The Saguaro Seminar is a research initiative that brings together leading thinkers and practitioners to develop actionable ideas for civic renewal. In 2015, the Seminar launched the Closing the Opportunity Gap initiative. The initiative convened five working groups of roughly a dozen of the country's leading experts in each of five areas: family and parenting, early childhood, K-12 education, community institutions, and "on-ramps," like community college or apprenticeships. These non-partisan white papers distill the best evidence-based ideas for narrowing the opportunity gap.

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.

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.

A national survey offers new insights into how parents feel about their children's academic, emotional, and physical wellbeing, and identifies a disconnect between parent perceptions of student performance in public schools and results from national testing data. The survey found that the majority of parents have high expectations and are deeply engaged in their children's development. Most parents expressed a universal belief in the importance of college, as well as a desire for more involvement in the pre-college years. The survey also unearthed areas in which parents need more support, especially access to better information on what to expect at each grade level, as well as guidance on how they can help their children master important skills. The survey includes results from more than 1,300 parents with children in kindergarten through the eighth grade. It was conducted by Hart Research, and commissioned by the education nonprofit Learning Heroes, in collaboration with Univision, and in partnership with the National PTA, National Urban League, United Negro College Fund, and the National Council of La Raza, with support from Carnegie Corporation of New York. In response, Learning Heroes has created a parent toolkit with helpful resources prepared in both English and Spanish.

A national survey offers new insights into how parents feel about their children's academic, emotional, and physical wellbeing, and identifies a disconnect between parent perceptions of student performance in public schools and results from national testing data. The survey found that the majority of parents have high expectations and are deeply engaged in their children's development. Most parents expressed a universal belief in the importance of college, as well as a desire for more involvement in the pre-college years. The survey also unearthed areas in which parents need more support, especially access to better information on what to expect at each grade level, as well as guidance on how they can help their children master important skills. The survey includes results from more than 1,300 parents with children in kindergarten through the eighth grade. It was conducted by Hart Research, and commissioned by the education nonprofit Learning Heroes, in collaboration with Univision, and in partnership with the National PTA, National Urban League, United Negro College Fund, and the National Council of La Raza, with support from Carnegie Corporation of New York. In response, Learning Heroes has created a parent toolkit with helpful resources prepared in both English and Spanish.

A national survey offers new insights into how parents feel about their children's academic, emotional, and physical wellbeing, and identifies a disconnect between parent perceptions of student performance in public schools and results from national testing data. The survey found that the majority of parents have high expectations and are deeply engaged in their children's development. Most parents expressed a universal belief in the importance of college, as well as a desire for more involvement in the pre-college years. The survey also unearthed areas in which parents need more support, especially access to better information on what to expect at each grade level, as well as guidance on how they can help their children master important skills. The survey includes results from more than 1,300 parents with children in kindergarten through the eighth grade. It was conducted by Hart Research, and commissioned by the education nonprofit Learning Heroes, in collaboration with Univision, and in partnership with the National PTA, National Urban League, United Negro College Fund, and the National Council of La Raza, with support from Carnegie Corporation of New York. In response, Learning Heroes has created a parent toolkit with helpful resources prepared in both English and Spanish.