|
|
|
Achievement Gaps: Solutions #1 |
|
|
ACHIEVEMENT GAPS: SOLUTIONS #1
Programs and Curricula With Links to Evidence
Updated in December 2008
Links to evidence of effectiveness are shown for your review to determine
whether the evidence is convincing.
ADDED IN DECEMBER
Howard Street Tutoring Program
Titles are presented in alphabetical order.
Across Ages: Mentors for Youth Age 9-13
Center for Intergenerational Learning, Temple University,
Philadelphia, Pennsylvania “The mission of Across Ages is to serve as a comprehensive intergenerational mentoring initiative that has been successful in helping youth navigate the difficult course through the early teen years. . . . The centerpiece of Across Ages is the involvement of older adults as mentors for youth ages 9 to 13. In addition to spending time with their mentors, children in Across Ages are involved in community service activities, and they receive classroom instruction to cope with stress and promote positive decision-making and problem-solving skills. Other major activities include social competency training through a 26-lesson module ( Social Competence Promotion Program for Young Adolescents), and monthly weekends held for youth, their family members and mentors, with activities that are culture-specific as well as recreational, social, and sports activities. The original project and two replications were designed and tested with African-American, Latino, Caucasian and Asian middle school students (6th grade) living in a large urban setting. Subsequent replications (30+) have been adapted for Native American, Caucasian, Latino and African-American youth, ages 9-13, living in urban, suburban and rural settings. Risk factors for targeted youth include (a) economic disadvantage; (b) school failure; (c) problem behavior in school; (d) few positive adult role models; (e) peer group engaged in risky behavior; (f) residence in communities with no opportunities for positive free-time activities; and (g) youth in kinship care due to inability of birth parents to care for them, often due to incarceration or substance abuse. A classic randomized pretest/posttest with a control group was used for the evaluation. Outcomes included significant improvement in knowledge about and reactions to drug use; a significant decrease in substance use; significant improvement in school-related behavior (increased attendance, decreased suspensions, improved grades); significant improvement in attitudes toward school and the future; significant improvement in attitudes in general and toward older adults in particular; and improvement in well being. Across Ages: http://acrossages.org/goals
Awards and recognition: http://acrossages.org/awards
Materials and products: http://acrossages.org/node/8
Child Trends Lifecourse review -- Effective Program: http://www.childtrends.org/Lifecourse/programs/AcrossAges.htm Child Trends review -- Civic Engagement and Youth Development (see p. 29 in the manuscript; p. 36 in the PDF: http://www.childtrends.org/what_works/clarkwww/clarkwww_intro.asp Child Trends review – Mentoring (see pp. 37-38 in the manuscript; pp. 45-46 in the PDF): http://www.childtrends.org/what_works/clarkwww/clarkwww_intro.asp Five That Work – Citizens in Schools review
http://www.cisnet.org/working_together/after_content.asp?id=2534
Harvard Family Research Project review: http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/across-ages-program Helping America’s Youth review: http://guide.helpingamericasyouth.gov/programdetail.cfm?id=288 SAMHSA National Registry of Evidence-Based Programs -- Model Program: http://modelprograms.samhsa.gov/model.htm Social Development Research Group review, University of Washington:
http://aspe.hhs.gov/hsp/PositiveYouthDev99/chapter3.htm#aa
After School Matters: Teens in Underserved Communities Chicago, Illinois. A Nonprofit Organization That Partners With the City of Chicago, Chicago Public Schools, Chicago Park District, Chicago Public Library, Chicago Department of Children and Youth Services, and Community-Based Organizations. “After School Matters (ASM) creates a network of out-of-school opportunities for teens in underserved communities . . . (and offers) teens hands-on job training in the arts, sports, technology, and communications. . . . Programs range from drop-in club activities through skill-building apprenticeships to paid internships along a ladder of opportunity. . . . Club37 is a dynamic collection of after-school programs that give teens the opportunity to drop in and explore new interests, meet new friends and have fun without a formal commitment. Mayor Daley's NeighborSports League is a comprehensive sports program that keeps teenagers physically active and safe during the summer months and during the school year. Pre-apprenticeships introduce teens to the workplace by allowing them to explore a diverse array of career and educational opportunities through hands-on activities that build critical workplace skills. . . . Apprenticeships are interactive programs that give teens the opportunity to develop marketable job skills in a specific professional field. Teens work alongside skilled professionals on hands-on, authentic projects. Advanced Apprenticeships allow teens to refine and expand the unique skills developed in the Apprenticeship Program. Teens produce high-quality products or performances for clients from the public and private sectors. Internships are specialized work opportunities for skilled teenagers to work in business, government, or non-profit agencies where they will refine their critical workplace skills and put the professional skills they learned in Apprenticeships to the test.” An impact study released in 2007 by the Chapin Hall Center for Children shows that “even after taking into account student demographic characteristics and prior attendance records, students who participate in ASM miss fewer days of school than their classmates. Similarly, students who participated at the highest levels in the after-school program tended to fail fewer core academic courses (English, Math, Science, and Social Studies). Furthermore, over the course of their time in high school, students who were enrolled in ASM for three or more semesters and those who participated at the highest levels had higher rates of graduation and lower dropout rates than similar students who did not participate in the program.” Home page: http://www.afterschoolmatters.org/ Edutopia article: http://www.edutopia.org/after-school-matters-apprenticeships-adolescents Overview on YouTube: Pursuing Passions After School
http://www.youtube.com/watch?v=KdQy937uVq4
