Through Their Eyes is the culmination of a YI-led Jobs Tour, a five-month series of in-person conversations with young adults across the state that offered valuable insight about the barriers preventing Millennials from pursuing careers.

The report looks at the driving forces behind unemployment and underemployment among Millennial Californians, such as discrimination in the workplace, falling wages, skills gaps, and lack of information.

While the Great Recession continues to have ripple effects on the entire Millennial generation, young African Americans face unemployment rates that are twice that of their white peers. Closing the Race Gap takes an unprecedented look at the driving forces behind racial disparities in the job market, and how higher education can help fight joblessness.

While the Great Recession continues to have ripple effects on the entire Millennial generation, young African Americans face unemployment rates that are twice that of their white peers. Closing the Race Gap takes an unprecedented look at the driving forces behind racial disparities in the job market, and how higher education can help fight joblessness.

The iMentor College Ready Program is a unique model that combines elements of school-based mentoring, whole school reform, and technology in an effort to help students develop the knowledge, behaviors, and skills needed to reach and succeed in college. It is an intensive, four-year intervention offered in schools that serve low-income students. Students are paired with volunteer, college-educated mentors and enrolled in an iMentor class led by a school-based iMentor employee.

The program has four central elements:

1. A whole school model, which aims to match all incoming 9thgraders with a mentor, and keep them engaged for their full high school careers;
2. A college-readiness curriculum developed by iMentor, taught by iMentor staff in weekly classes, and reinforced during monthly events for mentees and mentors;
3. A "blended" approach to developing relationships between students and their mentor. Students communicate with their mentor primarily through email, but also meet in person at the iMentor events; and
4. A pair support strategy based on a case-management model for tracking mentee-mentor relationship development.

The Research Alliance for New York City Schools is conducting an in-depth evaluation of the iMentor College Ready Program in eight New York City high schools. With support from the Social Innovation Fund, the Research Alliance is examining iMentor's roll-out and implementation in these schools, as well as its impact on a range of outcomes related to students' preparation for college.

This report is the first in a series from our evaluation. It focuses on iMentor's first year of implementation, which targeted 9th graders in all eight schools. The report provides a detailed description of the four key components of the iMentor College Ready Program and assesses the implementation of these program elements against specific benchmarks established by iMentor. The report also presents a first look at iMentor's effects on 9th graders' outcomes, including their perception of adult support, their aspirations for the future, a set of important college-related "non-cognitive" skills, and several markers of academic achievement.

This study examined the high school experiences, graduation rates and post-secondary attendance rates of students who received need-based scholarships to attend private elementary schools from the Children's Scholarship Fund Baltimore (CSFB). CSFB provides funds to students from low-income families in the Baltimore area to attend the private or parochial schools of their choice in kindergarten to eighth grade. One of the goals of CSFB is to increase high school graduation rates and improve postsecondary education success rates of low-income students living in and near the city.

This study is significant as, to date, few studies have examined the long-term educational attainment outcomes of recipients of need-based scholarships in the elementary grades. The researchers conducted a cross-sectional survey of parents of former scholarship recipients three to eight years after they completed eighth grade, inquiring into their experiences with their elementary and high schools, the high school graduation status of their children, college attendance and/or work following high school, and the college preparation climate of their child's high school. The researchers were unable to develop a comparison group for the Baltimore scholarship recipients, which allowed only a comparison to results of urban, lowincome students in general.