For low-income students, education can be easily derailed by a temporary financial emergency, like the loss of a job or a car repair. This final report offers lessons from two programs created by Lumina Foundation for Education that provide emergency grants or loans to help students at risk of dropping out. Eleven community colleges participated in Dreamkeepers, and 26 tribal colleges or universities participated in Angel Fund.

For low-income students, education can be easily derailed by a temporary financial emergency, like the loss of a job or a car repair. This final report offers lessons from two programs created by Lumina Foundation for Education that provide emergency grants or loans to help students at risk of dropping out. Eleven community colleges participated in Dreamkeepers, and 26 tribal colleges or universities participated in Angel Fund.

Achieving the Dream is a multiyear, national initiative, launched by Lumina Foundation for Education, to help community college students stay in school and succeed. The 82 participating colleges commit to collecting and analyzing data to improve student outcomes, particularly for low-income students and students of color. This baseline report describes the early progress that the first 27 colleges have made after just one year of implementation.

Achieving the Dream is a multiyear, national initiative, launched by Lumina Foundation for Education, to help community college students stay in school and succeed. The 82 participating colleges commit to collecting and analyzing data to improve student outcomes, particularly for low-income students and students of color. This baseline report describes the early progress that the first 27 colleges have made after just one year of implementation.

Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? This report examines professional development efforts by the University of Pittsburgh's Institute for Learning in elementary schools in Austin, St. Paul, and New York City.

Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? This report examines professional development efforts by the University of Pittsburgh's Institute for Learning in elementary schools in Austin, St. Paul, and New York City.

Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? This report examines professional development efforts by the University of Pittsburgh's Institute for Learning in elementary schools in Austin, St. Paul, and New York City.

Freshmen in a "learning community" at Kingsborough Community College in Brooklyn, NY, moved more quickly through developmental English requirements, took and passed more courses, and earned more credits in their first semester than students in a control group. Two years later, they were also somewhat more likely to be enrolled in college.