communities in Schools

In May 2012, Communities In Schools released the results of an economic impact study conducted by EMSI, one of the nation’s leading economic modeling firms. The purpose of the study was to quantify the return on investment of Communities In Schools’ 113 high school-serving affiliates in its network to taxpayers, businesses, and students.

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Illustrating the Promise of Community Schools: An Assessment of the Impact of the New York City Community Schools Initiative

 Johnston, William R., John Engberg, Isaac M. Opper, Lisa Sontag-Padilla, and Lea Xenakis

With the launch of the New York City Community Schools Initiative (NYC-CS) in 2014, the New York City Department of Education (NYCDOE) has increased its focus on the implementation of a holistic strategy of education reform to address the social consequences of poverty as a means to improving student outcomes.

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two students with a tutor in a classroom setting

Community Schools and the Science of Learning and Development: What We Are Learning From the Chicago Public Schools Community Schools Initiative

Neil Naftzger, Jill Young, and Dominique Bradley, American Institutes for Research

We know from the science of learning and development that education systems should serve the
interests, abilities, and needs of every student and that a set of practice components exist that can be
employed to design learning environments that support the achievement of each of these outcomes for
young people (Darling-Hammond et al., 2019).

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two students high five during a classroom science fair

Accessing Funds from Local School Districts

Afterschool Alliance

Use this toolkit to assist in pursuing partnerships with school districts to provide afterschool and summer programs to support student recovery. Districts must spend a minimum of 20% of their funds on learning loss, which explicitly calls out summer and afterschool programs as an allowable use.

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High-Impact Tutoring Standards

Developed by an Advisory Group of leaders in Tutoring Research and Practice

The TQIS quality standards are aligned with the Accelerator’s Framework for High-Impact Tutoring and were developed by the TQIS Advisory Group. These quality standards will be updated regularly to reflect new learnings.

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Tutoring Cost Calculator 2.0

National Student Support Accelerator

This tutoring cost calculator is intended to help districts and schools walk through key design features that drive tutoring costs. It is based on a review of the academic literature on tutoring that includes information on program costs as well as data collected from interviews with a range of existing tutoring organizations… 

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Framework for Action: Building a Corps for Student Success

Everyone Graduates Center at Johns Hopkins University School of Education, COVID Collaborative, and City Year

Providing the right supports to the right students in the right places at the scale and intensity required necessitates an organizing framework for action, which enables school districts and communities to make informed choices about which additional evidence-based student supports best address their needs and how best to deploy them.

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Connecting Social-Emotional Development, Academic Achievement, and On-Track Outcomes

There is a growing understanding that an integrated approach to social, emotional, and academic development provides the best path toward ensuring all students graduate from high school prepared for postsecondary and adult success.

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The Transformative Potential of Tutoring for PreK-12 Learning Outcomes: Lessons from Randomized Evaluations Summary of Findings

Andre Joshua Nickow, Philip Oreopoulos, and Vincent Quan, J-PAL North America

In the United States, millions of students are behind grade level. In 2019, only 41 percent of fourth graders were considered “proficient” in math

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Strategies for Using American Rescue Plan Funding to Address the Impact of Lost Instructional Time

 U.S. Department of Education

With the passage of the American Rescue Plan Act of 2021 (ARP Act), local educational agencies (LEAs) and schools have significant federal resources available which should be used to implement evidence based and practitioner-informed strategies to meet the needs of students related to COVID-19.

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High Impact Tutoring: Equitable and Effective Student Learning Acceleration

National Student Support Accelerator

Rigorous research provides evidence that tutoring, with specific characteristics, produces large learning gains for a wide range of students, including those who have fallen behind academically.

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The youth mental health crisis is real, but teachers can’t solve it alone

David Shapiro and Stephanie M. Jones

The U.S. surgeon general this month issued a stark warning about the state of mental health among America’s youth. Citing mounting evidence that the COVID-19 pandemic has contributed to social isolation, feelings of hopelessness and self-harm among adolescents, his public health advisory urged immediate action to support young people’s mental health and well-being.

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Virtual Mentoring Was Invaluable During the Pandemic. Keeping It Going Can Close the Gap for the 1 in 3 Students Who Need a Mentor’s Help

David Shapiro and Kate Schrauth

Early on, it seemed mentoring could be another casualty of the pandemic, the developmental relationships so many young people depended on for guidance and stability dissipating right when they were needed most.

