Revere High School
Are policy barriers to school improvement real or imagined?
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At City Arts and Technology High School in California, college readiness isn’t just a goal—it’s an expectation.
As New England’s population changes, the region must rework its policies and practices to meet the increasingly demanding expectations of today’s economy for underserved learners.
Students from different socioeconomic backgrounds learn at the same rate, but without access to quality summer learning opportunities, low-income students often fall behind their peers.
Although “college-readiness” is usually associated with teenagers, adult learners often struggle with this issue. This article reflects on the difficulties and successes of adult learners who participated in adult basic education (ABE)-to-college programs.
New England’s changing demographics and varying levels of educational attainment demand support for and improvement of the region’s higher education institutions.
Afterschool programs provide students with opportunities for learning and exploration, but too few children have access to quality, well-funded programs. This 2006 report highlights the need for afterschool programs and the work being done in the New England states to increase availability and public demand.
Community colleges can offer low-income students a path to higher education, but transferring to elite, four-year schools often proves to be more challenging than earning an associate’s degree.
For minority and low-income students, unmet financial need—the gap between the costs of attending college and the resources available to students—presents a major barrier to attending college.
What role can afterschool programs play in helping students navigate early adolescence to successful adulthood? This report explores the links between out-of-school time and educational success for middle school students.
Higher education institutions in New England have made significant investments in equitable access using affirmative action strategies to increase minority student representation—but significant policy barriers continue to impede educational access for low-income and minority populations in the region.
Financial, academic, and social support are key factors in supporting low-income and minority students to succeed in postsecondary institutions.
Nellie Mae Education Foundation © 2017