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Improving Adolescent Learning: An Action Agenda

"At a recent national forum at the Ford Foundation in New York, 140 education and youth development professionals discussed how to better support adolescent learning. Drawing on the discussion and the latest research in neuroscience, psychology and cognitive learning science, TASC presents an action agenda that can be tailored to circumstances in your own city and state."

Time by Content Area in New York City ExpandED Schools

"The results are in: ExpandED students spend more time in English and math, and also round out their curriculum with more time for science and the arts. Enrichments such as robotics and gardening enable robust vocabulary development through new experiences. Students have more time for nutritious meals and physical movement, ensuring they are physically ready to learn. And, they have more than three extra hours per week of academic support."

Time to Grow: Year Two Report on ExpandED Schools

"An analysis of data from the second year of TASC’s national demonstration of an expanded school day for elementary and middle school students shows that ExpandED Schools improved school culture, decreased rates of students’ chronic absenteeism and helped students develop positive learning habits and attitudes. Schools and their community partners made progress in evolving the culture of their schools to maximize the benefits of expanded time for learning. For the second year in a row, New York City ExpandED Schools outperformed citywide in rankings by parents, teachers and students of their schools’ safety, communication, engagement and academic expectations.

ExpandED Schools: Developing Mindsets to Support Academic Success - Research Brief

The national demonstration of TASC's ExpandED Schools was launched in 2011-12 in New York City, Baltimore and New Orleans. The ExpandED Schools demonstration is being evaluated by Policy Studies Associates (PSA) and is rolling out at a time when there is heightened awareness among educators, researchers and youth development experts about the importance of cultivating certain students mindsets that are precursors to academic performance.This research brief presents evidence that by working together strategically and collaboratively, schools and community partner organizations can create a positive environment that enables students to take control of their own learning and gain confidence in their ability to succeed.

More and Better Learning, Year Two: Evaluation Findings from ExpandED Schools 2012-2013

Conducted by Policy Studies Associates (PSA),the evaluation of the first two years of the national demonstration of ExpandED Schools (the 2011-12 and 2012-13 school years) focused on the implementation of TASC’s model and on strategies used by schools and community partners to scale up and institutionalize expanded learning. Although some challenges remain, based on the findings from 2012-13 discussed in this report, ExpandED Schools demonstrated significant progress towards implementing the model with fidelity, including moving towards an expanded day for all students in the school, strengthening collaborations, offering balanced learning opportunities and developing plans to sustain expanded learning.

Fidelity of Implementation of the TASC ExpandED Model in 2012-13

TASC contracted with Policy Studies Associates (PSA) to conduct a five-year evaluation of the ExpandED model. This evaluation of the first two years of the national demonstration of ExpandED Schools (the 2011-12 and 2012-13 school years) focused on the implementation of TASC’s model and on strategies used by schools and community partners to scale up and institutionalize expanded learning.

STEM Educators Academy

Classroom teachers (charged with meeting science and math standards) and after-school educators (charged with providing additional enrichment) can join together to spark interest and cultivate curiosity in STEM subjects.

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