Changing How High Schools Serve Black and Latino Young Men: A Report on New York City's Expanded Success Initiative

Children and Youth;Education and Literacy;Race and Ethnicity

Changing How High Schools Serve Black and Latino Young Men: A Report on New York City's Expanded Success Initiative

A growing number of initiatives around the country are attempting to tackle longstanding inequities, including higher rates of school dropout, incarceration, and unemployment among Black and Latino men. New York City's Young Men's Initiative (YMI) has been at the forefront of these efforts since it was launched in 2011 to address disparities in education, employment, health, and criminal justice.

YMI's educational component, the Expanded Success Initiative (ESI), focuses on the issue of low college readiness among Black and Latino male students -- a problem that has persisted in NYC even as high school graduation rates have risen. ESI is providing funding and professional development to 40 NYC high schools, aimed at helping them improve outcomes, particularly college and career readiness, among their Black and Latino male students.

The Research Alliance for New York City Schools is conducting a four-year evaluation of ESI's implementation and impact. This report, Changing How Schools Serve Black and Latino Young Men, presents our findings from Year 2 of ESI (the 2013-2014 school year), drawing on interviews and focus groups with staff at ESI schools and a set of matched comparison schools, a student survey, and an analysis of student achievement data.

May 2015

Geographic Focus: North America-United States (New York Metropolitan Area)

Technical Assistance for Expanded Learning Opportunities in California

Children and Youth;Education and Literacy

Technical Assistance for Expanded Learning Opportunities in California

The After School Division (ASD) of the California Department of Education in collaboration with Public Profit, has released Technical Assistance for Expanded Learning Opportunities in California. This report shares high-level information about the availability of technical assistance (TA) by region, strategy, and links to Quality Standards for Expanded Learning. Regional Profiles provide at-a-glance information about providers in each of California's 11 regions.

This report will help to inform the ongoing conversations about how to support high quality Expanded Learning Opportunities in California for all youth. California is a national leader in Expanded Learning, both for the breadth of its publicly funded Expanded Learning programs and for its growing focus on quality. THe ASD is further enhancing its supports for program quality through the System of Support, including fuding for TA. Understanding the current TA landscape enahnces the ASD's ability to make strategic investments to support Expanded Learning Opportunities.

May 2015

Geographic Focus: North America-United States (Western)-California

Impacts of the Teach For America Investing in Innovation Scale-Up

Education and Literacy

Impacts of the Teach For America Investing in Innovation Scale-Up

In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation (i3) scale-up grant of $50 million from the U.S. Department of Education.

Using a rigorous random assignment design to examine the effectiveness of TFA elementary school teachers in the second year of the i3 scale-up, Mathematica Policy Research found that first- and second-year corps members recruited and trained during the scale-up were as effective as other teachers in the same high-poverty schools in both reading and math. To estimate the effectiveness of TFA teachers relative to the comparison teachers, we compared end-of-year test scores of students assigned to the TFA teachers and those assigned to the comparison teachers. Because students in the study were randomly assigned to teachers, we can attribute systematic differences in achievement at the end of the study school year to the relative effectiveness of TFA and comparison teachers, rather than to the types of students taught by these two different groups of teachers. In addition to the impact analysis described in this report, the evaluation included an implementation analysis that describes key features of TFA's program model and its implementation of the i3 scale-up.

March 2015

Geographic Focus: North America-United States

Road Map Project: 2014 Results Report, The

Education and Literacy

Road Map Project: 2014 Results Report, The

The Road Map Project's annual report card shows data on 29 indicators of student success, which are important measures related to student achievement from cradle through college. Data in the report are often disaggregated by district, student race/ethnicity or income level to illustrate the region's challenges and progress.

The Road Map Project is a region-wide collective impact effort aiming to dramatically improve education results in South King County and South Seattle, the county's areas of greatest need. The project's goal is to double the number of students who are on track to graduate from college or earn a career credential by 2020, and to close opportunity gaps. Seven school districts -- Auburn, Kent, Federal Way, Highline, Renton, Seattle (south-end only) and Tukwila -- are among the hundreds of partners working together toward the Road Map Project's 2020 goal. The 2014 results report includes a special focus on whether the region is on track to reach the goal.

February 2015

Geographic Focus: North America-United States (Western)-Washington-King County-Seattle

Grantmakers and Thought Leaders on Out-of-School Time: Survey & Interview Report

Children and Youth, Education and Literacy

Grantmakers and Thought Leaders on Out-of-School Time: Survey & Interview Report

This report takes a look at the priorities of grantmakers that support afterschool or other expanded learning efforts. It also examines the perspectives of key field leaders, including heads of youth-serving nonprofits and researchers. A survey finds that "improved academic achievement" and "increased student engagement" are the most common outcomes funders hope to see from their afterschool/expanded learning giving. For their part, field leaders offer a number of recommendations, including that funders work to move K-12 reform "toward a broader view" of what learning and growth for young people means.

Geographic Focus: North America-United States

Afterschool Alert: Partnerships with STEM-Rich Institutions

Computers and Technology, Education and Literacy, Science

Afterschool Alert: Partnerships with STEM-Rich Institutions

Afterschool programs around the nation have enthusiastically embraced science, technology,engineering and math (STEM). Some major afterschool providers, like 4-H and Girls Inc., have long mad eSTEM a priority and in recent years, the vast majority of providers have also come to value providing STEM learning opportunities as an important part of their programming. An Afterschool Alliance poll of afterschool programs conducted in 2010-2011 showed that 99 percent of respondents thought that offering some sort of STEM programming was important, even if that wasn't the focus of their program.

As interest and commitment to STEM learning in afterschool grows, there is an increased need for support to build the capacity of afterschool programs to offer innovative and robust STEM programming. The Afterschool Alliance poll of afterschool programs also asked respondents to describe what supports they saw as most essential. Unsurprisingly, funding was ranked as the highest need, but a close second was a desire for partnerships with STEM professionals and STEM-rich institutions, as well as more opportunities for professional development.

This issue brief illustrates the power of strong, successful partnerships between afterschool programs and STEM-rich institutions. Additionally, the partnerships described offer promising and innovative models that can have a significant impact on both students and their instructors.

Geographic Focus:

Know Your Funders: A Guide to STEM Funding for Afterschool

Education and Literacy, Nonprofits and Philanthropy

Know Your Funders: A Guide to STEM Funding for Afterschool

The need for competency in science, technology, engineering and math (STEM) skills is not only increasingly important for success in the workforce but also to navigate the modern world and to make decisions that will inform public policy. In response to this need and to maintain the United States' global competitiveness, the federal government as well as private philanthropies and corporations are increasingly investing in a variety of STEM education initiatives.

This guide serves as a tool for afterschool program leaders to navigate various funding streams and consider effective strategies to acquire funding for afterschool STEM programs. It describes the different types of funding available for STEM education in afterschool and provides tips on how to write successful proposals

Geographic Focus: North America-United States

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