Education Commons^™

How Do Latino Students Fare In Massachusetts Charter Schools?: An Analysis Of Student Outcomes, Enrollment, Teacher Preparation, And Discipline Across 10 Districts, Michael Berardino, Lorna Rivera, Trevor Mattos

Gastón Institute Publications

The objective of the research was to better understand the experiences and outcomes of Latino students in Massachusetts charter schools. To reflect the diversity of the Latino population in Massachusetts, this research is built on comparisons of demographics and student outcomes between traditional public school districts and the charter schools that serve each school district.

Research And Education In Parallel: Scientific Outreach Through On-Site Experiments At The Museum Of Science Boston Living Laboratory, Vivian Ciaramitaro, Hiu-Mei Chow

Office of Community Partnerships Posters

Our world is multisensory, as is our perception of it: we see lips move while we listen to what is being said, we smell food as we taste it, we touch a surface as we feel its texture as we look at. Cross-modal sensory processing, the way information from our different senses interacts and influences our conscious perceptual experience is ubiquitous in everyday life, yet, it is not well understood, compared to unimodal sensory processing, processing information from a single sensory system. One of our research goals is to standardize a set of computer-generated stimuli and procedures to study sound-shape …

Success Boston: College Completion Initiative, Liliana Mickle

Office of Community Partnerships Posters

Success Boston provides intensive coaching support and wraparound services to Boston Public Schools students and graduates to ensure they are Getting Ready, Getting In, and Getting Through college so they are equipped to lead productive lives after graduation.

Inclusive Concurrent Enrollment Partnership, Aimee D'Avignon, Amy Cook, Colleen Regal, Felicia Wilczenski

Office of Community Partnerships Posters

The Inclusive Concurrent Enrollment Partnership has enrolled students with disabilities from local public high schools for the past 6 semesters, since the Fall of 2012. These students audit courses that match their personal interests or career goals in order to experience a fully inclusive higher educational setting.

Admission Guaranteed Program At Umass Boston, Academic Support Services And Undergraduate Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

Every student, whether low-income, first-generation, with a disability, or at high risk for academic failure, will develop the skills, knowledge, and motivation to successfully enroll in and complete postsecondary education.

Indigenous Women, Mother Tongues, And Nation Building In New England: A Tribal Policy Leadership Series, Amy Den Ouden, Chris Bobel

Office of Community Partnerships Posters

In collaboration with the Wôpanâak Language Reclamation Project (WLRP), Indigenous women educators and leaders, the Dept. of Women’s and Gender Studies is redesigning WOST/WGS 270, Native American Women in North America, to incorporate a lecture series on nation building and a semester-long community engagement project fostering student leadership in a research and policy formation project focused on legislating and funding a Native American language education law in Massachusetts.

Educational Engagement In Boston’S Vietnamese Community: Asian American Studies Program Student-Faculty-Alumni Engagement With Teachers, Students, And Families Of The Mather School (Bps) In Dorchester, Asian American Studies Program, University Of Massachusetts Boston

Office of Community Partnerships Posters

Founded in 1639, the Mather Elementary School in Dorchester is the oldest public elementary school in the US. In 2012, nearly 40% of Mather students were Vietnamese American from immigrant households. The Mather School’s Vietnamese Structured English Immersion (SEI) program is the largest in Boston. In 1993, Ngoc-lan (Loni) Nguyen, a Vietnamese refugee student in education and Asian American Studies at UMass Boston, was hired as a 4th grade bilingual teacher. Many of Lan’s students later attended UMass Boston where they reconnected educationally with the importance of Vietnamese American identity, community, and empowerment in AsAmSt courses. In 2007, Lan visited …

The Campus Kitchen At Umass Boston Student-Powered Hunger Relief In Boston, Office Of Student Leadership And Community Engagement, University Of Massachusetts Boston, Walter Denney Youth Center, Housing Opportunities Unlimited, St. Peter's Teen Center, John Winthrop Elementary, Project Alerta, University Of Massachusetts Boston, Camp Shriver, University Of Massachusetts Boston, Massachusetts Law Reform Institute, Inc., Sodexo

Office of Community Partnerships Posters

The Campus Kitchen at the University of Massachusetts Boston (CKUMB) is a part of The Campus Kitchens Project. (CKP), a national network of student volunteers, works to rescue excess food to create meals for those in need. CKUMB opened in 2010 to provide meals for the Dorchester community. By taking the initiative to run a community kitchen, students develop entrepreneurial and leadership skills, along with a commitment to serve their community, that they will carry with them into future careers.

Providing Staff And Program Development For Boston-Area Adult Basic Education Programs, Adult Literacy Resource Institute, University Of Massachusetts Boston, System For Adult Basic Education Support (Sabes), College Of Education And Human Development, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Adult Literacy Resource Institute (part of UMass Boston since 1983, and 100% grant-funded) serves as the Greater Boston Regional Support Center for SABES, the state’s System for Adult Basic Education Support. We provide staff and program development services to adult basic education programs in the Boston area, especially the approximately 40 programs in the region (most located at community-based organizations) that are funded by the state’s Department of Elementary and Secondary Education and that offer ESOL, basic literacy and numeracy, high school equivalency preparation, and other classes (including family literacy, civics education, career pathways, and college transition).

