Find more articles about health disparities in the PREVENTION section of this library.

BLACK AMERICANS STILL SUFFER WORSE HEALTH. HERE'S WHY THERE'S SO LITTLE PROGRESS
https://www.npr.org/sections/shots-health-news/2024/10/24/nx-s1-5162440/black-american-south-health-disparities-medicaid/
This NPR October 2024 article describes a long-term history of racism that has led to worse health outcomes for Black Americans than for white people.

HEALTHY CHICAGO 2.0 2016-2020 PLAN (PDF)
https://www.chicago.gov/content/dam/city/depts/cdph/CDPH/HC2.0Plan_3252016.pdf
This plan outlines a public health agenda for Chicago that is designed to improve the health of all Chicagoans by 2020. 

INCOME INEQUALITY IS ROOT CAUSE OF THIS NATION'S SOCIAL PROBLEMS
http://www.huppi.com/kangaroo/L-harvardberkeley.htm
This paper shows that "income inequality, as opposed to absolute standard of living, is responsible for higher death rates, as well as numerous other social problems like crime, welfare, and poor educational outcomes." 

MEDICAL DEBT IN AMERICA AFFECTS OVER 100 MILLION PEOPLE - 2022 NPR
https://www.npr.org/sections/health-shots/2022/06/16/1104679219/medical-bills-debt-investigation?
Medical debt caused by the inadequate American health care system is one of the major crises facing America.  This NPR article provides extensive data.

NAEYC (NATIONAL ASSOCIATION FOR THE EDUCATION OF YOUNG CHILDREN) POSITION STATEMENT ON VIOLENCE IN THE LIVES OF CHILDREN. 1993 PDF
https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PSVIOL98.PDF
This is article from the Tutor/Mentor Connection library, dating to 1993, showing that violence against children is not a new problem in 2017 and beyond. The first paragraph says "Tragically, every day children in American witness violent acts or are victims of abuse, neglect, or personal assault in their homes or communities. Marian Wright Edelman (1993) states, “[We] Adults have failed dismally in our most basic responsibility—to protect our society’s children from violence,”  It could have been written in 2020.

PICKLEBALL NOISE RELIEF - A GRASSROOTS EFFORT LAUNCHED IN 2023
https://www.pickleballnoiserelief.com/home
From the website: "Pickelball Noise Relief is a grassroots support network dedicated to addressing the issue of excessive noise from pickleball courts.  We aim to inform, educate, and empower individuals affected by pickleball noise, providing resources and strategies to mitigate its impact."  Take a look at the range of resources provided on this website.  It's a model that other causes might duplicate.

PUBLIC HEALTH ARTICLES IN TUTOR/MENTOR INSTITUTE, LLC BLOG
http://tutormentor.blogspot.com/search/label/public%20health
The Tutor/Mentor Institute, LLC  uses its blog to point to new ideas and resources, and to strategies leaders might take to apply these ideas in more places. In this link we point to ideas related to public health, hospitals and the well-being of children and families living in high poverty areas. 

PHERN - PUBLIC HEALTH AND EQUITY RESOURCE NAVIGATOR
https://phern.communitycommons.org/
From the website:  PHERN aims to help changemakers navigate over 2000 resources focused on improving the public's health, advancing equity, and building a resilient, robust, sustainable public health system for the future."

RACIAL AND ETHNIC DISPARITIES IN HEALTH CARE - UPDATED 2010
https://www.acponline.org/acp_policy/policies/racial_ethnic_disparities_2010.pdf
This is a 2010 position paper presented to the American College of Physicians.  It shows causes and recommendations.

SOCIAL AND ENVIRONMENTAL DETERMINANTS OF POPULATION HEALTH
https://catalyst.nejm.org/doi/full/10.1056/CAT.17.0312
From the web site: "Social Determinants of Health - SDOH are the complex circumstances in which individuals are born and live that impact their health. They include intangible factors such as political, socioeconomic, and cultural constructs, as well as place-based conditions including accessible healthcare and education systems, safe environmental conditions, well-designed neighborhoods, and availability of healthful food."

THE ALLIANCE FOR RESEARCH IN CHICAGOLAND COMMUNITIES (ARCC)
https://www.feinberg.northwestern.edu/sites/cch/get-support/arcc/index.html
From the web site: "The Alliance for Research in Chicagoland Communities (ARCC) is a program of the Center for Community Health (CCH) and serves Northwestern’s Institute for Public Health & Medicine (IPHAM) and the Northwestern University Clinical & Translational Sciences Institute (NUCATS). Guided by a steering committee of community- and faith -based organizations, public agencies and Northwestern researchers, we support the full spectrum of community-engaged research (CEnR), including community-based participatory research (CBPR), by providing partnership facilitation, capacity-building workshops and one-on-one technical assistance, seed grants, monthly information and resource updates, advocacy for supportive institutional policies, and other activities"

THE EFFECTS OF HOMICIDE ON LIFE EXPECTANCY
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2900567/
The title of this study is "Years off Your Life? The Effects of Homicide on Life Expectancy by Neighborhood and Race/Ethnicity in Los Angeles County"  This study shows that "Homicide was estimated to reduce life expectancy by 0.4 years for Los Angeles County residents and by 2.1 years for black males. The impact of homicide on life expectancy was higher in low-income neighborhoods."

THE MENTOR NETWORK - IS NOW SEVITA - SUPPORT FOR ADULTS AND CHILDREN WITH DISABILITIES
https://sevitahealth.com/about-us/
From the web site: "Founded in 1980, The MENTOR Network (now SEVITA) is a national network of local health and human services providers in 35 states offering an array of quality, community-based services to adults and children with intellectual and developmental disabilities, brain and spinal cord injuries and other catastrophic injuries and illnesses; to youth with emotional, behavioral and medically complex challenges, as well as their families; and to elders in need of support."

WELL BEING TRUST - ADVANCING THE MENTAL, SOCIAL AND SPIRITUAL HEALTH OF THE NATION
https://wellbeingtrust.org/
From the website: "Launched in 2016 the Well Being Trust is investing in approaches that have the potential to model the way forward, to advance clinical, community and cultural change...to transform the health of the nation and improve well-being for everyone."

WORLD LIFE EXPECTANCY MAP
https://www.worldlifeexpectancy.com/usa/life-expectancy-african-american
The Site’s purpose is to stimulate meaningful research on life expectancy through leading Academic Institutions worldwide, while displaying the data in ways the less informed visitor can understand and use.

"BEING BLACK IS NOT A RISK FACTOR" - STRENGTHS-BASED SOLUTIONS IN ILLINOIS (PDF)
click here
This introduction provided via mentoring email list serve: "In 2013, the National Black Child Development Institute (NBCDI) released its national report, "Being Black Is Not a Risk Factor: A Strengths-Based Look at the State of the Black Child." This report challenged the prevailing discourse about Black children, which overemphasizes limitations and deficits and does not celebrate the considerable strengths, assets and resilience demonstrated by our children, families and communities. Since then, partners at the state level have began developing reports that assess and address the strengths and needs of young Black children and their families where they live. Like the national report, "Being Black Is Not a Risk Factor: Statistics and Strengths-Based Solutions in the State of Illinois," and the materials to follow, will serve as resources for policymakers, practitioners, advocates and parents."

