In this book, Weiss and Reville call on schools and communities to stop failing by creating “systems ofintegrated student supports (ISS) for all children.”
The two authors say it is crucial to create ISS systems that support the whole child — like City Connects and others in the field — because of the nation’s history of mediocre policy achievements.
“Decades of education reform efforts have yielded modest if any improvements in most places where poverty is present,” they write. “To be sure, there are outliers, schools and individuals defying the odds, but on average, we still have an iron-clad correlation between socioeconomic status and education achievement and attainment.”Continue reading →
By the time Elizabeth McKernan graduated from Boston College in 2018, she had been a student teacher at Brighton High School, Milton High School, and Waltham High School.
In her senior year, she was already taking graduate school classes at Boston College’s Lynch School of Education and Human Development and working on her master’s degree, and she was determined to have an impact on students.
“That’s always been my perspective on teaching: If I can make one student’s life a little bit better then I’m doing it right,” she says.
“As a new high school teacher, I paid attention when educators, mayors, and Patriots players gathered before the Joint Committee on Education last month to testify on behalf of high needs students in Massachusetts.Continue reading →
A new policy brief, written by our colleagues at Boston College’s Center for Optimized Student Support, shares the lessons of City Connects with policymakers, explaining how integrated student support can ignite success even when students face poverty, mental health challenges, traumatic experiences, and other out-of-school burdens.
“When leaders examine the existing tangle of programs, services, agencies, and funding streams in the context of deep needs among children and persistent academic achievement and opportunity gaps, impactful ways to transform chaotic service delivery systems are often hard to identify and harder to realize.”
Fortunately, over the last fifteen years, “insights from the sciences of child and youth development, experimentation in communities, and mounting outcomes data point to an approach that is producing results: integrated student support.”Continue reading →