The iMentor College Ready Program is a school-based mentoring program that aims to help students build the mindsets, skills, and knowledge necessary to enroll and succeed in college. iMentor works with partner high schools that serve low-income students, and places at least one full-time staff member in each partner school to help implement the program. In each school, iMentor engages in four key activities:

• Matching mentees and mentors,
• Supporting mentee-mentor pairs,
• Teaching college knowledge and non-cognitive skills through a weekly iMentor class, and
• Providing mentees and mentors opportunities to interact, in person and online.

The Research Alliance 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.

Focus on Mentee-Mentor Relationships examines how the College Ready program was implemented for 10th graders in all eight evaluation schools. According to iMentor’s leaders, the development of close mentee-mentor relationships is the most important outcome for 9th and 10th grade students in the program, because these relationships will provide a foundation for the college readiness, application, and enrollment work that pairs take on in 11th and 12th grade. Therefore, this report focuses on the development of these relationships, as well as the overall quality of program implementation for 10th graders.

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. It also assesses how specific types and quantities of interaction (e.g., emails, text messages, phone calls, in-person meetings) between mentees and mentors are associated with the closeness of their relationships.

The iMentor College Ready Program is a school-based mentoring program that aims to help students build the mindsets, skills, and knowledge necessary to enroll and succeed in college. iMentor works with partner high schools that serve low-income students, and places at least one full-time staff member in each partner school to help implement the program. In each school, iMentor engages in four key activities:

• Matching mentees and mentors,
• Supporting mentee-mentor pairs,
• Teaching college knowledge and non-cognitive skills through a weekly iMentor class, and
• Providing mentees and mentors opportunities to interact, in person and online.

The Research Alliance 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.

Focus on Mentee-Mentor Relationships examines how the College Ready program was implemented for 10th graders in all eight evaluation schools. According to iMentor's leaders, the development of close mentee-mentor relationships is the most important outcome for 9th and 10th grade students in the program, because these relationships will provide a foundation for the college readiness, application, and enrollment work that pairs take on in 11th and 12th grade. Therefore, this report focuses on the development of these relationships, as well as the overall quality of program implementation for 10th graders.

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. It also assesses how specific types and quantities of interaction (e.g., emails, text messages, phone calls, in-person meetings) between mentees and mentors are associated with the closeness of their relationships.

Student-centered learning (SCL) is an approach to learning that emphasizes authentic instruction, mastery-based assessment, and engaging students in real-life experiences that take their learning beyond the school walls and school day -- all in an effort to connect students' learning to their experiences, strengths, and interests. This report offers the first detailed look into how districts and schools deal with funding issues when they adopt the SCL approach. Researchers examined district spending on SCL by comparing spending at SCL high schools to traditional high schools with similar characteristics. The researchers also performed a statistical analysis using New York City's high schools, which included 79 SCL schools. The report finds that districts don't need to spend more on these schools if they fund all schools fairly, and then allow schools to make choices about how they use their resources. The report's policy recommendations include encouraging SCL school leaders to think about spending tradeoffs to keep budgets in balance and supporting principals' efforts to secure resources from the community.

Student-centered learning (SCL) is an approach to learning that emphasizes authentic instruction, mastery-based assessment, and engaging students in real-life experiences that take their learning beyond the school walls and school day -- all in an effort to connect students' learning to their experiences, strengths, and interests. This report offers the first detailed look into how districts and schools deal with funding issues when they adopt the SCL approach. Researchers examined district spending on SCL by comparing spending at SCL high schools to traditional high schools with similar characteristics. The researchers also performed a statistical analysis using New York City's high schools, which included 79 SCL schools. The report finds that districts don't need to spend more on these schools if they fund all schools fairly, and then allow schools to make choices about how they use their resources. The report's policy recommendations include encouraging SCL school leaders to think about spending tradeoffs to keep budgets in balance and supporting principals' efforts to secure resources from the community.

Student-centered learning (SCL) is an approach to learning that emphasizes authentic instruction, mastery-based assessment, and engaging students in real-life experiences that take their learning beyond the school walls and school day -- all in an effort to connect students' learning to their experiences, strengths, and interests. This report offers the first detailed look into how districts and schools deal with funding issues when they adopt the SCL approach. Researchers examined district spending on SCL by comparing spending at SCL high schools to traditional high schools with similar characteristics. The researchers also performed a statistical analysis using New York City's high schools, which included 79 SCL schools. The report finds that districts don't need to spend more on these schools if they fund all schools fairly, and then allow schools to make choices about how they use their resources. The report's policy recommendations include encouraging SCL school leaders to think about spending tradeoffs to keep budgets in balance and supporting principals' efforts to secure resources from the community.