2019 ILLINOIS KIDS COUNT REPORT - VOICES4ILLINOIS KIDS
https://www.voices4kids.org/2019-illinois-kids-count-report/
The annual KIDS COUNT report shows continued "significant racial and ethnic disparities in economic status, education, health, and housing for Illinois children."  Visit this link and download the full report. Find annual Kids Count Reports at https://www.voices4kids.org/publications-multimedia/kids-count-reports/

A MATTER OF TIME: RISK AND OPPORTUNITY IN THE NONSCHOOL HOURS
https://www.carnegie.org/publications/a-matter-of-time-risk-and-opportunity-in-the-nonschool-hours/
From the web site: "This 1992 report stresses the importance of creating networks of community support for young adolescents during nonschool hours. It pays special attention to the needs and interests of youth from low-income families and of diverse backgrounds."  The report can be downloaded from this link. 

AMERICAN YOUTH POLICY FORUM
https://www.aypf.org/topic-areas/
The American Youth Policy Forum (AYPF), a nonprofit, nonpartisan professional development organization based in Washington, DC, provides learning opportunities for policymakers, practitioners, and researchers working on youth and education issues at the national, state, and local levels. 

ANNIE E. CASEY FOUNDATION (AECF)
https://www.aecf.org/
Annie E. Casey Foundation (AECF) works to build better futures for disadvantaged children and their families in the United States. The primary mission of the Foundation is to foster public policies, human service reforms, and community supports that more effectively meet the needs of today's vulnerable children and families. The web site has extensive resources, such as the  Kids Count Data Book. 

ANNIE E. CASEY FOUNDATION’S KIDS COUNT DATA BOOK - 2021
https://www.aecf.org/resources/2021-kids-count-data-book
This annual report provides data about the well-being of kids in the US. The web site describes this year's book. The Data Book also looks at trends in child well-being during a period that saw continued improvement in economic well-being but mixed results in the areas of health, education and family and community factors. The report includes the Foundation's signature rankings in key areas of child well-being. This year, New Hampshire is at the top of the rankings." 

BUILD INITIATIVE - RESOURCE LIBRARY - FOCUS ON YOUNGEST CHILDREN
https://buildinitiative.org/Resources/ResourceCenter.aspx
From the web site: "BUILD’s QRIS National Learning Network brings together state implementers, technical assistance providers and national research organizations to advance quality rating and improvement systems in ways that truly meet the needs of our most at-risk child and family populations. Through the learning community BUILD is able to work with states to articulate cutting edge issues and questions, support pilots that experiment with new strategies, and create practical tools to support sate efforts. By playing a coordinating and leveraging role, BUILD capitalizes on the unique strengths each of the national and state players brings to the work." Browse the Resource Center section to learn what's available. 

CENTER FOR CITIES & SCHOOLS,UNIVERSITY OF CALIFORNIA-BERKLEY
https://citiesandschools.berkeley.edu/
From the web site:   "The Center for Cities + Schools at UC Berkeley conducts high-quality, non-partisan policy research, engages youth in urban planning, and cultivates collaboration between city and school leaders to strengthen all communities.  CC+S works to advance policies and practices that create opportunity-rich places where young people can be successful in and out of school."

CENTER FOR STUDY OF SOCIAL POLICY AT UNIVERSITY OF CHICAGO
https://cssp.org/
From the web site:  "The Center for the Study of Social Policy (CSSP) works to secure equal opportunities and better futures for all children and families, especially those most often left behind.   Underlying all of the work is a vision of child, family and community well-being. It’s a unifying framework for the many policy, systems reform and community change activities in which CSSP engages."

CHILD TRENDS - RESEARCH RESOURCE
https://www.childtrends.org/publications
From the web site: "Child Trends improves the lives and prospects of children and youth by conducting high-quality research and sharing the resulting knowledge with practitioners and policymakers."

CHILDREN'S DEFENSE FUND
https://www.childrensdefense.org/
From the web site: "The Children’s Defense Fund Leave No Child Behind® mission is to ensure every child a Healthy Start, a Head Start, a Fair Start, a Safe Start and a Moral Start in life and successful passage to adulthood with the help of caring families and communities. 

COMMUNITY SCHOOLS AS COLLABORATIVES - PDF
http://smhp.psych.ucla.edu/pdfdocs/communitycollab.pdf
This 2011 Center for Mental Health in Schools at UCLA, paper "reviews different agenda for establishing school-community connections in general and community schools specifically. A Comprehensive Community School is discussed as an entity that emerges from system building by school-family-community collaboratives. Establishing effective collaboratives requires policy that supports shared governance, a well-designed operational infrastructure, and the weaving together of overlapping institutional missions and resources. Policy implications for facilitating the types of systemic changes involved are underscored."

COMMUNITY SERVICE SOCIETY NYC
https://www.cssny.org/
From the web site: "The Community Service Society of New York (CSS) is a 168 year-old institution that has been on the cutting edge of public policy innovations to support poor New Yorkers in their quest to be full participants in the civic life of the nation’s largest city. CSS employs a variety of tools – advocacy, direct service, research and policy analysis, and strategic partnerships – to forge consensus on appropriate policy interventions to facilitate the economic mobility of low-income New Yorkers."

COMPASSPOINT NONPROFIT RESEARCH AND TRAINING
https://www.compasspoint.org/
From the web site: "CompassPoint intensifies the impact of fellow nonprofit leaders, organizations, and networks as we achieve social equity together.  We are a national nonprofit leadership and strategy practice based in Oakland, CA. For over 40 years, we have strengthened nonprofit leadership and supported organizations and movement networks to adapt and operate strategically. We also collaborate with fellow capacity builders and regularly share research and tools with the field at large."

CONSORTIUM FOR POLICY RESEARCH IN EDUCATION (CPRE)
https://www.cpre.org/
From the web site:  "The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-20 education policy and practice. Our work is peer-reviewed and open-access."

CONSORTIUM ON CHICAGO SCHOOL RESEARCH
https://consortium.uchicago.edu/
From the web site: "The University of Chicago Consortium on School Research builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement."

DC ACTION FOR CHILDREN - EDUCATION POLICY
https://www.wearedcaction.org/our-priorities/early-childhood
This site shows how data from the annual Kids Count is used in on-going effort to influence public policy regarding the well-being of kids

EDUCATIOIN CANNOT WAIT (ECW) - UNITED NATIONS GLOBAL FUND FOR EDUCATION IN EMERGENCIES AND PROTRACTED CRISES
https://www.educationcannotwait.org/
From the website: "ECW works to generate greater shared political, operational and financial commitment to meet the educational needs of millions of children an adolescents affected by crises, with a focus on more agile, connected and faster response that spans the humanitarian-development continuum to lay the ground for sustainable education systems."  View the map on the home page to see countries where ECW is working. 