Higher Order Teaching: University Of Massachusetts Boston, Institute For Community Inclusion And Lowell Public Schools, Lisa Van Thiel

Office of Community Partnerships Posters

The Higher Order Teaching (HOT) partnership builds upon and extends the Lowell Public School’s Birth to Three Alignment grant. One of five pilot sites across the Commonwealth, the Lowell Alignment grant brings together a 15 member Leadership Alignment Team comprised of two, Level 3 & Level 4 public school principals, the District’s Early Childhood Department, and the City’s 7 center based programs, 5 family child care systems, and Head Start to build a common language around alignment, the common core, standards-based curriculum, and to set alignment goals and benchmarks. HOT addresses a widespread need throughout the City to aggressively address …

Chelsea Achieves In Mathematics: University Of Massachusetts Institute For Community Inclusion, Chelsea Public Schools And Capic Head Start Funded By The Board Of Higher Education Improving Teacher Quality, Institute For Community Inclusion, University Of Massachusetts Boston

Office of Community Partnerships Posters

Partners: Chelsea Achieves in Mathematics (CAM) is a partnership between the University of Massachusetts Boston (UMB) and Chelsea Public Schools, Early Learning Center (ELC) and Capic Head Start (CHS). CAM will provide 15 hours of professional development on mathematics to early educators for PDP/CEU each year.

Principal Objectives: CAM will increase early educators’ content knowledge in mathematics and application of pedagogy into practice. CAM will integrate the Building Blocks Mathematics (BBM) into the Opening the World of Learning (OWL) Curriculum framework. The merging of two scientifically based research curriculum will improve teachers’ effectiveness and student outcomes in mathematics, language, and …

Thrive In 5 – Boston Initiative, Center For Social Policy, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Center for Social Policy (CSP) is the external evaluator of Thrive in 5 Boston. Thrive in 5 is transforming Boston into a city that values and proactively nurtures young children’s school readiness – because when our youngest children thrive, we all prosper. Thrive in 5 envisions a city where families, educators, providers, business leaders, and communities come together with the knowledge, skills, and resources to prepare children for success in school and beyond. The center is helping to identify, implement, and evaluate community interventions designed to increase Boston children’s readiness for success in school at kindergarten age.

The Tech Apprentice Internship Program: Engaging Youth In It, Felicia Vargas, Olu Ibrahim, Neil Sullivan, Deborah Boisvert

Office of Community Partnerships Posters

The Tech Apprentice program was designed to provide Boston Public School (BPS) students work-based learning opportunities within information technology (IT) departments across a diverse array of industries for seven-week, paid summer internships. A robust technology internship program encourages BPS students to pursue IT-related post-secondary degrees. Tech Apprentice has expanded from 25 student placements in the first summer to 123 who were employed in 2012, and the program has placed over 600 students in internships since the program launched in 2006. 98% of graduates attend colleges and 78% are pursuing an IT-related degree.

Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy

Office of Community Partnerships Posters

Initiated in 1989, the Admission Guaranteed Program at the University of Massachusetts Boston guarantees admission to the university for students enrolled at partner high schools. Through AGP, students who take courses in the required subject areas and meet specific program criteria are assured admission to the university in the College of Liberal Arts or the College of Science and Mathematics.

Success Boston: College Completion Initiative, Liliana Mickle

Office of Community Partnerships Posters

2008: Initiative launches in response to Northeastern University study finding – only 35.5% of Boston Public School (BPS) graduates enrolled in college earned an Associate’s or Bachelor’s degree within 7 years (despite BPS having one of the highest college enrollment rates in country).

2010: 38 colleges/universities in MA accepted UMass Boston Chancellor Keith Motley’s invitation to join the initiative (25 submitted specific plans). Chancellor Motley is co-chair of Mayor’s Success Boston Task Force.

July 2010: UMass Boston implements Success Boston Embedded Model: Collaboration with American Student Assistance (ASA), Freedom House Inc., Bottom Line and Hyde Square Task Force to provide …

Grace Grossman Youth Collaborative, Sarah Oktay

Office of Community Partnerships Posters

Each year 5-7 middle school and high school groups from underserved communities across Massachusetts are treated to a 4-5 day all expense paid trip to Nantucket to stay at the UMass Boston Nantucket Field Station and spend the week exploring the island and nature. MCAS standards are incorporated into this award winning program as students engage in hands-on, placed based experiential learning and document their journey through poetry, journaling, and photography.

Amesbury Early College Program: Second-Year Outcomes, John E. Leonard, Sue Grolnic, Roy Hamond

Office of Community Partnerships Posters

This program involves creating five-year longitudinal community-based program evaluation reports annually based on outcomes for early college program for academically average students in grades 10-12, in a suburban high school partnership with MA community college. The Mixed methodology employed uses surveys and interviews and quantitative student data to illuminate program design, measure student outcomes, investigate changes in teaching practice and examine effective leadership practices. The two-year results show impressive credit accumulation and improved college readiness skills in students. It also shows that strong support mechanisms promote student success. This Program is now being replicated in other communities.