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5 Considerations for Schools Working with Postsecondary Planning Partners

Zenia Henderson

As school districts across the country continue to assess their plans for reopening for the fast-approaching 2020-21 academic year, postsecondary planning may not be top of mind for many.

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Milwaukee Public Schools Offers Roadmap for Engaging Classes of 2020 and 2021

Bill DeBaun

Members, partners, and friends of NCAN know that COVID-19 has thrown immense hurdles in the paths of students striving to transition from high school to college.

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Key Takeaways from NCAN’s Report on 'Moving the Needle' on Postsecondary Outcomes

Bill DeBaun

Earlier this month, NCAN released “Moving the College Access Needle for the New Majority: Lessons from Leading Communities,” a new report that examines the principles and practices that have led four districts around the U.S. to transform their approach to postsecondary advising.

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New Study: Bottom Line Provides Huge Boost to Students’ Outcomes

Bill DeBaun

“Given declining social mobility over time, intensive advising appears to be an effective policy strategy to promote greater economic opportunity for economically-disadvantaged, academically college-ready students … substantial expansion of the [Bottom Line] model could contribute to increased racial equity and mobility in the U.S.” These are the partial conclusions of a new randomized controlled trial, the evidentiary gold standard, on the effectiveness of Bottom Line, an NCAN member.

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Reimagining Postsecondary Efforts in Baltimore City Public Schools

Stephanie Breen

In case you missed it, we had the honor of hosting Dr. Sonja Brookins Santelises, CEO of Baltimore City Public Schools, at last week’s NCAN conference, “Rebuilding for Postsecondary Equity.” 

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Using Data and the Human Touch: Evaluating the NYC Inter-Agency Campaign to Reduce Chronic Absenteeism

Robert Balfanz and Vaughan Byrnes

Following a 2008 report that documented the extent of chronic absenteeism in New York City’s schools, the city organized an interagency task force to develop and implement a citywide effort to reduce chronic absenteeism. 

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City Year’s 2020 National Alumni Survey City Year

City Year

City Year alumni are culturally competent, civically engaged and diverse changemakers who have experience bringing people together, working in collaborative teams, learning from and rebounding from setbacks, and taking action for the common good.

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From Downward Spiral to Virtuous Cycle: City Year’s Breakthrough in Education

Bill Copeland and Michael E. Raynor, Deloitte

Too many high school students with the ability and desire to
graduate end up dropping out. The human and economic cost of a
high dropout rate is eye-watering.

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Making the Grade: A Progress Report and Next Steps for Integrated Student Supports

Kristen Anderson Moore, Hannah Lantos, Rebecca Jones, Ann Schindler, Jonathan Belford, and Vanessa Sacks

In recent years, the education field has
come to recognize the role of schools in
supporting student health, safety, and
well‐being by developing integrated
student support initiatives.

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Community Schools: An Evidence-Based Strategy for Equitable School Improvement

Jeannie Oaks, Anna Maier, and Julia Daniel, Learning Policy Institute and National Education Policy Center

This brief examines the research on community schools, with two primary emphases. First, it
explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of
investing in well-designed community schools to meet the educational needs of low-achieving
students in high-poverty schools.

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Experimental Evidence of the Effects of the Communities In Schools of Chicago Partnership Program on Student Achievement

David Figlio, Communities in Schools Chicago

Like many other organizations with the goal of providing
services to children from disadvantaged backgrounds,
Communities In Schools (CIS) of Chicago has sought
to systematically identify the effects of its partnership
program on students’ quantifiable outcomes.

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Frequently Asked Questions Using American Rescue Plan Funding to Support Full-Service Community Schools & Related Strategies

U.S. Department of Education

With the passage of the American Rescue Plan (ARP) Act of 2021, and the previous relief
packages, states, districts, and schools have significant federal resources available to implement
evidence-based1 and practitioner-informed strategies to meet the needs of students related to
coronavirus disease 2019 (COVID-19).

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Students having a conversation

Guiding Principles for Equitable Whole Child Design

The Forum for Youth Investment, Learning Policy Institute, Science of Learning & Development Alliance & Turnaround for Children

The Guiding Principles for Equitable Whole Child Design show how practitioners can integrate a range of structures and practices to maximize learning and development.