EDUCATION WEEK RESEARCH CENTER
https://www.edweek.org/research-center/
From the web site: "The Research Center conducts annual policy surveys, collects data, and performs analyses that appear in the Quality Counts and Diplomas Count annual issues of Education Week. The Center also manages the Education Counts database of state policy indicators, releases periodic special reports on a variety of topics, and contributes data and analysis to coverage in Education Week."

ELDIS - AN INTERNATIONAL POLICY RESEARCH PORTAL
https://www.eldis.org/about
From the web site: "Eldis provides free access to relevant, up-to-date and diverse research on international development issues. Our database includes over 40,000 summaries and provides free links to full-text research and policy documents from over 8,000 publishers. Each document is selected by members of our editorial team.  To help you get the information you need we organise documents into collections according to key development themes and the country or region they relate to. You can browse these on the website or find out about our subscribe options to get updates in a format that suits you."

EMERSON COLLECTIVE - REMOVING BARRIERS TO OPPORTUNITY
https://www.emersoncollective.com/
From the web site: "We are an organization dedicated to removing barriers to opportunity so people can live to their full potential. Established by Laurene Powell Jobs, we center our work on education, immigration reform, the environment and other social justice initiatives. We use a wide range of tools and strategies—partnering with entrepreneurs and experts, parents and policymakers, advocates and administrators—to spur change and promote equality."

ENRICHING EDUCATION THROUGHOUT CHILDHOOD PAYS BIG DIVIDENDS FOR DISADVANTAGED - PDF
https://web.archive.org/web/20181008131746/http://www-news.uchicago.edu:80/releases/06/061115.education.pdf
From the web site: "While studies have shown that disadvantaged children benefit from high-quality preschool programs, they would benefit even more if they had additional tutoring and mentoring during their elementary and high school years, according to a 2006 study by James Heckman, a Nobel-Prize winning economist at the University of Chicago."  T/MC Note: You can also find the press release at: http://www-news.uchicago.edu/releases/06/061115.heckman.shtml

EVERY CHILD, EVERY PROMISE, 2006 REPORT - PDF
https://www.americaspromise.org/resource/every-child-every-promise-turning-failure-action
This report presents the first national research that comprehensively measures the presence of the essential resources -- the Five Promises -- that correlate with success in both youth and adulthood. The report clearly shows that we have much work to do as a nation. But it also shows how we can turn failure into action and improve the lives of young people at risk.

EXTENSIVE SCHOOL DATA SETS- NATIONAL CENTER FOR EDUCATION STATISTICS
https://nces.ed.gov/programs/digest/d15/tables/dt15_103.10.asp
National Center for Education Statistics has extensive education datasets, dating back to the 1970s. This data table  shows "Percentage of the population 3 to 34 years old enrolled in school, by sex, race/ethnicity, and age group: Selected years, 1980 through 2014". Browse the site and look at other data sets. 

FORUM FOR YOUTH INVESTMENT - 'READY BY 21' COMMUNITY BUILDING
http://www.readyby21.org/
Ready by 21 is a Forum for Youth Investment project, helping state and community leaders improve the family, school and community supports available to young people, in order to help all children and youth get fully ready for college, work and life.

GLOBAL FAMILY RESEARCH PROJECT (FORMERLY HARVARD FAMILY RESEARCH PROJECT)
https://globalfrp.org/Archive
From the web site: "The Global Family Research Project is an independent, entrepreneurial nonprofit organization that supports all families and communities in helping children find success in and out of school. We connect research, policy, and practice to support a community of people dedicated to advancing children’s learning and development. We foster collaboration among child- and family-serving organizations so they can create equitable learning pathways across time and place. We strengthen knowledge and skills through technical assistance, professional development, and evaluation.

HOW TO MAKE A CITY GREAT - MCKINSEY & COMPANY 2013 REPORT
https://www.mckinsey.com/featured-insights/urbanization/how-to-make-a-city-great
Since the Tutor/Mentor Connection focuses on helping youth living in big cities, reports like this should be included in the learning library of anyone who shares the same concerns.

INSTITUTE FOR POLICY RESEARCH AT NORTHWESTERN U.
https://www.ipr.northwestern.edu/who-we-are/index.html
Extensive policy resources hosted at Northwestern University

ISSUE LAB - AN EXTENSIVE ON-LINE RESOURCE LIBRARY
https://www.issuelab.org/special-collections
From the web site: "First started in 2006 as a searchable, browseable website set up to collect and share the social sector’s knowledge, IssueLab became a service of Foundation Center in 2012. Since then, IssueLab’s mission has grown beyond the “simple” collection and distribution of knowledge products, to include the support of social sector organizations in adopting the practical and necessary steps to openly publishing what they fund and produce." In many ways the Issue Lab site is a more comprehensive and powerful version of the Tutor/Mentor web library. We hope you'll find both useful. 

JUVENILE JUSTICE INITIATIVE OF ILLINOIS
https://jjustice.org/
From the web site: "The Juvenile Justice Initiative is a statewide advocacy coalition to transform the juvenile justice system.  The JJI advocates to reduce reliance on detention, to enhance fairness for all youth and to develop adequate community based resources throughout the state. The Juvenile Justice Initiative works to inform and educate policy makers, the media, and the general public about the alarming increase in number of juveniles held in custody, about the disparate number of minority youth in custody, and about the lack of adequate community based alternatives to detention.

LATINO POLICY FORUM
https://www.latinopolicyforum.org/
From the web site: "The Latino Policy Forum is the only organization in the Chicago area that facilitates the involvement of Latinos at all levels of public decision-making. The Latino Policy Forum conducts analysis to inform, influence, and lead. Its goals are to improve education outcomes, advocate for affordable housing, promote just immigration policies, and engage diverse sectors of the community, with an understanding that advancing Latinos advances a shared future."

MATHEMATICA POLICY RESEARCH, INC.
https://www.mathematica.org/
Mathematica conducts high-quality, objective research to support decisions about our nation's most pressing social policy problems. The web site hosts much of this research, with topics on welfare, health, education, nutrition, etc

MDRC - BUILDING KNOWLEDGE TO IMPROVE SOCIAL POLICY
https://www.mdrc.org/about/about-mdrc-overview-0
From the web site: "MDRC is committed to finding solutions to some of the most difficult problems facing the nation — from reducing poverty and bolstering economic self-sufficiency to improving public education and college graduation rates. We design promising new interventions, evaluate existing programs using the highest research standards, and provide technical assistance to build better programs and deliver effective interventions at scale. We work as an intermediary, bringing together public and private funders to test new policy-relevant ideas, and communicate what we learn to policymakers and practitioners — all with the goal of improving the lives of low-income individuals, families, and children."

