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Who’s Minding the Neighborhood?

October 04, 2016

The role of adult capacity in keeping young people on a path to graduation  
Dispelling Stereotypes of Young People Who Leave School Before Graduation

September 19, 2016

Part of the Don’t Call Them Dropouts series of research, Dispelling Stereotypes of Young People Who Leave School Before Graduation explores the social and emotional competencies of young people who have left school before graduating from high school.

Type: Resource

TAG: Using Data

promises: Safe Places

channels: College & Career

SOURCE: Center for Promise

campaigns & initiatives: GradNation Campaign

Annual Book Fairs

January 15, 2014

The Annual Book Fairs intervention provides students in high-poverty elementary schools with books to read over the summer, for three consecutive summers starting at the end of first or second grade.  The goal is to prevent summer learning loss – specifically, the well-established tendency for low-income children’s reading achievement to fall relative to their more advantaged peers during the summer break.  A number of studies have found that the loss is sizable, and may help explain the substantial and persistent reading achievement gap between more and less economically-advantaged students i
Best Practices in Summer Learning Programs for Middle and High School Youth

January 15, 2014

This best practice guide highlights programs across the country doing exemplary work to reach and engage older youth in summer learning. The report compiles standards for effective performance and utilizes engaging video of programs in action in order to share best practices with the larger summer learning field in engaging this age group successfully. To download the FULL report with embedded video, visit
Promise Academy

January 15, 2014

The Promise Academy is a charter middle school, serving predominantly low-income, minority students from grades six through eight.  The school opened in 2004 as one of the Harlem Children’s Zone programs to improve communities and schools in a 97-block area of Harlem, in New York City.  The school provides an extended school day and year, with coordinated after-school tutoring and additional Saturday classes for children struggling in math or English language arts.  As a result, students spend 50-100% more time in school per year than students in traditional public schools in New York City, de