After School Grows Up -- Robert Wood Johnson Foundation, including evaluation findings (see pp. 55-65 in the manuscript):
And scroll down on the same page for Making the Most of the Day – Final
Report of the After School Project, Robert Wood Johnson Foundation (see pp. 27-35 in the PDF): http://www.theafterschoolproject.org/RepoFiel-list0.html Child Trends review – City scan: http://www.childtrends.org/what_works/city_scan/Chicago/After%20School%20Matters.htm Impact study by Chapin Hall Center for Children: http://www.chapinhall.org/article_abstract.aspx?ar=1444&L2=62&L3=105 Youth and Society (2006) abstract of study (full text for purchase): http://yas.sagepub.com/cgi/content/abstract/38/2/203
AVID: Advancement Via Individual Determination (Grades 4-12) Headquarters in San Diego, California, with Regional Offices in the United States “AVID was developed by Mary Catherine Swanson at Clairemont High School in 1980 in response to San Diego Unified School District's court-ordered integration of the city’s schools. The program began as an elective class taken during the regular school day. . . . In 1992 the AVID Center was established as a 501(c)(3) nonprofit organization and the program has evolved into a fourth through twelfth-grade system that successfully prepares students in the academic middle for four-year college eligibility. . . . Most AVID students are underrepresented minorities -- Latinos and African-Americans -- who may lack a college-going tradition in their family and whose success is critical to closing the achievement gap. . . . The core component is the AVID elective, which supports students as they tackle the most rigorous classes. AVID’s teaching strategies, curriculum, and trainings are used not only in the AVID elective class, but by subject-area teachers schoolwide. One key to a successful AVID program is a site coordinator/teacher who is a respected site instructional leader works well with secondary school personnel and college students and faculty, can organize curriculum as well as activities, and is committed to serving the needs of target students. The coordinator also works with colleagues to implement AVID methodologies schoolwide, to place students in college preparatory curriculum, and to work with counselors to guide students through the college application process. Tutors are essential to the success of the AVID elective class, where they facilitate student access to rigorous curriculum. As students from colleges and universities, tutors receive formal training and also serve as role models. AVID students who continue their education in college often return to the program as tutors. . . . Seventy-five percent of 2006 AVID graduates were accepted to a four-year college. . . . The proportion of Latinos taking AP exams is almost five times higher among AVID students than among U.S. students overall.” AVID is now operating in more than 3,500 schools in the U.S. and throughout the world. Home page: http://www.avidonline.org/ AVID 101 – Introduction: http://www.avidonline.org/info/?ID=549&tabID=1 Research: http://www.avidonline.org/info/?ID=149&tabID=1 AERA Research Points brief review – Closing the Gap: High Achievement for Students of Color. Scroll to Fall 2004, Volume 2, Issue 3, and see page 2. http://www.aera.net/publications/?id=314 American Educator, AFT – Article on results at several implementation sites:
http://www.aft.org/pubs-reports/american_educator/issues/fall2007/jacobson.htm
American Youth Policy Forum review: Raising Minority Achievement – Click at the left http://www.aypf.org/publications/rmaa/index.html California Policy Seminar Brief Series review – Scroll to Capturing Latino Students in the Academic Pipeline and see pages 7-11 in the PDF : http://www.ucop.edu/cprc/publicationsecc.html#list Center for Multicultural Education/University of Washington review: http://education.washington.edu/cme/k-12.htm Excelencia in Education review -- What Works for Latino Students: See pages 11-12 in the manuscript : http://www.edexcelencia.org/research/what_works.asp Hispanic Dropout Project: Exemplary Practices, Programs, Schools – Scroll to Project AVID: http://www.ncela.gwu.edu/pubs/resource/hispanicyouth/ch5.htm Institute for Higher Education Policy review (Investing Early) -- See pages 43-45 : http://www.avidonline.org/info/download.asp?ID=433&tabID=0 The Magnificent Eight: AVID Best Practices Study (qualitative research from the Center for Research, Evaluation, and Training in Education) http://www.avidonline.org/info/download.asp?ID=310&tabID=0 U.S. Department of Education Review – Tools for Schools (School Reform Models Supported by the National Institute on the Education of At-Risk Students, 1998): http://www.ed.gov/pubs/ToolsforSchools/avid.html Professional development: http://www.avidonline.org/info/?ID=650&TabID=2 BELL: Building Educated Leaders for Life (Elementary School Students)National Headquarters in Dorchester, Massachusetts, and New York City “BELL exists to dramatically increase the academic achievements, self-esteem and life opportunities of children living in low-income, urban communities. . . BELL has three major goals for scholars to achieve: (a) improve academic performance, (b) improve self-concept, and (c) develop positive social skills. . BELL transforms children into scholars and leaders through the delivery of nationally recognized, high-impact after school and summer educational programs. . . BELL After School meets on weekdays for 2.5 hours per day at school-based sites. In the program, scholars receive a nutritious snack before certified teachers and highly trained university students deliver one hour of literacy tutoring to scholars in small groups. BELL staff use a skills-based, multicultural curriculum to help scholars learn core reading and writing skills. Following literacy is forty minutes of homework help, with an emphasis on math. Scholar-choice enrichment completes the day, and includes activities such as art, drama, dance and physical education. Special activities such as guest speakers and cultural presentations contribute to scholars´ healthy social development. . . . BELL Summer is a full day, five-day per week program. In the morning, scholars learn core reading, writing, and math skills from a highly trained staff of professional teachers and teacher’s assistants. In the afternoon, scholars focus on strengthening social skills through daily enrichment activities like art, music, drama, and dance. On Mentor Fridays, scholars learn from guest speakers and cultural presentations; visit museums and parks; and engage their community in service projects. (Students also have Community Time to develop positive, supportive peer relationships through group activities.) . . . BELL BOYS is a summer enrichment program, modeled from BELL Summer, to specifically address the interests and needs of Black and Latino boys. . . . In each of the last five years, every child entering BELL at the ‘failing’ level in reading and math advanced to a higher academic level.. . . . In the summer program, scholars gain an average of five months’ grade-equivalent reading, writing and math skills. . . . BELL currently educates more than 8,000 scholars in 40 public school sites throughout Boston, New York City, Baltimore and Washington DC.” BELL home page: http://www.bellnational.org BELL After School: http://www.bellnational.org/program/afterschool.htm