NATIONAL GOVERNORS ASSOCIATION CENTER FOR BEST PRACTICES
https://www.nga.org/bestpractices/
From the web site: "The National Governors Association Center for Best Practices (NGA Center) develops innovative solutions to today's most pressing public policy challenges and is the only research and development firm that directly serves the nation's governors."

NATIONAL INDICATORS OF CHILDREN'S WELL-BEING
https://www.childstats.gov/americaschildren/index.asp
From the web site: "The Federal Inter-agency Forum on Child and Family Statistics (Forum) is a collection of 22 Federal government agencies involved in research and activities related to children and families. The Forum was founded in 1994 and formally established in April 1997 under Executive Order No. 13045. The mission of the Forum is to foster coordination and collaboration and to enhance and improve consistency in the collection and reporting of Federal data on children and families. The Forum also aims to improve the reporting and dissemination of information on the status of children and families.

OPPORTUNITY YOUTH AND SEX-BASED HARRASSMENT IN THE WORKPLACE: A SCAN OF RESEARCH AND RESOURCES
https://activatecenter.org/resource/opportunity-youth-and-sex-based-harassment-in-the-workplace-a-scan-of-research-and-resources/
This is an extensive review of research about Opportunity Youth, or young people ages 16 to 24 who are not currently connected to school or work.  This is a resource on the ACTIVATE website, which "curates, adapts, and creates evidence-informed, user-friendly resources using research-based methods for translating research to practice."

REDEFINING CHILD AND FAMILY SERVICES: DIRECTIONS FOR THE FUTURE
https://web.archive.org/web/20170106111556/http://www.chapinhall.org/sites/default/files/old_reports/436.pdf
This report published by The Center for Children at Chapin Hall in 1994 was originally issued as a white paper in December 1992.  The Tutor/Mentor Connection used the recommendations in this report as some of the fundamental reasons to launch the T/MC strategy in 1993.  In 2011 the strategy was moved into the Tutor/Mentor Institute, LLC. 

REGIONAL INDICATORS PROJECT AND CHICAGO METROPULSE - PLANNING RESOURCE
https://www.cmap.illinois.gov/data/metropulse
From the web site:  "The Regional Indicators Project and its MetroPulse website are a joint project of the Chicago Metropolitan Agency for Planning (CMAP) and The Chicago Community Trust (the Trust). Together, CMAP and the Trust have developed a comprehensive system of key indicators for measuring and tracking regional quality of life over time in the seven counties of metropolitan Chicago. The project is designed as a tool that can be used by policy makers, community leaders, media and the general public to gather objective data that can inform their work. ? An indicator is a quantitative measure that describes an economic, environmental, social or cultural condition over time. Examples include the unemployment rate, infant mortality rates, number of new business start-ups, or air quality indices."

SAVING FUTURES, SAVING DOLLARS - ISSUE BRIEF
https://all4ed.org/reports-factsheets/saving-futures-saving-dollars-the-impact-of-education-on-crime-reduction-and-earnings-2/
Here's some facts you can put into your funding proposals as you make a case for investment in volunteer-based tutor/mentor programs.  This is a link to an Issue Brief from the  Alliance for Excellent Education  that shows the Impact of Education on Crime Reduction and Earnings. It says, "Increasing high school graduation rate and college matriculation of male students by only 5 percent could lead to combined savings and revenue of almost $8 billion each year." Download and read the full report. 

SIX KEY POLICY AREAS TO SYSTEMICALLY ADDRESS THE CHALLENGES BLACK BOYS AND MEN FACE
https://www.brookings.edu/blog/how-we-rise/2020/12/15/six-policies-to-address-social-problems-affecting-black-boys-and-men/
This December 2020 Brookings Edu article shows six policy recommendations that would improve the social and economic outcomes and opportunities for Black men and boys, addressing the unique challenges they face, from the earliest days of life through adulthood.

STATE OF ECONOMIC EQUITY IN DETROIT - 2021 REPORT
https://detroitfuturecity.com/wp-content/uploads/2021/05/May_14_Annual-Report-Detroit_Future-City.pdf
This report, produced by Detroit Future City’s new Center for Equity, Engagement, and Research, is a comprehensive and sophisticated compilation of data to track economic equity — which is to say, economic inequity — across the city of Detroit.  The State of Economic Equity in Detroit is a resource for those in the private and public sectors, foundations, nonprofits, community organizations, and residents to inform their actions to advance economic equity. These actions can include agenda setting, advocacy, policy, subject area research, and goal-setting.

STRENGTHENING OUT-OF-SCHOOL TIME NON PROFITS
https://www.wallacefoundation.org/knowledge-center/pages/strengthening-out-of-school-time-organizations.aspx
This is The Wallace Foundation Knowledge Center. "Find hundreds of free reports, videos, tools, infographics and other useful material about school leadership, the arts, learning and enrichment, and other issues."

TEACH FOR ALL - HELPING BUILD EDUCATION, SUPPORT, AND OPPORTUNITY ALL KIDS NEED TO THRIVE.
https://teachforall.org/
From the website: "Teach for All envisions a world where educators, policymakers, parents, and students are working together to ensure that their communities' children have the foundation they need to shape a better future for themselves and all of  us. Teach for All was created by Wendy Kopp,  the founder of Teach for America, and is a growing network (as of 2020) of 53 independent partner organizations and a global organization that works to accelerate the network's progress. Through the global network, partners and their teachers and alumni can share ideas and innovations across borders and adapt promising ideas in their own countries."

THE ASPEN INSTITUTE POLICY RESEARCH
https://www.aspeninstitute.org/programs/
From the web site:  "The Aspen Institute mission is twofold: to foster values-based leadership, encouraging individuals to reflect on the ideals and ideas that define a good society, and to provide a neutral and balanced venue for discussing and acting on critical issues."  Browse the site to see the wide range of resources.

THE BROAD CENTER AT YALE
https://som.yale.edu/faculty-research-centers/centers-initiatives/the-broad-center-at-yale-som/the-network
From the web site: "The mission-driven Broad Center network includes nearly 900 talented leaders. Alumni of The Broad Academy and The Broad Residency programs are committed to the tough but critical work to ensure every child, every day, gets what they need to be successful. That’s why the network remains connected as a community and grows together long after graduation."

THE BROOKINGS INSTITUTION RESEARCH TOPICS
https://www.brookings.edu/center/brown-center-on-education-policy/
From the web site: "The mission of the Brown Center on Education Policy, housed in the Governance Studies program at Brookings, is to produce quality, independent research that impacts the efficiency of schools and the lives of all students. Brown Center experts use the best tools available from the quantitative social sciences to bring data-based evidence to bear on education policy discussions in a timely manner. Thus, the Brown Center occupies a unique niche by bringing scientific sensibilities and methods to the issues of the day in education policy."

THE ECONOMIC BENEFITS OF REDUCING VIOLENT CRIME - CASE STUDY OF 8 CITIES
https://www.americanprogress.org/issues/economy/reports/2012/06/19/11755/the-economic-benefits-of-reducing-violent-crime/
From the web site:  "This report presents the findings and conclusions of a yearlong project to examine and analyze the costs of violent crimes in a sample of eight major American cities and estimate the savings and other benefits that would accompany significant reductions in those crimes. This analysis draws on data pinpointing the incidence and location of murders, rapes, assaults, and robberies."

