Designing Education podcast, S2, Ep. 2: Chronic Absenteeism and Keys to Reengaging Students

The evidence is clear. Students need to attend school on a regular basis to succeed. If the purpose of school is to help students learn and development, then being there is important. Until quite recently, however, we did not regularly measure the extent to which the students enrolled in a school were attending on a […]

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New study highlights how trusting relationships provide the necessary foundation for academic success

Baltimore, MD – The Dynamics of City Year Interactions with Students and How They Contribute to Social-Emotional Learning and Academic Outcomes, a report by Tarsha Herelle and Mariko Yoshisato, postdoctoral fellows with the Everyone Graduates Center at Johns Hopkins School of Education, illuminates the critical role that City Year AmeriCorps Members (ACMs) play in supporting […]

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Fulfilling Maryland’s Promise of a Thorough and Efficient Education

Bearing Strange Fruit: How Baltimore Youth and Families Articulate and Cope with Underinvestment and Lack of Opportunity in Baltimore City Schools. A report by Richard Lofton, Ph.D., Larry C. Simmons, Joshua Schuschke, Ph.D.

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Connecting Social-Emotional Development and Academic Indicators Across Multiple Years

By Robert Balfanz and Vaughan Byrnes Executive Summary Connecting Social-Emotional Development and Academic Indicators Across Multiple Years builds on the work conducted for a previous study, “Connecting Social-Emotional development, Academic Achievement, and On-Track Outcomes: A Multi-District Study of Grades 3 to 10 Students Supported by City Year AmeriCorps Members.” Released in May of 2020, that […]

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Use of an Early Warning Identification and Student Intervention System: A Case Study of Three Effective Promotion Coaches

By Marcia H. Davis, this this article examines the activities of three top coaches using the EWI team modeling in rural, urban, and suburban schools to do a deep dive into their activities to identify important lessons for developing new early warning systems.

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Supporting Students During the Pandemic and Beyond: The Case for a Corps for Student Success

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Continuous Improvement in High Schools: Helping More Students Succeed

The newest publication by Martha Abele Mac Iver and Robert Balfanz, Continuous Improvement in High Schools, gives educators and policymakers an accessible, actionable framework to address one of the nation’s most important educational priorities: improving high school graduation and postsecondary preparedness rates. Martha Abele Mac Iver and Robert Balfanz, national experts in dropout prevention, apply the […]

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Virtual Event: “How COVID Changed Education”

During the COVID-19 pandemic, schools worldwide closed and an estimated 168 million students have been out of school for over a year, entering into a mass online learning experiment. In the United States, in-person learning will largely be restored this fall, but questions remain about how to keep K-12 schools safe and about the lingering […]

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Hopkins on the Hill: How Can We Address Educational Disparities Exacerbated by COVID-19?

Schools have faced unprecedented challenges in the COVID-19 era, including tracking students’ progress and engagement while converting to a virtual environment and/or managing novel hybrid schedules. These challenges have disproportionately affected our most vulnerable students: those from low-income families. Join educational experts, Annette Anderson (PhD) and Richard Lofton (PhD), as they discuss lessons learned from […]

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Plessy’s Tracks: African American students confronting academic placement in a racially diverse school and African American community by Richard Lofton

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