BELL Summer: http://www.bellnational.org/program/Summer.htm BELL Boys: http://www.bellnational.org/program/specialInitiatives.htm
Summary of evaluation data – After-school and summer programs: http://www.bellnational.org/Impact.htm American Youth Policy Forum Review –Finding Fortune in 13 Out-of-School-Time Programs (see pp 34-36 in the manuscript; pp 42-44 in the PDF): http://www.aypf.org/pressreleases/pr23.htm Excellence in Summer Education Awards 2006, Center for Summer Learning, Johns Hopkins University – Scroll to Past Award Winners 2006: http://www.summerlearning.org/index.php?option=com_content&task=view&id=100&Itemid=422 Massachusetts Department of Education – Results of Boston implementation: http://www.doe.mass.edu/ses/details.asp?ProviderID=46 Urban Institute review – Random assignment study of summer program: http://www.urban.org/publications/411350.html Urban Institute case study – Summer program: http://www.urban.org/publications/411493.html Big Brothers Big Sisters: Ages 6-18
Philadelphia, Pennsylvania
“Big Brothers Big Sisters matches children ages 6 through 18 with mentors in professionally supported one-to-one relationships. All Bigs go through a thorough background check and careful interview process. Then Bigs and Littles are matched based on location, personalities, and preferences. . . . (There are) programs in communities across the country. Matches come together through two essential programs: (a) Community-based Mentoring -- For as little as an hour a week, Bigs and Littles meet in their community to share fun activities … stories … and a little bit of themselves; (b) Site-based Mentoring -- Bigs and Littles meet once a week in schools, libraries and community centers, to talk and have fun. It’s not about being a tutor … it’s about being a friend. . . . In school-based mentoring programs, Bigs and Littles typically meet once a week to read together, play sports or computer games, or simply talk about life and personal issues – just as friends do. School-based mentoring is not a tutoring program. However, research has shown that of all children matched with a Big in school: (a) 58% improved their school performance; (b) 65% showed higher levels of self-confidence; and (c) 55% had a better attitude toward school.” Home page: http://www.bbbs.org/site/c.diJKKYPLJvH/b.1539751/k.BDB6/Home.htm The program: http://www.bbbs.org/site/c.diJKKYPLJvH/b.1539753/k.65B0/
Volunteer_Opportunities__Volunteer_programs_and_Importance_of_volunteering_information.htm Steps to Becoming a Big: http://www.bbbs.org/site/c.diJKKYPLJvH/b.1632645/k.9895/How_it_Works.htm Research: http://www.bbbs.org/site/c.diJKKYPLJvH/b.1632631/k.3195/Our_Impact.htm American Youth Policy Forum review – Finding Fortune in 13 Out-of-School-Time Programs (see pp. 37-39 in the manuscript; pp. 45-47 in the PDF): http://www.aypf.org/pressreleases/pr23.htm
American Youth Policy Forum Review: Making a Difference for Youth. Click at the left on Some Things DO Make a Difference and scroll down to Section II: http://www.aypf.org/publications/compendium/index.html
Blueprints for Violence Prevention – Model Program:
http://www.colorado.edu/cspv/blueprints/modelprograms/BBBS.html
Child Trends review – Lifecourse model: http://www.childtrends.org/Lifecourse/programs/BigBrothersBigSisters.htm Child Trends review – Mentoring Programs (see pp. 39-42 in the manuscript; pp. 47-50 in the PDF):
http://www.childtrends.org/what_works/clarkwww/clarkwww_intro.asp
Coalition for Evidence-Based Policy review: http://www.evidencebasedprograms.org/Default.aspx?tabid=146
Evidence-Based Program Database – CLEX, The Ohio State University: View All
http://altedmh.org/ebpd/search.php
Family Strengthening Award, Annie E. Casey Foundation:
http://www.aecf.org/MajorInitiatives/RelatedInitiative/FAMILIESCOUNT/FamilyStrengtheningAwards/2007Honorees.aspx
Five That Work – Citizens in Schools review:
http://www.cisnet.org/working_together/after_content.asp?id=2534
Harvard Family Research Project review: http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/boys-girls-clubs-of-america Helping America’s Youth review: http://guide.helpingamericasyouth.gov/programdetail.cfm?id=302 Promising Practices Network review: http://www.promisingpractices.net/program.asp?programid=125 Public/Private Ventures impact study:
http://www.ppv.org/ppv/publications/publications_description.asp?search_id=7&publication_id=220
Social Development Research Group review, University of Washington:
http://aspe.hhs.gov/hsp/PositiveYouthDev99/chapter3.htm#bbbs
Boston, Massachusetts
“Citizen Schools operates a National Network of apprenticeship programs for youth that connects middle school students with adult volunteers in hands-on learning. At Citizen Schools, students develop the academic and leadership skills they need to do well in school, get into college, and become leaders in their careers and in their communities. Citizen Schools currently enrolls 3,000 middle-school students and engage 2,400 volunteers at 30 sites nationwide. . . . (The) learning model includes Apprenticeships, Explorations, Homework Investment Time, and Team-building activities. The School Navigation Curriculum teaches students the study skills they need to improve their grades and put their school performance on an upward trajectory. . Citizen Schools focuses on skill development - particularly in the areas of writing, data analysis, and oral communication - and links closely to school activities and learning standards. Citizen Schools turns children into community heroes: children apprentice with lawyers, web designers, architects - culminating their learning apprenticeships by arguing trials before federal judges, designing web sites for their school, organizing public events, publishing newspapers, and much more.”