THE GLOBAL ACHIEVEMENT GAP
https://www.gse.harvard.edu/news/08/08/global-achievement-gap
This article talks about a book by Tony Wagner, titled The Global Achievement Gap. It challenges our best schools to re-examine the skills they teach.&  I encourage you to use this to challenge schools in poverty, and non-school tutor/mentor programs, to apply this same thinking to what they are doing to help disadvantaged kids compete.

THE JAMES IRVINE FOUNDATION - WHAT WE'RE LEARNING
https://www.irvine.org/our-approach/impact-assessment-learning/
From the web site: "Grantees, employers, thought leaders, and other stakeholders across California identified areas with the most (and least) potential for impact to increase economic opportunity for Californians who are working yet struggling to make ends meet. We share syntheses of their input from these 2017 convenings in an effort to further our collective understanding of ways to help all Californians create a better life for themselves and their families."

THE PERSPECTIVE OF INNER-CITY YOUTH (ARTICLE)
https://pediatrics.aappublications.org/content/109/6/1136
The study Enhancing Their Likelihood for a Positive Future: The Perspective of Inner-City Youth,  is based on multiple, detailed surveys of 1,700 urban Philadelphia middle and high school students. The survey questions were created by small focus groups of students who were asked to generate, prioritize and explain their own solutions for achieving a positive future. The survey results revealed that though adults considered violence and teen pregnancy to be the biggest problems affecting youth, all the students surveyed gave highest importance to solutions that promoted education or increased job opportunities. The survey results also showed that inner-city youth believe supportive solutions, such as job training, better books for school, and positive connection and interaction with adults, would do more to enhance their chances for a positive future than would attempts to reduce "negative" behaviors or disruptive surroundings.

STRENGTHENING FIELD OF BLACK MALE ACHIEVEMENT 2014 – PDF
https://www.opensocietyfoundations.org/uploads/facf3d61-1e38-425d-8750-b7516250a1c5/Building-Community-Black-Male-Achievement-20140512.pdf
This PDF report offers a comprehensive view of what's in place now and what needs to change for the nation to provide needed supports that help more Black Males move through school and into careers.  Take some time to download and read it.

U.S. CENSUS BUREAU – EXPLORE DATA
https://data.census.gov/cedsci/
The US Census Bureau conducts nearly one hundred surveys and censuses every year and shares this information via the American Fact Finder and many other reports that can be found on this site.

UNIVERSITY OF MINNESOTA EXTENSION - CIVIC ENGAGEMENT
https://extension.umn.edu/customized-education#leadership
From the web site: "Drawn from best practices and research, Extension's model of civic engagement guides leaders and community members in addressing public issues and solving public problems. By bringing together experience, information and diverse perspectives in a respectful process allows communities to reach decisions that are more thoughtful, broadly supported and ultimately sustainable. To help leaders succeed, Extension offers workshops as well as long-term cohort programs that help groups plan for successful community engagement." This is one of several focus areas.

URBAN INSTITUTE - ECONOMIC/SOCIAL POLICY RESEARCH
https://www.urban.org/research
From the web site: "Founded in 1968 to understand the problems facing America’s cities and assess the programs of the War on Poverty, the Urban Institute brings decades of objective analysis and expertise to policy debates—in city halls and state houses, Congress and the White House, and emerging democracies around the world. Today, our research portfolio ranges from the social safety net to health and tax policies; the well-being of families and neighborhoods; and trends in work, earnings, and wealth building. Our scholars have a distinguished track record of turning evidence into solutions."

URBAN STRATEGIES COUNCIL - DATA AND REPORTS
https://urbanstrategies.org/resources/
From the web site: "The mission of Urban Strategies Council is to eliminate persistent poverty in the Bay Area by working with partners to transform low-income neighborhoods into vibrant, healthy communities. We leverage research, policy, innovation, collaboration, and advocacy to achieve equity and social justice." This link points to a page with reports produced by the Institute.

US CITIES - RANKING ON UN GLOBAL SUSTAINABILITY GOALS - 2018
https://assets.ctfassets.net/5on2ovymmpym/1gLk2LTbPKmaIecSgWq8W6/16b4cf6a9f3290724a3cf84a2feb5682/US-Cities-Index-Report.pdf
This report shows how well (or poorly) the largest 100 US metro areas are performing on achieving the United Nation's 2030 Global Sustainability Goals.  Includes maps and charts. Should be a resource for every city. 

USING DATA TO INFLUENCE POLICY - WHAT WE KNOW AND DON'T KNOW
https://oxfamapps.org/fp2p/what-do-we-know-about-when-data-doesdoesnt-influence-policy/
With so much emphasis on providing evidence and data to support your work, so donors provide the dollars to do it, this article is an important read, showing challenges, shortcomings and opportunities.

VOICES FOR ILLINOIS KIDS - KIDS COUNT REPORT
https://www.voices4kids.org/our-priorities/kids-count/
From the website: "Voices for Illinois Children leads the Illinois Kids Count project as part of a national and state-by-state effort funded by the Annie E. Casey Foundation to track the status of children and families in the United States. Since 1992, we have worked to provide policymakers and citizens with benchmarks for child well-being in Illinois. Guided by the data, we seek to strengthen public action and investments to secure a brighter future for all our children"  Voices merged with the YWCA of Metropolitan Chicago in late 2019."

WILEY ONLINE LIBRARY
https://olabout.wiley.com/WileyCDA/Section/id-390001.html
From the web site "Wiley Online Library hosts the world's broadest and deepest multidisciplinary collection of online resources covering life, health and physical sciences, social science, and the humanities. It delivers seamless integrated access to over 4 million articles from 1500 journals, almost 10,000 online books, and hundreds of reference works, laboratory protocols and databases."

US DEPT OF LABOR LIBRARY
https://www.dol.gov/
The Dept of Labor web site has extensive workforce data, with histories reaching back many decades.

WOODLAWN CHILDREN'S PROMISE ZONE. POLICY REPORT - 2011 PDF
https://uchicago.app.box.com/s/6hdbae1xx9cn4b0mdwkwqvqir40e5s4u
This is report by Chicago Policy Research Team (CPRT), the undergraduate Public Policy Studies Program at the University of Chicago, which has worked in partnership with the Woodlawn Children’s Promise Community (WCPC) to conduct an early-stage exploration and evaluation of WCPC programs.

"THE VALUE OF RELATIONSHIPS: IMPROVING HUMAN SERVICES PARTICIPANT OUTCOMES THROUGH SOCIAL CAPITAL"
https://aspe.hhs.gov/reports/value-relationships-improving-human-services-participant-outcomes-through-social-capital
From the website: "This handbook is a go-to resource for human services providers looking for practical ways to implement social capital building practices to improve participant outcomes. Building on findings from over a year of research on ways human services can build and leverage participant social capital, or the value that arises from connections, networks, and relationships, this handbook details five principles undergirding social capital practices and eight emerging social capital practices. Included in the description of each emerging practice are real world examples of how they have been implemented across the country and a worksheet to help human services providers think about how they can implement these practices in their own work."

