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Arab Students Grow Community Roots with “Service Learning”

Sarah Lynch

August 29, 2014 |

Al-Fanar Media |

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800-1500 Words

Response Location: Egypt, Cairo

Service learning is a United-States based term and is often referred to as community or project-based learning in the Arab world. Courses were first labeled “community-based learning” at the American University in Cairo, starting in 2009, according to Elshimi. Now, there are dozens of courses that follow or define themselves by the methodology.

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Seattle's Garfield High wants hazing to be history

Claudia Rowe

August 26, 2014 |

The Seattle Times |

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800-1500 Words

Response Location: United States, Seattle, Washington

Incoming students are more likely to submit to hazing if they fear being ostracized. Link Crew is a national program that teaches upperclassman during the summer to connect with freshman throughout the year, changing the social culture of a school.

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Brooklyn's Prospect Heights offers a model for teaching immigrants

Sandra Tan

July 13, 2014 |

The Buffalo News |

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1500-3000 Words

Response Location: United States, New York, New York

Schools with high percentages of immigrants and refugees face the particularly difficult challenges of language acquisition and cultural integration. One Brooklyn school succeeds by having students teach one another and incorporating English language lessons into every class.

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Eagle Academy inspires Buffalo's chapter of 100 Black Men

Tiffany Lankes

June 22, 2014 |

The Buffalo News |

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Under 800 Words

Response Location: United States, New York, New York

The Eagle academies are part of a network of schools in New York City and Newark that are devoted to educating at-risk boys from the inner city by providing them with mentors.

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How Bronx's Eagle Academy helps inner-city kids soar

Tiffany Lankes

June 22, 2014 |

The Buffalo News |

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Over 3000 Words

Response Location: United States, New York, New York

Eagle Academy in the Bronx combines rigorous academics, high expectations, and a structured environment to help minority students succeed.

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Focus on science, tech pays off in soaring graduation rate

Claudia Rowe

June 14, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Toppenish, Washington

Toppenish High School in Washington State boasts a graduation rate of 94% despite the fact that a third of all parents in the town dropped out of school by ninth grade and the student body is all low-income. Responding to low math and science proficiency rates among students, in 2008, Toppenish shifted to a project-based curriculum that emphasizes STEM classes. With the help of federal grants and partnerships with Toppenish businesses, courses help students see the real world applications of math and science skills and get students excited about a college path to a career in biomedicine or engineering.

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Fewer dropouts, more degrees: How Walla Walla Community College does it

Katherine Long

May 17, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Walla Walla, Washington

Individualized advice and counseling, boosted by software tools, is helping hundreds more students earn degrees and certificates each year at Walla Walla Community College in Washington.

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High poverty, high test scores: Auburn school is a shouting success

Linda Shaw

April 27, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Auburn, Washington

As school poverty rates goes up, learning and test scores fall. At Gildo Ray elementary school in Washington state uses a teaching method called director or explicit instruction, in which children learn from a structured approach to teaching with teacher-guided practice. Gildo Ray’s test scores in math and reading are among the highest in the state.

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Less lecturing, more doing: New approach for A.P. classes

Linda Shaw

March 01, 2014 |

The Seattle Times |

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1500-3000 Words

Response Location: United States, Seattle, Washington

Several dozen schools across the country are participating in an experiment to determine whether project-based learning in lieu of lecture-only instruction can improve student outcomes on Advanced Placement tests. Many of the initial changes are promising - 88 percent of students in two of the low-income schools participating passed the U.S. government test in the spring compared to 24 percent nationally for similar schools. However, the switch has been time-consuming for teachers and students and some are concerned the new approach doesn't prepare students for college style learning.

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Improving Economic Diversity at the Better Colleges

Peg Tyre

February 05, 2014 |

The New York Times |

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1500-3000 Words

Response Location: United States, Lancaster, Pennsylvania

Students with low-income that attend public schools can find themselves locked in a system that prevents them from getting into the best colleges, from being unable to afford tuition, to not having the ambition, to not knowing a school that would welcome them. Franklin & Marshall College in Lancaster, PA targets high-performing low-income students. The college provides outreach to high school students in poor communities, financial aid to low-income families, summer workshops, and on-site advising and academic support.

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