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Schultz, Brandon K.; Lynch, Olivia S.; Kininger, Rachel L.; Gonzales, Christine R. – Contemporary School Psychology, 2023
Modular therapies allow practitioners to design and deliver individualized child and adolescent psychotherapies using the elements common to multiple evidence-based treatments, but most modular therapies are derived from outpatient treatments that do not directly address academic or social impairments in schools. In three case studies conducted in…
Descriptors: Psychotherapy, Disadvantaged Schools, Public Schools, Urban Schools
Coretta N. Streat – ProQuest LLC, 2024
This study was conducted to investigate the impact of school resources on student outcomes in urban K-12 Catholic schools participating in the DC Opportunity Scholarship Program (DC OSP). DC OSP, a K-12 federally-funded voucher program enables economically disadvantaged families to enroll their children in private schools, including Catholic…
Descriptors: Educational Resources, Graduation Rate, Urban Schools, Elementary Secondary Education
Stephanie Ivey; James T. Campbell; Aaron Robinson; Craig O. Stewart; David Russomanno; Karen Alfrey; Jeffrey Watt; Tony Chase; Maryam Darbeheshti; Miriam Howland Cummings; Katherine Goodman – Journal of STEM Education: Innovations and Research, 2023
The?"Urban STEM Collaboratory" is a five-year project sponsored by the National Science Foundation (NSF) that addresses challenges to student success in STEM disciplines through a multi-institutional collaboration via?the?University of Memphis (UofM), University of Colorado Denver (CU Denver), and Indiana University-Purdue University…
Descriptors: College Students, Economically Disadvantaged, STEM Education, Urban Schools
Umut Özek – Annenberg Institute for School Reform at Brown University, 2024
Public policies targeting individuals based on need often impose disproportionate burden on communities that lack the resources to implement these policies effectively. In an elementary school setting, I examine whether community-level interventions focusing on similar needs and providing resources to build capacity in these communities could…
Descriptors: Elementary Schools, Intervention, Capacity Building, Extended School Day
Pollack, Courtney; Theodorakakis, Maria; Walsh, Mary E. – AERA Open, 2021
As COVID-19 shuttered schools, it created widespread student and family needs and exacerbated challenges stemming from long-standing racial and economic inequities. Here, we examine how an evidenced-based, integrated student support intervention responded to systematically identify and address the academic and nonacademic needs of students and…
Descriptors: COVID-19, Pandemics, Family Needs, Student Needs
Kathy Brown; Jennifer Grace; Lisa A. Jones – Middle Grades Review, 2024
The purpose of this study was to explore administrators' and teachers' experiences and perceptions of how restorative practice strategies impact the execution of school discipline in an urban middle school. This study included a review of data collected from interviews with middle school administrators and teachers in a large school district. A…
Descriptors: Restorative Practices, Administrators, Middle School Teachers, Administrator Attitudes
Hancock, Dawson R.; Wright, Sarah W. – Urban Review: Issues and Ideas in Public Education, 2018
Education in the arts continues to struggle for inclusion in PreK-12 classrooms as public schools face increasing challenges from high stakes testing, Common Core politics, and endless budget cuts. Advocates point to the growing body of research linking art education to academic achievement as justification for arts' continued inclusion in the…
Descriptors: Early Childhood Education, Art Education, Urban Schools, School Community Programs
Jiying Ling; Autumn Ashley; Nagwan Zahry; Tsui-Sui A. Kao; Charis L. Wahman; Kenneth Resnicow; Lorraine B. Robbins; Jean M. Kerver; Nanhua Zhang – School Mental Health, 2025
Mindfulness-based interventions are increasingly recognized for their positive impact on children's physical, mental, emotional, and behavioral health. However, no mindfulness-based lifestyle interventions have focused on improving both the physical and mental well-being of economically marginalized preschoolers. Therefore, this one-group study…
Descriptors: Metacognition, Intervention, Life Style, Physical Health
Noman Khanani; Anastasia E. Raczek; Yan R. Leigh; Claire Foley; Mary E. Walsh; Eric Dearing – Annenberg Institute for School Reform at Brown University, 2023
Growing up in poverty presents numerous nonacademic barriers that impede academic progress for economically disadvantaged students (Duncan and Murnane, 2016). Because schools alone have limited capacity to address the systemic nature of economic inequalities that directly affects student outcomes, policymakers and researchers in recent years have…
Descriptors: Poverty, At Risk Students, Low Income Students, Economically Disadvantaged
Nancy Burstein; Sue Sears; Anne Wilcoxen – Teacher Education Quarterly, 2023
This study examined the long-term impact of a special education residency program in high-need urban schools on the recruitment, program completion, and hiring and retention of graduates. Findings from this study, expanding research to special education teacher preparation, are consistent with a growing body of research that suggests that a…
Descriptors: Special Education Teachers, Special Education, Residential Programs, Teacher Education
Stephanie A. Brown – ProQuest LLC, 2023
The purpose of this program evaluation was to evaluate the impact of CORE District's Breakthrough Success Community (BTSC) Program at an urban Title I high school located in Southern California. BTSC aims to improve the ninth-grade experience through a focus on five key change drivers and the implementation of improvement science. Through teacher…
Descriptors: Program Evaluation, Urban Schools, Disadvantaged Schools, High Schools
Chen, I-Chien; Rocha-Beverly, Christel; Schneider, Barbara – Journal of Research on Technology in Education, 2022
Init2Winit, a gamified mobile application designed to increase students' alignment knowledge between college, career, and salary expectations has been beta-tested in midwestern urban and rural U.S. high schools (age 14-18). Students earn different points in the game when their educational expectations and expected annual income are matched with…
Descriptors: Telecommunications, Handheld Devices, Educational Games, High School Students
Outes-León, Ingo; Sánchez, Alan; Vakis, Renos – World Bank, 2020
This paper evaluates the academic impact of a growth-mindset intervention on students starting the secondary level in public schools in urban Peru. ¡Expande tu Mente! is a 90-minute school session aimed at instilling the notion that a person's own intelligence is malleable. Students in schools randomly assigned to treatment showed a small…
Descriptors: Foreign Countries, Urban Schools, Secondary School Students, Intervention
Heberle, Amy E.; Sheanáin, Úna Ní; Walsh, Mary E.; Hamilton, Anna N.; Chung, Agnes H.; Eells Lutas, Victoria L. – Improving Schools, 2021
This US-based study examined the experiences of school counselors and social workers implementing a systems-oriented, programmatic student support practice model, City Connects, within high-need urban contexts. The City Connects model represents current best practices in student support, positioning school counselors and social workers primarily…
Descriptors: Poverty, Disadvantaged Schools, School Counselors, School Social Workers
Hughes, Byron D.; Cass, Samuel H.; Uddin, Hamza; Williams, Taylor P.; Okereke, Ikenna C. – Research in Higher Education Journal, 2021
Underrepresented minority (URM) and economically disadvantaged (ED) high school students are less likely to graduate from high school or enroll in college. This institution began a structured mentorship program focusing on URM and ED students using a surgical simulation lab. The objective was to determine the effect of the mentorship program on…
Descriptors: Mentors, Surgery, Simulation, Laboratories