‘OUR KIDS,’ BY ROBERT D. PUTNAM - NY TIMES BOOK REVIEW
https://www.nytimes.com/2015/03/08/books/review/our-kids-by-robert-d-putnam.html?_r=1
This is a review of a 2015 book by Robert Putnam, titled “Our Kids: The American Dream in Crisis”  which focuses on the advantages of growing up in affluent families and disadvantages of growing up in poor families, and how these impact lives and social/economic opportunity. 

5 STEPS FOR BUILDING & STRENGTHENING STUDENTS’ NETWORKS
https://whoyouknow.org/playbook/
From the website: "This playbook was developed by the Clayton Christensen Institute to help K–12 and postsecondary leadership and nonprofits that work with those institutions implement and adapt strategies, tools, and metrics that build and strengthen their students’ networks in support of their well-being and with the aim of expanding their postsecondary and career options. Although we offer tools and tactics that could be implemented in standalone programming or courses, we urge users to treat network-building as a system-wide goal, rather than a one-off effort reserved for only a few students."  

A SOCIAL CAPITAL THEORY OF CAREER SUCCESS
https://journals.aom.org/doi/abs/10.5465/3069452
From the web site: "ABSTRACT:  A SOCIAL CAPITAL THEORY OF CAREER SUCCESS: A theoretical model that integrates previously competing theories of social capital with the literature on career success was developed and tested with a sample of 448 employees in a range of occupations and organizations. Social capital was conceptualized in terms of network structure (weak ties and structural holes) and social resources (contacts in other functions and contacts at other organizational levels). Results of a SEM showed that network structure was related to social resources and that the effects of social resources on career success were fully mediated by three network benefits: access to information, access to resources, and career sponsorship." Tutor/Mentor Connection Comment: If this is true for people in the workforce, can a case be made for mentoring as a strategy to expand social networks for disadvantaged youth, or to expand the networks for workplace volunteers?

ADDRESSING FUNDING ISSUES.  ARTICLE:  WHY PHILANTHROPY NEEDS TO INVEST IN SOCIAL CAPITAL
https://www.insidephilanthropy.com/home/2024/7/16/should-we-pay-for-relationships-why-philanthropy-needs-to-invest-in-social-capital
This article in InsidePhilanthropy by Julia Freeland Fisher of the Christensen, is titled "Should we pay for relationships?  Why philanthropy needs to invest in social capital."  In a concluding paragraph Freeland writes, "a lack of unrestricted funding to support staff capacity actively hinders programs from supporting social capital development between mentors and mentees."  

ADDRESSING SOCIAL AND EMOTIONAL NEEDS (PPT)
https://www.powershow.com/view/9562a-ZWMzY/Addressing_Student_Social_and_Emotional_Needs_powerpoint_ppt_presentation#
This link points to a ppt titled "Addressing Student Social and Emotional Needs', created by Michael E. Woolley, Ph.D., University of Chicago School of Social Service Administration.  The following points are made in this ppt,  * Research consistently shows that a student’s attitudes and beliefs about school predict better behavior and academic performance " * When student report more supportive adults—at home, in their neighborhood , and at school—they have higher levels of positive attitudes and behaviors about school *The presence of supportive adults reduces the impact of environmental risk factors. * When student reported levels of risk factors and supportive adults are taken into account, race/ethnicity differences disappear, and family SES differences reduce. How can leaders of volunteer-based tutor/mentor programs use this information to build funding support for volunteer-based tutor/mentor programs operating in non-school hours and at schools or community based organizations? 

AMERICA MOVING TOWARD CASTE SOCIETY - PUTNAM 2014
https://www.macleans.ca/society/america-is-moving-toward-a-caste-society/
In this interview Harvard academic Robert Putnam talks about "the death of the American Dream and why being poor in America is no longer a matter of race."  Supporters of volunteer-based tutoring/mentoring should use this as further evidence of where and why mentor-rich programs are needed.

ANYONE MAPPING YOUTH NETWORK CHANGES?
http://tutormentorconnection.ning.com/group/technologyinternswithtutormentorconnection/forum/topics/mapping-change-in-youth
The articles in this section of the Tutor/Mentor Connection NING forum web site are about social capital and how high amounts of "bonding" social capital and/or "bridging" social capital can have an influence on youth aspirations, habits and development. The Tutor/Mentor Connection still is looking for university and funding partners to develop a long-term study of tutor/mentor programs, to show changes in a youth and volunteer's network resulting from on-going participation in a mentor-rich program. Visit the link and read more.

APPLYING SOCIAL NETWORK ANALYSIS TO STUDY PUBLIC AUTHORITY AND GOVERNANCE
https://blogs.lse.ac.uk/africaatlse/2018/03/01/beyond-mixed-metaphors-of-networks-applying-social-network-analysis-to-study-publicauthority-and-governance/
In this blog article "Patrycja Stys explores how using Social Network Analysis (SNA) (in Africa) can improve our understanding of public authority.  This article is part of the PublicAuthority blog series, part of the ESRC-funded Centre for Public Authority and International Development.

ASSIST SOCIAL CAPITAL - BUILDING UNDERSTANDING OF SOCIAL CAPITAL
http://social-capital.net/
From the web site: "Assist Social Capital's aim is to increase understanding of the influence social capital has in communities, as a means to achieving positive social change and sustainable economic prosperity."

BRIDGING AND BONDING SOCIAL CAPITAL - WHAT IS DIFFERENCE?
https://www.socialcapitalresearch.com/difference-bonding-bridging-social-capital/
This is one of many articles where the difference between "bridging" and "bonding" social capital is discussed.

BUILDING BRIDGING SOCIAL CAPITAL IN A DIVIDED SOCIETY - RESEARCH
https://gfbertini.wordpress.com/2014/05/12/building-bridging-social-capital-in-a-divided-society-the-role-of-participatory-citizenship-education/
The full title of this research is "Building bridging Social Capital in a Divided Society: the role of Participatory Citizenship Education"  It examines the challenges and potential of using a participatory citizenship program in Northern Ireland to build bridging social capital connecting people in the region.  Ideas can be applied to other places. 

CASE STUDIES OF ORGS WHO INCREASE STUDENTS' ACCESS TO SOCIAL CAPITAL
https://whoyouknow.org/research/
This page is from the "Who you Know" section of the Christensen Institute website. The page says "Want to build your students' networks?  Here, we feature emerging research and case studies from the frontlines, and explore cutting-edge designs and measurement practices to increase students' access to social capital."

