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Provides final results from the U.S. Department of Education’s Investing in Innovation (i3) Validation grant of the New Teacher Center's (NTC's) teacher induction model. Results show that the model for new teachers increases student learning in grades 4-8 by an additional 2-4 months in ELA/reading and an additional 2-5 months in math.
Is the ninth in a series of Research-to-Impact briefs by Chapin Hall at the University of Chicago on understanding and addressing youth homelessness. Like many other stories captured by Voices of Youth Count’s in-depth interviews, this student's account sheds light on the undeniable connections between homelessness and education.
Examines data from 48 interviews with first-year students at City Colleges of Chicago (CCC) to understand students’ reactions to CCC’s ambitious, system-wide reform. A large majority of the students were enthusiastic about program maps and educational planning.
Provides information on the outcomes of students who attended Macomb Community College during or after 2003 and who transferred to University Partners Advisory Council (U-PAC) institutions between fall 2007 and spring 2009. The study examines the rate at which students earn bachelor’s degrees, for U-PAC colleges as a group and in some cases for each individual de-identified U-PAC member. It also examines excess credit accumulation.
Discusses College Promise programs, which now number more than 200. These program provide financial support to pay local students’ tuition and fees. They have received bipartisan support from state and municipal policymakers to improve students’ access to college, putting college financially in reach. But these programs do not typically address college success. Increasing completion rates is the next step.
Provides information about federal resources that can help rural communities address drug addiction in their communities including guidance on finding funding, treatment and services, information on substance use, and expert help and training.