For Jada and Britney – both high school students and both the children of immigrants living in Boston – a key difference was where they went to high school. Jada attended Newton South, located in one of Boston’s wealthier suburbs. Britney went to Brighton High, “a floundering city school,” the Globe says, “where fewer than 30 percent of graduates earn a college degree or other credential within six years of graduating.”
In 2016, state education officials labeled Brighton an “underperforming school,” which meant that the district had to come up with a turnaround plan. In addition, many of the school’s students have “significant unmet needs beyond campus, ranging from mental health concerns to immigration anxieties. Most are poor, and many arrive at Brighton after struggling at other schools.”Continue reading →
“We are getting services to kids faster and more intentionally than we were before,” Program Manager Jennifer Bronson says of how City Connects is working in Hamilton County, Tenn., home to a socio-economically diverse group of students in Chattanooga and surrounding suburban and rural areas. “We are being deliberate.”
This is a story of how City Connects, which launched in eight county schools last September, is generating data and information that help schools understand students’ needs and meet them.
Because of a community effort calledChattanooga 2.0, the region was already looking at workforce and education challenges. This led to joiningBy All Means, a program run by the Education Redesign Lab at the Harvard Graduate School of Education (HGSE) that helps close educational achievement gaps.Continue reading →
Across the country, there are student opportunity gaps that — the evidence shows — City Connects can help close.
We were reminded of the depth of these gaps late last year, when the U.S. Department of Education released“The Nation’s Report Card.”The report card shares the results of the National Assessment of Educational Progress, (the NAEP test) which is administered by the National Center for Education Statistics.
And, unfortunately, the NAEP scores are troubling.
“America’s fourth and eighth graders are losing ground in their ability to read literature and academic texts,”the New York Times reports. “Two out of three children did not meet the standards for reading proficiency.”Continue reading →