Home page: http://www.citizenschools.org/index.cfm
Citizen Schools model: http://www.citizenschools.org/whatwedo/ourmodel/index.cfm
School sites: http://www.citizenschools.org/ourlocations/index.cfm
Awards: http://www.citizenschools.org/aboutus/awards.cfm
CASEL review of after-school programs – See Appendices A, B, and C for reviewed reports and effect sizes, by program.
http://www.casel.org/sel/meta.php#as
Policy Studies Associates evaluation reports:
http://www.policystudies.com/studies/youth/Citizen%20Schools.html
Policy Studies Associates review - Evidence from two student cohorts:
http://www.policystudies.com/studies/youth/CS%20Phase%20II.html
Harvard Family Research Project review:
http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/
citizen-schools
Communities in Schools: Dropout Prevention
Communities in Schools National Office, Alexandria, Virginia
“Communities In Schools (CIS) helps students stay in school and make right choices by connecting schools with needed community resources. By bringing resources, services, parents, and volunteers into schools, CIS creates a community of caring adults who work hand in hand with educators. . . Communities In Schools helps communities assess the needs of their youth. CIS then designs plans for meeting those needs, using existing resources. CIS connects young people with services in a variety of ways -- in some schools, services are made available to all students and their families; in other schools, CIS connects services with particular students in need, either on a one-time basis or as part of a carefully monitored case management system. CIS also brings community resources to students and families through after-school programs. CIS accomplishes these tasks by bringing the Five Basics into the school; (a) a personal relationship with a caring adult (mentors, tutors, parental involvement programs); (b) a safe place (after-school and extended-hours programs); (c) a healthy start (mental health counseling; family strengthening initiatives; drug and alcohol education; physical and dental exams; eye care and immunizations; help for teen parents); (d) a marketable skill (technology training for the future; career counseling and employment skills; college preparation; scholarship opportunities); and (e) a chance to give back (community service opportunities; Junior ROTC programs). . . . Each year, more than two million young people in 27 States and the District of Columbia have access to services through Communities In Schools. . . . Between 80-90 percent of the tracked students show improvement in academic achievement, attendance, behavior, and promotion to the next grade level.” Communities in Schools home page: http://www.cisnet.org/default.asp Introduction to the modules: http://www.cisnet.org/training/00-intro/00-coursemenu.asp After-School Program Toolkit: http://www.cisnet.org/working_together/after-school.asp Local affiliates: http://www.cisnet.org/about/where.asp Success Stories: http://www.cisnet.org/about/success.asp American Youth Policy Forum review – Click on Some Things DO Make A Difference at the top left and scroll to Section II: http://www.aypf.org/publications/compendium/index.html Coalition of Community Schools review – Open Appendix B and scroll under National Models : http://www.communityschools.org/mtdreportparts.html National independent third-party evaluation – Comparative analysis of outcomes -- Click on the second title (Communities in Schools and the Model of Integrated Student Services: A Proven Solution to America’s Dropout Epidemic).
http://www.cisnet.org/media/pubs.asp
Promising Practices Network review: http://www.promisingpractices.net/program.asp?programid=65#overview
Center for Improvement of Child Caring (CICC), Studio City, California
“Thirty years of dedication and focused research has proven the Center for Improvement of Child Caring as one of the largest and most influential parenting and parenting education organizations. . . . CICC's Effective Black Parenting Program is the country's first culturally-adapted parenting skill-building program for parents of African American children. Its initial development in the 1970's was stimulated by the fact that none of the then-existing parenting skill-building programs were designed specifically for African Americans. . . . CICC's program draws on (multiple) perspectives in its emphasis on providing parents with training to (a) help them enhance the quality of their relationships with their children, and to (b) employ parenting strategies and skills that research has shown to be most helpful in raising pro-social, competent and healthy children. . . CICC's Effective Black Parenting Program also draws on the idea that parenting programs that respect and honor one's culture are maximally effective in getting parents to use the skills that they teach. These programs also lead to a sense of group ownership and are seen as vehicles for advancing the group as a whole, goals and outcomes that are unlikely with non-culturally specific interventions . . . Evaluation studies on the Effective Black Parenting Program have been appeared in the Journal of Community Psychology (Volume 20, April 1992), in research monographs published by the Center for the Improvement of Child Caring, and in publications of other institutions that have used the program.
