Publications

This study found that subjective criteria may be more effective than objective criteria in the early identification of students at risk of dropping out of high school.

This report summarizes the recommendations of the California Advisory Task Force on Alternative Schools about how to develop an accountability system and performance data dashboard for alternative schools, known as the Dashboard Alternative School Status (DASS). 

Six student research fellows, all scholarship recipients and first-generation college students in California’s Central Valley, gathered and synthesized data from their peers to inform efforts to advance equitable college attainment in the region.

Bridges became a full-service community school in 2016 and, since that time, has made great strides to remove barriers to learning and increase student success.

REACH Academy has implemented community school strategies to redress some of the barriers to success many of their students face — leading to  increased access to health and wellness services, community engagement, and improved academic outcomes.

School leaders at New Highland RISE Elementary and Elmhurst United Middle School talk about their path to creating learner-centered community schools.

How a group of California foundations transitioned from traditional, merit-based college scholarship programs to a more strategic, need-based approach — and how other organizations might do the same.

In 2018, the Chan Zuckerberg Initiative engaged the Gardner Center to partner with public school districts in San Mateo County to examine the barriers to educational success faced by youth experiencing housing instability and identify factors that may promote academic achievement among this vulnerable population. This report presents findings from the first phase of that research project.

Aim High is a summer enrichment program for low-income middle school students across Northern California. This study documents whether program participation influences chronic absenteeism, suspension from school, state test scores, and more. 

A study in San Mateo County investigated the mental health needs of students as well as opportunities for intervention and support.

A study in San Mateo County investigated the mental health needs of students as well as opportunities for intervention and support.

This study examines the evolving design of a teacher evaluation system in the District of Columbia Public Schools; its findings suggest that teacher evaluation can provide a sustained mechanism for improving the quality of teaching.

The book shows how school leaders and other educators — even those with budget and space constraints — can make the most of recess time by using a variety of proven strategies, and also provides examples of schools that have put these strategies to use.

This retrospective takes a look at Oakland Unified School District's ambitious effort to transform itself into a community school district, including its progress toward that goal and prospects for development.

As Oakland pursued the creation of community schools, Gardner Center researchers documented the district's efforts to strengthen school capacity by reconceiving how adults use time, organize work, and collaborate to meet student needs.

In the Oakland Unified School District, Community School Managers play a critical role in student success and well-being by managing partnerships and programs that support school and student needs.

This report details the family engagement landscape in Sanger schools and opportunities to engage with families as partners to foster students' academic success and social-emotional health.

This guidebook offers profiles of educators and their partners in California high schools who are working collaboratively to develop comprehensive student supports that "link together" a rigorous academic curriculum, technical education, and workplace opportunities into a coherent learning experience for every youth in their school.

Gardner Center researchers studied "early warning" initiatives undertaken by the San Francisco Unified School District to identify and support students at risk of not graduating from high school.

This chapter describes how to build college and career knowledge in continuation high schools for youth who are at risk of dropping out of high school.