Educators from a rural school describe the alternative program their school developed to help students who were seriously isolated, anxious, and disengaged--some of whom were falling through the cracks. These students are placed in smaller ELA, math, and science classes (usually with two teachers) so they receive more attention. They also enjoy…

Many students begin their college experience enrolled in large introductory classes. These classes are likely to enroll students who are at risk of leaving college without a degree. As such, these classes have the potential to reach at-risk students including first-year, first-generation, undeclared, and underrepresented minority (URM) students.…

The First Year Seminar in Science (SCIE113) was developed during 2009/2010 academic year through an exemplary collaboration between faculty, administrators and educational support staff in the Faculty of Science at the University of British Columbia (UBC). SCIE113 reflects the vision and values of the Faculty of Science and UBC by offering an…

Research shows low-income students suffer disproportionate learning loss over the summer and because those losses accumulate over time, they contribute substantially to the achievement gap between low- and higher-income children. The Wallace Foundation is funding a five-year demonstration project to examine whether summer learning programs can…

Do smaller classes boost achievement mainly by helping teachers impart specific academic skills to students with low academic achievement? Or do they do so primarily by helping teachers engage poorly behaving students? The analysis uses the grade 3 to 4 transition in San Diego Unified School District as a source of exogenous variation in class…