Home page: http://www.ciccparenting.org/cicc_ebpp_1112.asp
History: http://www.ciccparenting.org/cicc_ebpp_1112.asp
Evaluation studies: http://www.ciccparenting.org/cicc_ebpp_1112.asp#3
Parenting Skill-Building Programs:
http://www.ciccparenting.org/ParSkillBuildingPrograms.aspx
Training for professionals:
http://www.ciccparenting.org/cicc_tfp_30.asp?f=cicc
Technical assistance:
http://www.ciccparenting.org/cicc_ebpp_1112.asp#4
National Institute of Justice review – See Tables 1 and 2:
http://www.ncjrs.gov/App/Publications/abstract.aspx?ID=171121
Office of Juvenile Justice and Delinquency Prevention review -- Strengthening America's Families:
http://www.strengtheningfamilies.org/html/programs_1999/17_CICCsEBP.html
White House Office of National Drug Control Policy review:
http://www.whitehousedrugpolicy.gov/publications/prevent/parenting/r_effective.html
Howard Street Tutoring Program
A Joint Venture of the Reading Center at the National College of Education in Evanston, Illinois, and the Good News Educational Workshop in Chicago.
The manual is distributed by Guilford Press, New York City.
As described by Child Trends, “the Howard Street Tutoring Program seeks to provide quality, after-school reading instruction to second and third grade public school children who have fallen significantly behind their peers in reading. The program operates in a poor neighborhood on the far north side of Chicago, Illinois. Teachers at neighborhood schools identify poor readers in their classes and reading specialists test these children on a variety of informal reading and spelling measures. The lowest-scoring students are invited to participate in the program, which runs for the length of the school year. The program operates on several general assumptions: that children learn to read by reading and should be given opportunities to read interesting stories, that children who are learning to read need semantic and syntactic support (as offered by good stories written in natural language), and that word study should play a role in a program designed to help beginners learn to read and write. Each student in the Howard Street program receives reading instruction from a volunteer tutor two days a week, for an hour each day. Tutoring sessions involve contextual reading at the child’s instructional level, word categorization activities and games, practice in writing, and easy contextual reading. Each session ends with the tutor reading aloud to the child for 5-10 minutes. Tutors are people from various walks of life: college students, suburban mothers, retirees, and so forth. A trained reading specialist serves as the tutor supervisor. This individual is salaried and gives tutors on-the-job training and helps in preparing lesson plans for each tutee.
A Selective History of the Howard Street Tutoring Program:
http://eric.ed.gov:80/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED355473&ERICExtSearch_SearchType_0=no&accno=ED355473
The Howard Street Tutoring Manual (2005) – the curriculum, for purchase:
http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/morris.htm&dir=edu/lit&cart_id=111189.11480
Book review – Howard Street Tutoring Manual:
http://www.lib.msu.edu/corby/reviews/posted/morrisd.htm
Link to the author of the Howard Street Tutoring Manual:
http://www.ced.appstate.edu/directory/details/?id=143
Center for American Progress/Institute for America’s Future review -- Scroll to Evidence-Based Reform (see page 20):
http://www.americanprogress.org/projects/education/papers.html
Child Trends Guide to Effective Programs for Children and Youth:
http://www.childtrends.org/Lifecourse/programs/howard.htm
Harvard Family Research Project review:
http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/howard-street-tutoring-program
Child Trends Guide to Effective Programs for Children and Youth:
http://www.childtrends.org/Lifecourse/programs/howard.htm
Five That Work -- Communities in Schools review of after-school programs: Click on Howard Street
http://www.cisnet.org/working_together/after_content.asp?id=2534
Milken Foundation review – Reading Programs That Work: See page 42 in the manuscript
http://www.mff.org/publications/publications.taf?page=279
I Have a Dream Program®:
Entire Grade Levels in Schools or Housing Developments
I Have A Dream Foundation, New York City
“The I Have a Dream® Program motivates and empowers children from low-income communities to reach their education and career goals by providing a long-term program of mentoring, tutoring, enrichment, and tuition assistance for higher education. . . . I Have a Dream"® Projects adopt an entire same-grade from an elementary school or an entire age group from a public housing development. They work with this group of children (the "Dreamers") and their families year-round from their elementary school years through college. . . . With over 180 Projects in 64 cities across 27 states (75 of which are currently active), I Have a Dream® has now served over 13,500 students during its more than two decades of operation. Many Dreamers who go to college are the first members of their families to do so. . . . More than a dozen research studies and evaluations have been conducted of local ‘I Have A Dream’ Programs since 1991.” One example of the program’s success is a June 2000 press release from the Stanford University Graduate School of Business (an adopter) showing that 36 of 38 participating students were graduating from high school that month, and 34 of them had been accepted at colleges or other educational programs for fall 2000 Home page: http://www.ihad.org/
The program: http://www.ihad.org/html/our_program.htm
Implementation sites: http://www.ihad.org/html/affiliate_directory.htm
Impact studies – scroll down mto the end of the page: http://www.ihad.org/html/impact.htm American Youth Policy Forum review – Family Involvement. Click on Summaries at the left and scroll down: http://www.aypf.org/publications/nomoreisle/index.htm American Youth Policy Forum review – Raising Minority Achievement. Scroll down at left: http://www.aypf.org/publications/rmaa/index.html Promising Practices Network review: http://www.promisingpractices.net/program.asp?programid=78 Stanford Graduate School of Business adopter success story: http://www.gsb.stanford.edu/news/headlines/IHADgraduates.shtml
LA’s BEST: Better Educated Students for Tomorrow (Ages 5-12)
City of Los Angeles, the Los Angeles Unified School District, and the Private Sector