CHICAGO'S POOR NEIGHBORHOODS. EVERYTHING DESERTS (ARTICLE)
https://www.chicagomag.com/city-life/may-2013/why-is-chicago-a-commercial-desert/
This Chicago Magazine article points to research done by Mario Luis Small, of University of Chicago, showing how poor neighborhoods of Chicago have less density of "places that employ people and provide things: restaurants, grocery stores, churches, banks, a whole list of stuff."    See links to Small's research in the article. Note: This is one of several articles under the heading of “Poor Neighborhoods” which you can find at https://www.chicagomag.com/page/2/?s=chicago%27s+poor+neighborhoods

CONCEPTUALIZING SOCIAL CAPITAL AMONG YOUNG PEOPLE (2004)
https://web.archive.org/web/20161229174134/http://www.colorado.edu:80/journals/cye/14_1/articles/article6full.htm
From the web site: "The concept of social capital has gained more recognition in the past few decades but has created conceptual confusion due to varying uses of the term by different writers. Definitional and methodological flaws plague the few studies that have explored social capital among young people. This paper offers a critical synthesis of the construct and also introduces a new theoretical framework of social capital among young people to encourage future research." 

DATA AND SOCIETY - RESEARCH INSTITUTE
https://datasociety.net/about/
From the web site "Data & Society is a research institute in New York City that is focused on the social and cultural issues arising from data-centric technological development."

DEFINING AND MEASURING SOCIAL CAPITAL FOR YOUNG PEOPLE
https://www.search-institute.org/wp-content/uploads/2020/05/SOCAP-Lit-Review.pdf
This is an extensive report discussing social capital for young people, done by the Search Institute.  Released in 2020.  

DEPRESSIVE SYMPTOMATOLOGY - SOCIAL CAPITAL ARTICLE
https://pubmed.ncbi.nlm.nih.gov/15839763/
The full name of this article is:  Depressive Symptomatology, Exposure to Violence, and the Role of Social Capital Among African American Adolescents  The findings suggest the importance of interrelationships among violence exposure, capital, and well-being for adolescents.

DOES SOCIAL CAPITAL MAKE A DIFFERENCE?
https://www.qualitative-research.net/index.php/fqs/article/view/55
From the abstract:  "This article argues that social capital plays a central role in the ability of young people to "navigate" risk decisions and considers the types of social capital  that provide the resources for young people to cope, manage and make informed choices about risk, and to act upon them, literally what it takes to be a risk navigator." 

ECONOMIC INEQUALITY AND POVERTY GAP - PUTNAM
https://www.bendbulletin.com/lifestyle/harvard-professor-and-best-selling-author-to-speak-in-bend/article_4157e524-2eb6-5a71-8233-8622ed57ea11.html
This is article from central Oregon newspaper about Robert Putnam's 2015 book titled "Our Kids: The American Dream in Crisis”.  Any community with divisions between rich and poor should include this article, and the book, as part of their community reading.

EXPLANATION OF TYPES OF SOCIAL CAPITAL - 2013 BLOG
https://www.socialcapitalresearch.com/explanation-types-social-capital/
This article provides a framework for understanding, and classifying the difference between bridging and bonding social capital.

FAMILY AS EMOTIONAL UNIT - BOWEN THEORY
https://www.thebowencenter.org/core-concepts-diagrams
This information is found on the web site of The Bowen Center for the Study of the Family and the Georgetown Family Center. "Bowen family systems theory is a theory of human behavior that views the family as an emotional unit and uses systems thinking to describe the complex interactions in the unit." This link points to Eight Concepts of this theory.

HOW ARE PROGRAMS BUILDING STUDENTS’ SOCIAL CAPITAL? 10 KEY TRENDS
https://www.christenseninstitute.org/blog/how-are-programs-building-students-social-capital-10-key-trends/
This report is "a look at a subset of innovative organizations that are specifically designed to broker deep and diverse relationships in young people’s lives to expand access networks of support and opportunity.

HOW OUR NARROWING SOCIAL CIRCLES CREATES UNEQUAL WORLD - ARTICLE
https://www.theguardian.com/inequality/2017/jun/27/people-like-us-why-narrowing-social-circles-create-more-unequal-world
This article focuses on how people from different classes are disconnecting from others and what impact this as on society as a whole.

INCOME INEQUALITY - SOCIAL MOBILITY RESEARCH FROM THE EQUALITY TRUST (UK) - PDF
https://equalitytrust.org.uk/sites/default/files/research-digest-trends-measures-final.pdf
This report deals with "the relationship between high income inequality and low levels of social mobility."  See more like this at https://www.equalitytrust.org.uk/taxonomy/term/92 

INFED.ORG - ARTICLES ABOUT SOCIAL CAPITAL AND INFORMAL LEARNING
https://infed.org/social-capital/
This site offers an extensive library of articles about social capital.  The site is sort of a wikipedia-type collection of articles related to "Association, democracy and civil society, Community learning and development, Education, Ideas, Index, Social action, social change and social reform". 

INTERNATIONAL SOCIAL CAPITAL ASSOCIATION VIDEOS 
https://www.youtube.com/@intsocialcapital
In this YouTube channel you can learn more about Social Capital.  This is a resource of the International Social Capital Association. https://www.intsocialcapital.org

LINKING MENTORING AND SOCIAL CAPITAL
https://journals.sagepub.com/doi/abs/10.1177/1523422307304102
This article explores the connections between social capital and mentoring. You can read the abstract for free, but you need to pay to view the entire PDF.

MEASUREMENT OF SOCIAL CAPITAL - NETWORK ANALYSIS
https://web.archive.org/web/20170718165802/https://www.hks.harvard.edu/programs/saguaro/measurement
The Saguaro Seminar at Harvard University web site has an extensive list of resources and ideas for evaluation and measurement of changes in social capital that could result from intentional strategies like volunteer based tutoring/mentoring. 2020 note: The Saguaro Seminar is now closed. This page is an archive.

MEASUREMENT OF SOCIAL CAPITAL - PDF
https://gaag.home.xs4all.nl/work/propmeasSC.pdf
This 2003 article offers ideas on ways that social capital gains and benefits could be measured.  If mentoring is a way to expand social capital for inner city youth we would need to find ways to measure these gains to demonstrate value to potential funders.

MEASURING SOCIAL CAPITAL. 2020 CHRISTENSEN INSTITUTE PDF
https://staging.whoyouknow.org/wp-content/uploads/2020/07/THE-MISSING-METRICS.pdf
The title of this 2020 report is "The Missing Metrics: Emerging practices for measuring students’ relationships and networks.  It shows the importance of social capital and the need to treat it as an outcome of school and non-school program design, not just as an input to learning.  It also shows that very few are actually measuring changes in social capital but points to some emerging programs who are beginning to try to do this. 

Tutor/Mentor Comment: This should be recommended reading for school leaders, philanthropists, and leaders of non-school, volunteer based youth serving programs.

NEIGHBORHOOD SOCIAL CAPITAL, PDF
http://www.tutormentorexchange.net/images/PDF/neighborhood_social_capital.pdf
"Neighborhood Social Capital as Differential Social Organization: Resident and Leadership Dimensions" by Robert J. Sampson\Corina Graif, Harvard University, Cambridge, Massachusetts.  This article treats social capital as a multidimensional phenomenon along which neighborhoods are deferentially organized.

