College, Career, and Civic Readiness
Through College Futures Foundation’s Community Philanthropy for Student Success Initiative, the John W. Gardner Center for Youth and Their Communities (Gardner Center) coupled research and capacity building, working in partnership with multiple community foundations who were engaged in improving equitable college attainment. As part of this effort, the Gardner Center supported California Community Foundation (CCF) to use data strategically and effectively to address barriers facing students from low-income backgrounds in pursuing and completing postsecondary education.
Supported by funding from College Futures Foundation, in the summer of 2020, Kern Community Foundation (KCF) and the John W. Gardner Center for Youth and Their Communities (Gardner Center) partnered to support six KCF scholarship recipients in a 10-week Action Research Fellowship. The Fellows developed a set of research questions that addressed KCF’s interests in understanding student experience related to their scholarship program, as well as their own interests related to student experience in their community.
Co-written by Colette Hadley of the National College Attainment Network and Liz Newman of the Gardner Center, this article identifies four basic approaches that community foundations can use to renovate their scholarship programs. The authors outline a process for using data and inquiry that paves the way for change, highlighting three community foundations that have altered their scholarship programs to increase equitable outcomes.
SJ Aspires provides high school students with access to an online program platform that offers self-guided curriculum, supplemental college advising and guidance, and micro-scholarships as they become college and career-ready young adults.
This series of case studies highlights the challenges, creative policy responses, and exemplary practices in California’s legislatively created public alternative high schools. The series is a project of the John W. Gardner Center for Youth and Their Communities at Stanford University in support of the California Learning Collaborative on Alternative Education.
In 2015, College Futures Foundation launched the Community Philanthropy for Student Success Initiative (CPI) to engage a cohort of community foundations across California as partners and leaders in reducing statewide disparities in college completion rates. Through CPI, College Futures endeavored to build the capacity of participating foundations to (a) increase strategic need-based scholarships, (b) increase funding for strategic need-based scholarships, and (c) serve as leaders in regional efforts to eliminate inequities in college attainment rates.
This report summarizes the deliberations and recommendations of the California Advisory Task Force on Alternative Schools (Task Force). The Task Force is a public service project of the John W. Gardner Center for Youth and their Communities at Stanford University and is convened in collaboration with the California Department of Education (CDE).
Many students face unique and significant obstacles as they pursue postsecondary degrees, including the navigation of two complex systems: higher education and financial aid. Given the importance and complexity of the issues, multiple stakeholders, including philanthropists and researchers, have dedicated resources to understanding and improving college attainment for first generation, low-income students. College Futures Foundation’s Community Philanthropy for Student Success Initiative brings key stakehold
In 2015, College Futures Foundation brought together seven community foundations, centering the goal of transitioning traditional, merit-based scholarship programs to a more strategic, need-based approach. College Futures envisioned this transition as a vehicle to improve college completion rates for low-income, first generation students, seeking to enhance the community foundations’ capacity to increase college attainment.
A mixed-methods assessment of the implementation and effect of two systems designed to identify educationally vulnerable students as early as Pre-K. The study includes a pilot effort to assess whether indicators based on machine learning predictive analytics improve on these systems.