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Short Presentation of Evidence of Effectiveness and Characteristics of High-Impact Tutoring

National Student Support Accelerator

High-Impact Tutoring: An Equitable, Proven Approach to Address Pandemic Learning Loss and Accelerate Learning

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Educator Guide: High Impact Tutoring Advocacy

National Student Support Accelerator in Partnership with the Tutoring Advisory Group.

Tools and materials to support educators in advocating for high-impact tutoring in their district. This Guide includes: Sample emails, program examples, FAQs, Presentations, talking points, and a one-pager.

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Key Considerations for Designing High-Impact Tutoring Programs: Learning from NCLB Supplemental Education Services

National Student Support Accelerator in Partnership

Researchers, across multiple studies, find that tutoring can dramatically accelerate student achievement in both math and reading. However, previous efforts to expand access to tutoring through federally-mandated Supplemental Education Services (SES) under the No Child Left Behind Act of 2001 show little to no effect on student outcomes. Now with over a billion dollars in federal covid-relief funding slated for tutoring, what can we learn from districts’ experiences with SES to do better this time, so that this new tutoring lives up to its promise for students? 

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A Corps for Student Success to Address the Impacts of the Pandemic on America's Young People

Convening proceedings from the February 23, 2021 National Meeting. Recommendations for the Biden Harris Administration.

The group agreed on a specific recommendation for the Biden-Harris Administration on how to approach the challenge: to create a national Corps for Student Success1 by leveraging leadership, convening authority, federal funding, policy, and inter-agency collaboration to maximize the impact of federal, state, and local resources that can provide critical, evidence-based, people-powered supports to students, particularly those most impacted by the pandemic.

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Using recent graduates to strategically expand AmeriCorps will help those still in school

Our country’s systemic racism combined with inequities exacerbated by COVID-19 threaten a 15-year trend of improving educational advancements of low income and minority students.

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Promising Practices: High-Impact Tutoring: Saga Education

National Center for Learning Disabilities

High-impact tutoring, sometimes referred to as “high-dosage tutoring,” is defined as one-on-one or small group instructional programming by teachers, paraprofessionals, volunteers, or parents at least three times a week for 50 hours a semester.

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Early Lessons from Implementing High-Impact Tutoring at Scale

Sara White, Megan Carey, Annie O’Donnell, Susanna Loeb, National Student Support Accelerator

Many education leaders are turning to high-impact tutoring to accelerate student learning and compensate for interrupted instruction due to COVID-19.

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Saga Education in Chicago Public Schools: High-dosage tutoring to improve student outcomes in math

Results for America

For years, many Chicago Public Schools experienced poor academic performance, low graduation rates, high levels of violence, and below-average employment outcomes. By 2011, there was growing recognition that new interventions were needed.

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In His State of the Union Address, President Biden Called on All Americans to Step Up for Students. Here Are 3 Places to Start

David Shapiro

Two years into the pandemic, the student mental health crisis is finally getting the attention it deserves. On the biggest stage in politics, President Joe Biden used part of his State of the Union address to call on all Americans to step up to support students affected by the COVID-19 pandemic.

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When Relationships Come First in Schools, Success Follows

Jean Eddy and David Shapiro

After more than a year of disrupted school for most of the country, we know that meaningful relationships are a powerful part of our young people’s lives. Based on our work and research, we also know they play a key role in helping kids explore and navigate potential future pathways. 

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NCAN Report: Member-Served Students’ Enrollment Exceeded National Benchmark National College Attainment Network

Bill DeBaun

Students served by a sample of NCAN member organizations enrolled in postsecondary education at slightly higher rates overall than a comparable national benchmark, which offers a bit of bright news to cap an otherwise difficult academic year.

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Tacoma Community Partners Ask Seniors, 'What’s Next?' Then Connect Them with Support

Bill DeBaun

It will take a concerted effort from a lot of partners in communities across the country to keep the class of 2020 on track for a postsecondary pathway. With a new initiative, Tacoma, Washington, offers a model of what that effort can look like elsewhere.

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Springfield Public Schools Finds Willing Partners for Improving Postsecondary Outcomes

Bill DeBaun

Members, partners, and friends of NCAN know that COVID-19 has thrown immense hurdles in the paths of students striving to transition from high school to college.

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Closing College Graduation Gap: 2018 National College Access and Success Benchmarking Report

Bill DeBaun

Five years ago, NCAN embarked on an effort with our members to examine how college access and
success services affect the postsecondary outcomes of traditionally underserved students.