LA’s BEST “is a nationally recognized after-school education, enrichment, and recreation program serving more than 23,000 children with the greatest needs and fewest resources throughout the City of Los Angeles. LA's BEST After School Enrichment Program provides a safe haven for children, ages 5 to 12, at 180 elementary school sites each day during the critical hours after school — at no cost to parents. . . . Volunteers are a key component in helping LA's BEST fulfill its mission. . . . LA's BEST recognizes and values the richness volunteers bring to LA's BEST and prides itself on the organization's capacity to integrate volunteers into the program effectively — making for a positive experience for the volunteer, the staff and the children. Volunteer opportunities include helping students with homework, assisting with education, enrichment and recreation activities and participating in special events and field trips.” Children are viewed as individuals to be developed, not problems to be solved, and children are involved in decision-making and program design. Home page: http://www.lasbest.org/index.php Frequently Asked Questions: http://www.lasbest.org/program/faqs.php American Youth Policy Forum Review –Finding Fortune in 13 Out-of-School-Time Programs (see pp. 49-52 in the manuscript; pp. 57-60 in the PDF): http://www.aypf.org/pressreleases/pr23.htm CASEL review of after-school programs – See Appendices A, B, and C for reviewed reports and effect sizes, by program. http://www.casel.org/sel/meta.php#as Child Trends review -- Academic Achievement Programs and Youth Development (see pp, 12-13 and 52-53 in the manuscript; pp. 22-23 and 62-63 in the PDF): http://www.childtrends.org/what_works/clarkwww/clarkwww_intro.asp Coalition for Community Schools review – Making the Difference (p. 108 in text; p. 116 in PDF) : http://www.communityschools.org/mtdhomepage.html Harvard Family Research Project Review: http://www.hfrp.org/out-of-school-time/ost-database-bibliography/database/
los-angeles-better-educated-students-for-tomorrow-la-s-best-program National Center for Research on Evaluation, Standards, and Student Testing: Studies of LA’s Best
Report 712: http://www.cse.ucla.edu/products/summary.asp?report=712
Report 714: http://www.cse.ucla.edu/products/summary.asp?report=714
Robert Wood Johnson Foundation – After-School Grows up: Click on Los Angeles: LA’s Best
http://www.theafterschoolproject.org/RepoFiel-list0.html
Puente Project: High School and Community College Programs University of California Office of the President and California Community Colleges, Oakland, California “The Puente Project is an academic preparation program whose mission is to increase the number of educationally disadvantaged students who: (a) enroll in four-year colleges and universities; (b) earn college degrees; (c) return to the community as mentors and leaders of future generations. Puente provides three areas of service to students: teaching, counseling, and mentoring. Puente trains school and college staff members to conduct this program at their sites. Puente high school students work with a Puente counselor on navigating college and career opportunities; take a rigorous two-year English class sequence with a focus on Mexican American or Latino literature; meet with a mentor; and take field trips to colleges and professional workplaces. In the Puente Community College Program, students take an accelerated English class sequence with a focus on Latino literature and experience; meet regularly with a Puente counselor on the four-year college application process; are matched with a professionally or academically successful mentor from the community; and take field trips to four-year college campuses. . . . Puente serves students in 56 community colleges and 36 high schools throughout California. (Its) staff training programs have benefited over 40,000 students directly and over 400,000 indirectly. The program is open to all students." Puente Project home page: http://www.ucop.edu/puente/ Community College program: http://www.ucop.edu/puente/programs/ccprograms.html High school program: http://www.ucop.edu/puente/programs/hsprogram.html AERA Research Points – Scroll to Closing the Gap: High Achievement for Students of Color, Fall 2004, Volume 2, Issue 3 (See page 2 in the PDF): http://www.aera.net/publications/?id=314 American Youth Policy Forum program review: Raising Minority Achievement – Scroll at left to High School Puente: http://www.aypf.org/publications/rmaa/index.html American Youth Policy Forum review – Family Involvement: Click on summaries at the left and scroll down to High School Puente. http://www.aypf.org/publications/nomoreisle/index.htm California Policy Seminar Brief Series review – Scroll to Capturing Latino Students in the Academic Pipeline and see pages 12-16 in the PDF: http://www.ucop.edu/cprc/publicationsecc.html#list Excelencia! In Education review – Click on ‘What Works for Latino Students’ (See pp. 23-24 in the manuscript; pp. 28-29 in the PDF): http://www.edexcelencia.org/research/what_works.asp Quantum Opportunity Program: Grades 9-12
Opportunities Industrialization Centers of America, Inc (OIC)
Philadelphia, Pennsylvania
As described by the Office of Juvenile Justice and Delinquency Prevention, “the Quantum Opportunities Program (QOP) is a four-year, year-round program that provides a balanced sequence of education opportunities, development opportunities, and service opportunities to small groups of at-risk youths in grades 9 through 12 from families receiving public assistance. Annually, these opportunities include: (a) 250 hours of education activities: computer-assisted instruction, peer tutoring, and so forth to enhance basic academic skills;(b) 250 hours of development activities: cultural and development activities, acquiring life/family skills, planning for college and advanced training, and job preparation; and (c) hours of service activities: community service projects, helping with public events, and working as volunteered in various agencies.” The Office of National Literacy Programs at Opportunities Industrialization Centers of America, Inc. “is responsible for developing, implementing, and managing programs to meet the educational and vocational needs of disadvantaged and at-risk youth and adults.” These include the Quantum Opportunity Program. OIC home page: http://www.oicofamerica.org/ OIC Office of National Literacy Programs: Demonstration efforts/successful implementations: http://www.oicofamerica.org/onlprog.html American Youth Policy Forum review -- Click on Some Things DO Make A Difference for Youth, and scroll down to Section II, Building on the Community: http://www.aypf.org/publications/compendium/index.html American Youth Policy Forum Review –Finding Fortune in 13 Out-of-School-Time Programs (see pp. 53-55 in the manuscript; pp. 61-64 