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.

This Study analyzes policies, practices and attitudes with respect to responsible investing among 200 U.S. colleges and universities, constituting 24.0 percent of the 832 institutions that participated in the 2014 NACUBO-Commonfund Study of Endowments (NCSE). These respondents, whose chief business officers volunteered to participate in this follow-up Study, comprised 123 private and 77 public institutions with a total of $88.8 billion in endowment assets as of June 30, 2014, or 17.2 percent of the $516.0 billion total included in the NCSE, and encompassed a wide range of endowment sizes and geographic locations across the U.S.

The 2014 study focused on four approaches to responsible investing: SRI, ESG, impact investing, and divestment of fossil fuels. Responses regarding SRI and ESG were received in sufficient numbers to support a detailed analysis; the number of institutions responding to questions regarding impact investing and divestment of fossil fuels, however, was comparatively low, making it difficult to draw reliable conclusions on these topics. Commentary in the main body of this paper therefore focuses primarily on SRI and ESG, with impact investing and divestment being reviewed in the Executive Summary.

This report focuses on an emerging trend in higher education called student philanthropy, an experiential learning approach where students study social issues in the community and make decisions about distributing funds to nonprofit organizations. Previous research in the field of student philanthropy has revealed promising results: those enrolled in student philanthropy courses have shown a greater awareness of social problems and nonprofits, a heightened sense of responsibility to help others in need, and a greater likelihood to give their time and money in the future to support their community. However, little is known about the ways previous philanthropy experiences of students and components of student philanthropy courses may explain these outcomes.

This report examines students enrolled in student philanthropy courses through Pay it Forward, an initiative of the Kentucky, Michigan, and Ohio Campus Compacts that seeks to develop a new generation of philanthropists through infusing the practice of philanthropy as a core component of college coursework. This report asks three key questions about the Pay it Forward course:

• What are the prior philanthropic experiences of Pay it Forward participants?
• What features of a Pay it Forward course predict student confidence in their philanthropic skills, abilities, and knowledge?
• What aspects of a Pay it Forward course predict changes in students' plans to donate money to, volunteer in, and otherwise support their communities?

This report focuses on an emerging trend in higher education called student philanthropy, an experiential learning approach where students study social issues in the community and make decisions about distributing funds to nonprofit organizations. Previous research in the field of student philanthropy has revealed promising results: those enrolled in student philanthropy courses have shown a greater awareness of social problems and nonprofits, a heightened sense of responsibility to help others in need, and a greater likelihood to give their time and money in the future to support their community. However, little is known about the ways previous philanthropy experiences of students and components of student philanthropy courses may explain these outcomes.

This report examines students enrolled in student philanthropy courses through Pay it Forward, an initiative of the Kentucky, Michigan, and Ohio Campus Compacts that seeks to develop a new generation of philanthropists through infusing the practice of philanthropy as a core component of college coursework. This report asks three key questions about the Pay it Forward course:

• What are the prior philanthropic experiences of Pay it Forward participants?
• What features of a Pay it Forward course predict student confidence in their philanthropic skills, abilities, and knowledge?
• What aspects of a Pay it Forward course predict changes in students' plans to donate money to, volunteer in, and otherwise support their communities?