1 in 6 people in NYC (1.4 million) rely on daily emergency food. (Source: Robin Hood Foundation)


  • At College, a Guided Path on Which to Find Oneself
    March 30, 2017

    Colleges use different parts of the strategy and give it different names, although it often goes by “guided pathways.” The underlying idea is to give students firm guidance in choosing the right courses, along with structured, clear course sequences that lead to graduation. Colleges also monitor students’ progress closely and intervene when they go off track.

    Read more at nytimes.com
  • College Is the Goal. The Problem? Getting There.
    March 28, 2017

    College is the great leveler of American life, and the great divider, too. College graduates typically earn more money, are more satisfied with their jobs and are less likely to be on public assistance than people with only high school degrees. Students understand this; the aspiration to go to college is now almost universal. Getting there, though, is another matter.

    Read more at nytimes.com
  • Hungry and Unable to Complete
    March 28, 2017

    Community colleges that want students to graduate increasingly focus not just on academic needs, but on transportation, housing and food issues. A report released today by the Wisconsin HOPE Lab and the Association of Community College Trustees reveals that many community college students are dealing with a lack of basic needs.

    Read more at insidehighered.com
  • When a Few Bucks Can Get Students to the Finish Line
    March 28, 2017

    Named after Georgia State’s mascot, the program offers students an immediate few hundred dollars, sometimes as little as $300, without bureaucracy. Most recipients are seniors whose financial aid has run out. For many, the grant gets them over the finish line, instead of being left just short of graduation — saddled with debt but denied the degree that could have helped pay it down.

    Read more at nytimes.com
  • A Compelling Case for Curriculum
    January 9, 2017

    One of the odd features of education policy is that while a plethora of research exists on the effects of systemic reforms (e.g., class size, charter schools, teacher and school accountability mechanisms), on student achievement there is very little data on whether curriculum – what kids are actually being taught – makes a difference.

    Read more at usnews.com