Researchers and practitioners increasingly recognize that a positive school culture not only enhances students' day-to-day experiences, but also plays a role in raising student achievement. Yet many schools struggle to create a welcoming and supportive schoolwide culture. Indeed, there is evidence that students of color in particular -- and perhaps most notably Black and Latino young men -- often face cultural barriers at school. Beginning in 2012, New York City's Expanded Success Initiative (ESI) provided 40 NYC high schools with financial resources and professional development to help them create or expand supports for Black and Latino young men. Many of the schools implemented strategies that were either implicitly or explicitly aimed at improving school culture. Drawing on interviews, focus groups, and case studies conducted as part of the Research Alliance's ongoing evaluation of ESI, Strategies for Improving School Culture highlights ESI schools' efforts to strengthen school culture in four key areas:

• Developing Culturally Relevant Education (CRE). Educators received training in CRE and reported using a variety of approaches to make their curriculum and instruction more relevant to students' everyday lives; to foster an environment that affirms students' cultural backgrounds; and to address underlying teacher biases about students.
• Adopting Restorative Approaches to Discipline. In a conscious effort to reduce the use of suspensions, educators described implementing new practices (e.g., peer mediation, conflict resolution training) and prioritizing positive relationships with students as a way to manage behavior.
• Promoting Strong Relationships in Schools. Educators described programs (e.g., mentoring, advisories) designed to support relationships between students and school staff, as well as between students and their peers.
• Providing Early Support for Postsecondary Goals. Educators reported shifting their expectations from high school graduation to college readiness; they described strategies aimed at increasing students' sense of belonging in college and providing support for the concrete steps involved in preparing and applying for college.

The report also identifies three important values that connect and help undergird the strategies educators describe: teaching as reflective practice; taking responsibility for student learning and success; and building on student strengths.

Researchers and practitioners increasingly recognize that a positive school culture not only enhances students' day-to-day experiences, but also plays a role in raising student achievement. Yet many schools struggle to create a welcoming and supportive schoolwide culture. Indeed, there is evidence that students of color in particular -- and perhaps most notably Black and Latino young men -- often face cultural barriers at school. Beginning in 2012, New York City's Expanded Success Initiative (ESI) provided 40 NYC high schools with financial resources and professional development to help them create or expand supports for Black and Latino young men. Many of the schools implemented strategies that were either implicitly or explicitly aimed at improving school culture. Drawing on interviews, focus groups, and case studies conducted as part of the Research Alliance's ongoing evaluation of ESI, Strategies for Improving School Culture highlights ESI schools' efforts to strengthen school culture in four key areas:

• Developing Culturally Relevant Education (CRE). Educators received training in CRE and reported using a variety of approaches to make their curriculum and instruction more relevant to students' everyday lives; to foster an environment that affirms students' cultural backgrounds; and to address underlying teacher biases about students.
• Adopting Restorative Approaches to Discipline. In a conscious effort to reduce the use of suspensions, educators described implementing new practices (e.g., peer mediation, conflict resolution training) and prioritizing positive relationships with students as a way to manage behavior.
• Promoting Strong Relationships in Schools. Educators described programs (e.g., mentoring, advisories) designed to support relationships between students and school staff, as well as between students and their peers.
• Providing Early Support for Postsecondary Goals. Educators reported shifting their expectations from high school graduation to college readiness; they described strategies aimed at increasing students' sense of belonging in college and providing support for the concrete steps involved in preparing and applying for college.

The report also identifies three important values that connect and help undergird the strategies educators describe: teaching as reflective practice; taking responsibility for student learning and success; and building on student strengths.

Since 2012, the NYC Department of Education's Expanded Success Initiative (ESI) has provided funding and professional development to 40 City high schools with the goal of helping them develop new strategies (or expand existing efforts) aimed at increasing college and career readiness for Black and Latino male students. As part of our larger evaluation of ESI, the Research Alliance is conducting in-depth case studies in five ESI schools, observing programs in action, and speaking with educators, school leaders, and students about the specific practices they have changed as part of ESI. Drawing on these sources, we have compiled a set of guides that provide concrete examples of how ESI schools are attempting to boost college readiness for young men of color. Each guide describes a specific approach and offers tips, discussion questions, and resources for educators who may want to pursue this strategy. This practice guides focuses on Early Exposure to and Preparation for College, a topic that principals, teachers, and guidance counselors across ESI schools identified as important for creating an environment that supports and welcomes young men of color.

• Helping students envision themselves in college;
• Supporting the college search and application processes;
• Providing access to college coursework and career training; and
• Increasing opportunities and supports in math.