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  • Long-Term Gains: Pre-K Programs Lead to Furthered Education Later in Life

    March 22, 2018 |

    Scientific American |

    Text |

    800-1500 Words

    Response Location: United States, Chicago, Illinois

    Child-Parent Centers (CPCs), Chicago-based early care education programs serving low-income children, opened their doors in 1967. A recent study of over 1,500 kids shows that students who enrolled in a CPC, which encourages full family involvement, were 47 percent and 41 percent more likely to go on to obtain an associate’s and bachelor’s degree respectively. Now, the study lead says, the question is “How do we implement these high-quality and highly effective programs at the state and national levels so all children have access regardless of their zip code?”

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  • The quest to help traumatized children learn

    March 21, 2018 |

    The Notebook |

    Text |

    1500-3000 Words

    Response Location: United States, Philadelphia, Pennsylvania

    The Philadelphia School District is working to integrate trauma-informed teaching and care into its strategy. It has partnered with Lakeside Global Initiative and the Institute for Family Professionals to offer trainings and classes that help educators understand how trauma affects learning, and what changes can be made to help those experiencing trauma learn. While over 850 teachers have taken the trainings, they are costly, and looking forward may be hard to sustain.

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  • At 25, Running Start is a success. Now it must attract students who need it the most.

    March 15, 2018 |

    The Seattle Times |

    Text |

    1500-3000 Words

    Response Location: United States, Washington

    Washington state boasts one of the country's most established and successful dual-credit programs, allowing students to earn college credits while still in high school (at no cost). Some participants even graduate high school with an associates degree, significantly cutting potential student loans. Now the nationally recognized program is turning to face its own limitations - how can it increase access for low-income students, who only made up 5 percent of the 2016-2017 cohort?

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  • Reading, Writing, Evicted: How Austin, Texas, hopes to combat student turnover

    March 01, 2018 |

    Oregon Live |

    Text |

    1500-3000 Words

    Response Location: United States, Austin, Texas

    When families are priced out of their homes in hot housing markets because of increasing property values/rental prices, they often have to move to new educational districts, pulling children out of their schools in the middle of the year and stalling progress. In Austin, the Austin Independent School District is using a new tool, Mobility Blueprint, to help families find affordable housing within their educational district.

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  • A Root Cause of the Teacher-Diversity Problem

    January 23, 2018 |

    The Atlantic |

    Text |

    1500-3000 Words

    Response Location: United States, New Orleans, Louisiana

    In 2010, the U.S. District Court of Louisiana reissued a ruling originally given in 1975: desegregate faculty and fill open positions with qualified black applicants so that the black teacher ratio reflects the ratio of black students. Since 2010, the number of black hires has increased substantially and the achievement gap between black and white students has started to close. Northwestern University researchers are using this example to highlight an oft-ignored problem and potential room for a solution in the teacher diversity equation - biases in hiring practices.

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  • Public Montessori Schools

    January 16, 2018 |

    The Philadelphia Citizen |

    Text |

    1500-3000 Words

    Response Location: Puerto Rico, Gauynabo

    Puerto Rico has seen success with the growth of its public Montessori school network - the alternative model, which encourages independent thinking and child-centric curricula, holds particular benefits for low income students and their families, studies have shown. Pennsylvania is now looking to follow Puerto Rico's lead.

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  • How UWM peer Georgia State figured out how to graduate more black students

    January 16, 2018 |

    Milwaukee Journal Sentinel |

    Text |

    Over 3000 Words

    Response Location: United States, Atlanta, Georgia

    From 2010 to 2017, the number of African American students awarded bachelor's degrees at Georgia State doubled - African American students now graduate at a slightly higher rate than their white counterparts. For the change, Georgia State credits its "GPS advising" system that leverages student data to intervene as soon as students show signs of slipping (a failed quiz, a missed class) and advises students on course planning for each major. University of Wisconsin-Milwaukee, with one of the largest graduation rate gaps between blacks and whites nationwide, is looking to replicate Georgia State's success.

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  • How Georgia State Stopped Students From Slipping Through The Cracks

    December 18, 2017 |

    WABE |

    Text |

    800-1500 Words

    Response Location: United States, Georgia

    Georgia State University recognized that a large portion of their students don't graduate. They identified academic behaviours that correlate to flunking out and hired advisors to keep an eye on all students and contact them to help if a student exhibits one of these behaviours.

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  • Why Foster Care Students In Seattle Are Beating The Odds

    December 17, 2017 |

    NPR |

    Text |

    800-1500 Words

    Response Location: United States, Seattle, Washington

    TreeHouse, a nonprofit in Washington state, achieved an 89 percent five year graduate rate for the hundreds of high school students in the foster care system it serves. This figure is a stark contrast to a 2010 statistic that found only 36 percent of foster students in King County and Seattle were completing high school. By providing the missing resources and guidance to students, TreeHouse hopes to expand the model to all Washington state counties.

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  • The Talking Cure

    December 12, 2017 |

    This American Life |

    Podcast |

    Over 15 Minutes

    Response Location: United States, New York, New York

    At Lyons Community School in New York City, there's a different approach to discipline: Restorative Justice. Instead of suspending students for inappropriate behavior, teachers, and administrators try to talk it out with students. They see kid's emotional responses as a long-term project, rather than actions that should be treated with punishment. "Talking is how you are successful." Some students say the method is working.

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