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CT RISE Offers Successful Approach to Combating Summer Melt

Bill DeBaun and Rebecca Kruge

The Connecticut RISE Network (RISE) takes a collaborative approach to improving student outcomes and closing opportunity gaps. Through a nine-school and eight-district network, RISE connects teachers, school counselors, and administrators to amplify their collective impact by working toward common goals.

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Analysis of the Impacts of City Year's Whole School Whole Child Model on Partner Schools' Performance

Meredith, Julie; Anderson, Leslie M.

City Year is a learning organization committed to the rigorous evaluation of its “Whole School Whole Child” model, which trains and deploys teams of AmeriCorps members to low-performing, urban schools to empower more students to reach their full potential.

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City Year’s Research & Learning Agenda Spring 2022

City Year

City Year strives to advance educational equity and prepare young
adults to work across lines of difference. To do this, City Year recruits
and trains AmeriCorps members who serve in schools as Student
Success Coaches.

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Connecting Social-Emotional Development, Academic Achievement and On-Track Outcomes: A Multi-District Study of Grades 3-10 Students Supported by City Year AmeriCorps Members

Robert Balfanz and Vaughan Byrnes, Everyone Graduates Center, School of Education, Johns Hopkins University

There is a growing understanding that an integrated
approach to social, emotional, and academic development provides the best path toward ensuring all students
graduate from high school prepared for postsecondary
and adult success.

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Improving Conditions for Learning: Student Success in Every Community

Communities in Schools

One out of every six students drops out of school. The odds say it will be a student of color. It’s the last stop on a journey through an education system that doesn’t protect and support kids living with the weight of poverty and trauma.

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Key Drivers for Successful Implementation of Community Schools Initiatives: Early Lessons Learned

Key Drivers for Successful Implementation of Community Schools Initiatives: Early Lessons Learned

Community schools support students, their families, and the broader school community in service of whole child
development and positive family and community outcomes.

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Making an Impact? Evaluating the Effectiveness of a Community-Based Model of Student Support

Collin Patrick, McColskey-Leary

Even after significant education turnaround efforts supported by federal and state
agencies, achievement gaps between white students and students of color and students not living
in poverty and students living in poverty persist (McFarland et al., 2018).

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High school math teacher teaching a lesson from a desk next to a white board with an algebraic expression on the board

Comprehensive Research Review Confirms the Substantial Benefits of Summer Math Programs

Kathleen Lynch, Lily An, & Zid Mancenido. American Educational Research Association

Findings Point to the Value of Summer Programs as a Tool for Counteracting the Detrimental Effects of COVID-19 on Learning. The first comprehensive review of research on summer math programs in over 15 years suggests they may help mitigate the learning losses disproportionately experienced by low-income pre-K–12 students during the pandemic.

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Female student (right) helps another student in precalculus class

Research Backed Definition of Tutoring

National Student Support Accelerator

Tutoring is a form of teaching, one-on-one or in a small group, towards a specific goal. High-impact tutoring leads to substantial learning gains for students by supplementing (but not replacing) students’ classroom experiences. High-impact tutoring responds to individual needs and complements students’ existing curriculum.

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Summary and Analysis of Tutoring Research

National Student Support Accelerator

Research consistently demonstrates that tutoring interventions have substantial positive effects on student learning. As a result, tutoring has emerged as a promising strategy for addressing COVID-related learning loss and affording greater educational opportunities for students living in poverty. The effectiveness of tutoring programs, however, varies greatly, and these variations may drive differential gains in student learning. Therefore, determining the program characteristics that do and do not drive positive student outcomes will be key to providing guidance for policymakers and practitioners who want to implement high-impact tutoring at scale…

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Policy Considerations for Tutoring

National Student Support Accelerator

The COVID-19 pandemic has disrupted schooling across the country, leading to substantial learning loss for students, especially for students living in poverty and from communities of color. In fact, 70% of parents are worried that reduction in learning during the pandemic will have a lasting effect, with 68% concerned about their child staying on track in school...

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Funding Tutoring Programs

National Student Support Accelerator

While tutoring is cost-effective, it is also costly. However, significant funding is available, with more to come through pending COVID-19-related legislation. In many cases, successful high-impact tutoring programs will pursue, access and combine funding through several sources… 

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