in the PDF): http://www.aypf.org/pressreleases/pr23.htm CASEL review of after-school programs – See Appendices A, B, and C for reviewed reports and effect sizes, by program. http://www.casel.org/sel/meta.php#as Child Trends review -- Civic Engagement and Youth Development: (See pp. 36-37 in the manuscript; pp. 43-44 in the PDF): http://www.childtrends.org/what_works/clarkwww/clarkwww_intro.asp Child Trends Lifecourse review – Effective Program: http://www.childtrends.org/Lifecourse/programs/QuantumOpportunitiesProgram.htm Child Trends review – Academic Achievement and Youth Development: (see pp. 54-55 in the manuscript; pp. 64-65 in the PDF): http://www.childtrends.org/what_works/clarkwww/clarkwww_intro.asp Cost/Benefit Analysis -- Washington State Institute for Public Policy: Summary Report (See Table 1, p. 6): http://www.wsipp.wa.gov/pub.asp?docid=04-07-3901 Evidence-Based Program Database – CLEX, The Ohio State University: View All http://altedmh.org/ebpd/search.php Harvard Family Research Project review: http://www.hfrp.org/out-of-school-time/ost-database-bibliography/
database/quantum-opportunities-program Office of Juvenile Justice and Delinquency Prevention – Model Program: http://www.dsgonline.com/mpg_non_flash/TitleV_MPG_Table_Ind_Rec.asp?ID=411 Mathematica Policy Research studies: http://www.mathematica-mpr.com/publications/SearchList.aspx?jumpsrch= yes&txtSearch=Quantum National High School Center – Impact on Successful Transitions from High School (see pages 5-8) http://www.mdrc.org/publications/491/abstract.html Promising Practices Network review: http://www.promisingpractices.net/program.asp?programid=27 Social Development Research Group review, University of Washington: http://aspe.hhs.gov/hsp/PositiveYouthDev99/chapter3.htm#qop What Works Clearinghouse report: http://ies.ed.gov/ncee/wwc/reports/dropout/quantum_op/
School of the 21st Century (21C): Age 3-5 and School-Age Programs
Bush Center in Child Development and Social Policy, Yale University.
“The School of the 21st Century (21C), also known as Family Resource Centers in some areas, is a school-based or school-linked childcare and family support program. Schools of the 21st Century are dedicated to the healthy growth and development of all children through continuity of support from birth to age twelve. 21C is based on six guiding principles and six program components. The core components of the School of the 21st Century are designed to be flexible and adaptable to the needs and resources of a given community and have proven successful in diverse settings: (a) guidance and support for parents; (b) early care and education; (c) before-school, after-school, and vacation programs for school-age children; (d) health education and services; (e) networks and training for child care providers; and (f) information and referral services. Once these components are implemented and stable, families view the school as a community institution responding to their needs for support services. With this recognition established, the school can expand its range of services to meet other family needs, such as adult education and job training, by adding new components or by bringing existing services under the umbrella of the School of the 21st Century. . . . Through both process and outcome evaluations at several 21C sites, the Yale University Bush Center in Child Development and Social Policy has gathered ample evidence of the efficacy of the School of the 21st Century (21C) model.” Findings are shown at the website. Home page: http://www.yale.edu/21c Program components: http://www.yale.edu/21c/programcomponents.html Research: http://www.yale.edu/21c/projects.html Statewide replication in Arkansas: http://www.yale.edu/21c/arkansas/ Coalition for Community Schools review – Making the Difference. See the text and pages 127-128 inside the paper (pp. 135-136 in the PDF): http://www.communityschools.org/mtdhomepage.html Iowa evaluation study: http://www.yale.edu/21c/iowa.html Independence School District (MO) evaluation study: http://www.yale.edu/21c/independence.html Portraits of Four Schools: Meeting the Needs of Immigrant Students and Their Families (in 21C schools) – scroll down to title and also see other papers: http://www.yale.edu/21c/publications.html Assistance with adoption/implementation: http://www.yale.edu/21c/trainingimplementation.html General membership and contract membership: http://www.yale.edu/21c/membership.html
TRIBES Learning Communities (TLC): Elementary, Middle, and High School
CenterSource Systems LLC, Windsor, California
“The Tribes philosophy and methodology are premised on the power of healthy peer groups to connect, to heal and to give voice to the disempowered. . . . Students achieve because they feel included and appreciated by peers and teachers, are respected for their different abilities, cultures, gender, interests, and dreams, are actively involved in their own learning, and have positive expectations from others that they will succeed. The clear purpose of the Tribes process is to assure the healthy development of every child so that each one has the knowledge, skills, and resiliency to be successful in a rapidly changing world. . . . This ambitious mission can be systematically achieved as the school community engages all teachers, administrators, students, and families in working together as a learning community that is dedicated to caring and support, active participation, and positive expectations for all students. The Tribes approach involves all of these groups in long-term membership in mini-communities (tribes -- small groups of 4 to 6 members): parents in classroom groups, teachers in faculty groups, and students in cooperative learning tribes. The decentralized structure provides energy and inclusion within any group of peers no matter the age, culture, or stage of development. Appreciation for each person's uniqueness (race, culture, gender, abilities, and contributions) is assured with the tribes. . . . Cooperative learning, Tribes Learning Communities, investigative inquiry, research, and constructivism vary in methodology, but have a common philosophy -- namely, that all students learn best through active collaboration with peers on learning tasks. These group approaches are student-centered, rather than teacher-dominated. . . . Thousands of schools throughout the United States, Canada, Australia and other countries have become Tribes Learning Communities, safe and caring environments in which kids can do well.” The program is designed to prevent school violence, achieve academic standards, internalize character education, and help adolescents discover their gifts.
Home page: http://www.tribes.com/
Research-based components: http://www.tribes.com/article_research.htm
Integrating Title IV and Title VII -- Using TRIBES to teach English as a Second Language:
http://www.prel.org/products/Products/integrating-titleIV.htm
Center for the Application of Substance Abuse Technologies review -- University of Nevada-Reno:
http://casat.unr.edu/bestpractices/view.php?program=144
Helping America’s Youth review – Promising evidence (level 3):
http://guide.helpingamericasyouth.gov/programdetail.cfm?id=684
OJJDP Model Programs Guide (prevention):
http://www.dsgonline.com/mpg2.5/TitleV_MPG_Table_Ind_Rec.asp?id=684
One America Promising Practices review – President Clinton’s Initiative on Race:
http://clinton3.nara.gov/Initiatives/OneAmerica/Practices/pp_19980812.5566.html
Safe and Sound/CASEL review – See Program Ratings (pages 37-48):
http://www.casel.org/pub/safeandsound.php
Professional development:
http://www.tribes.com/tribes_professional_developement.htm
Online bookstore: http://www.tribes.com/catalog.php
When Schools Stay Open Late: The National Evaluation of the 21st Century
Community Learning Centers Program
National Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences, U.S. Department of Education. (2005).
Evaluation by Mathematica Policy Research Inc, Princeton, New Jersey.
S. James-Burdumy, M. Dynarski, M. Moore, J. Deke, & W. Mansfield.
The 21st Century Community Learning Centers program “supports the creation of community learning centers that provide academic enrichment opportunities during non-school hours for children, particularly students who attend high-poverty and low-performing schools. . . . Earlier reports from the evaluation study presented findings based on two school years of data for middle school students and one school year of data for elementary school students. . . . The purpose of the current (and final) report is to present impact analyses based on two years of follow-up data for elementary students. . . . In a randomized controlled field trial, students were randomly assigned either to the 21st Century center group (1,258 students) or to a control group (1,050 students). Control students could participate in any other after-school activities and programs to which they were entitled or eligible, but they were not eligible to participate in 21st Century after-school centers for two years. Data on students’ supervision after school, academic achievement, behavior, developmental outcomes, and feelings of safety after school were collected from parents, teachers, students, and school records in fall 2000 (baseline), spring 2001 (first followup), and spring 2002 (second followup) for the first cohort of students, and one year later for students who applied to centers in fall 2001. The Stanford Achievement Test in reading was administered at baseline and followup. Regression-adjusted impact estimates that compare the outcomes of treatment and control students were calculated to assess differences between the 21st Century and control groups. (The researchers) also collected implementation data from program staff and principals and conducted two visits to each site, once during each of the two years of the study. . . . Findings from the final report show mixed results for the program, including limited academic impact, some negative impacts on behavior, and greater feelings of student safety. The findings are consistent with those from the study's first report and second report.”
21st Century Community Learning Centers overview, U.S. Department of Education:
http://www.ed.gov/programs/21stcclc/index.html
Full texts of all three reports plus the design report, survey instruments and a concept paper:
http://www.mathematica-mpr.com/education/21stcentsumm.asp
ExpectMore.gov review:
http://www.whitehouse.gov/omb/expectmore/summary/10001028.2003.html
Also see:
21st Century Community Learning Centers: Pathways to Progress Project -- two evaluation reports (Saint Paul Public Schools implementation), Center for Applied Research and Educational Improvement, University of Minnesota.
http://education.umn.edu/CAREI/Reports/default.html
Return to main menu: Achievement Gaps, Diversity, and Disproportionality
http://www.rrfcnetwork.org/content/view/195/47/
This information is an attempt to gather wide-ranging information in one place, to convey what others have accomplished, and to make valuable resources readily accessible. Information is presented in the language of the developer, publisher, distributor, or author. The Southeast Regional Resource Center has no ownership of anything described in this library.
Readers should review the copyright and distribution policies shown at the websites of the sources. SERRC is not the source of any document in this library, but simply conveys information to show the availability of these resources.
The opinions expressed herein do not necessarily reflect the position of policy of the U.S. Department of Education, and no endorsement of the U.S. Department of Education should be inferred. Information from sources funded by the U.S. Department of Education is likely to have been vetted by the Department; information from other sources is unlikely to have been vetted.
|
|
Last Updated ( Sunday, 14 December 2008 )
|
|
|