T/MC Note: as we understand how volunteers in a tutor/mentor program are a form of "bridging social capital" that connect youth and families with assets and opportunities beyond the high poverty area, we can gain more support for the growth of these programs. This article helps build that understanding.

ON SOCIAL POVERTY: HUMAN DEVELOPMENT AND THE DISTRIBUTION OF SOCIAL CAPITAL
https://www.josephlewandowski.com/images/Social_Poverty.pdf
Article by Joseph D. Lewandowski. He writes “Among social scientists, development theorists, and policy makers there is today an emergent consensus about the multidimensional and contextual character of poverty. Working within the framework of such a consensus in this article, I attempt to identify the social dimension of human poverty. Most generally, I try to sketch an account of social poverty as a shared normative (or soft) constraint on human action and interaction.” In this paper he argues that “social poverty is an absence or scarcity of vertical social capital.“ Read the full paper.

RELATIONSHIP MAPPING - CERES INSTITUTE FOR CHILDREN & YOUTH
https://ceresinstitute.org/wp-content/uploads/2021/05/Using-the-WoS-Framework.pdf
This PDF talks about the importance of helping students have a "web of support" and describes some strategies for mapping student networks.  

ROLE OF SOCIAL CAPITAL IN HIGH POVERTY PLACES
https://pubmed.ncbi.nlm.nih.gov/11314847/
The full title of this report is :  Poor people, poor places, and poor health: the mediating role of social networks and social capital.   This paper explores the dynamics between poverty and exclusion; neighborhood, and health and well being by considering the role of social networks and social capital in the social processes involved.

SAGUARO SEMINAR: CIVIC ENGAGEMENT IN AMERICA - FOCUS ON SOCIAL CAPITAL
https://web.archive.org/web/20170718165752/https://www.hks.harvard.edu/programs/saguaro/our-research/diversity,-equality-and-social-capital
From the archive of the web site: "The Saguaro Seminar, under the leadership of Robert D. Putnam, has been conducting research on the inter-relation of diversity (mainly examining race and ethnicity), immigration and social capital since 2001.  We have also been examining the relationship between inequality and both diversity and social capital."

SCI SOCIAL CAPITAL INC - WHAT IS "SOCIAL CAPITAL?" 
https://socialcapitalinc.org/what-is-social-capital/
From the website: "SCI's mission is to strengthen communities by connecting diverse individuals and organizations through civic engagement initiatives."  Read about SCI youth leadership programs and SCI AmeriCorps programs. 

SOCIAL CAPITAL - AS PART OF CAREER DEVELOPMENT
http://career.iresearchnet.com/career-development/social-capital/
This article can help you expand your understanding of social capital, although it is focused on personal development within a business career, and not on network development for young people living in high poverty areas.

SOCIAL CAPITAL - HOWARD RHEINGOLD'S LIBRARY
https://www.diigo.com/profile/hrheingold/social_capital
Find additional articles about social capital in this collection of links curated by Howard Rheingold.

SOCIAL CAPITAL AND DEVELOPMENT OF AT-RISK YOUTH
https://www.jstor.org/stable/353914
The full title of this report is  Social Capital and Successful Development Among At-Risk Youth , by Frank F. Furstenberg Jr. and Mary Elizabeth; Hughes of The University of Pennsylvania. The article applies Coleman's concept of social capital to understand differences in development among youth at risk of lifelong disadvantage.

SOCIAL CAPITAL ARTICLES ON TUTOR/MENTOR INSTITUTE, LLC BLOG
http://tutormentor.blogspot.com/search/label/social%20capital
Read articles posted since 2005 about social capital and building networks on the Tutor/Mentor Institute, LLC blog.  In many articles new links have been added at the bottom as "updates".  Some of these are also in the social capital research section of this web library, but others may not be.  See how GIS maps are used in the articles to show where poverty is concentrated, which are were there are weaker bridging social capital ties and read how organized, mentor-rich youth programs can help expand "who you know" for youth living in poverty who are able to participate in these programs. 

SOCIAL CAPITAL GATEWAY
https://www.socialcapitalgateway.org/about-us/website
From the web site: "Social Capital Gateway (SCG) is a web site publishing materials for the study of social capital and related topics in a multidisciplinary perspective.

SOCIAL CAPITAL GLOSSARY - FROM SAGUARO SEMINAR AT HAVARD
https://web.archive.org/web/20170417204747/https://www.hks.harvard.edu/saguaro/glossary
This page offers definitions of "bridging" and "bonding" social capital.  NOTE: The Saguaro Seminar is no longer found on the Harvard Business School web site. This link points to a web archive of the site 

SOCIAL CAPITAL RESEARCH - DEFINITIONS OF SOCIAL CAPITAL
https://www.socialcapitalresearch.com/literature/definition/
This is one section of an extensive library of Social Capital Research. 

SOCIAL CAPITAL RESEARCH BY DANIEL P. ADRICH
http://daldrich.weebly.com/
Daniel P. Aldrich is full professor of political science and Director of the Security and Resilience Studies Program at Northeastern University.  Is research on bridging, bonding and linking social capital is of value to many.

SOCIAL CAPITAL ROLE IN EMPOWERING LOW-STATUS YOUTH
https://www.scribd.com/document/63078471/A-Social-Capital-Framework-for-the-Empowerment-of-Low-status-Youth
The full title of this paper is "A Social Capital Framework for the Study of Institutional Agents & Their Role in the Empowerment of Low-status Students & Youth", Written by Ricardo D. Stanton-Salazar, Ph.D. Associate Professor of Education Rossier School of Education University of Southern California.   This paper provide rich thinking about the role "that non-family adults agents play in the social development, socialization, formal and informal education, and social mobility of adolescents" and provides many reasons to support mentor-rich non-school tutor/mentor programs operating in high poverty neighborhoods.

SOCIAL CAPITAL: GLUE FOR SUSTAINABILITY
https://www.slideshare.net/vaxelrod/social-capital-glue-for-sustainability-542466
This 2008 Slideshare presentation shows value of social and networked organizations. The author says "Networks are social capital; where business value is created in relationships. Network analysis reveals the networks. CORE process identifies new market opportunities or innovation, improvises effectiveness, extends firms reach through stakeholder networks."   Our aim in mentoring is to expand this network to include youth, families and non profit organizations in high poverty areas.

SOCIAL CHANGE ONE-ON-ONE. CASE FOR MENTORING
https://prospect.org/civil-rights/social-change-one-one-new-mentoring-movement/
This is a 1996 article written by Gary  Walker, of Public/Private Ventures and Marc  Freedman. The case for mentoring is still strong. 

SOCIAL MOBILITY IN AMERICA - 2016 ARTICLE
https://www.milkenreview.org/articles/social-mobility-a-promise-that-could-still-be-kept
This article illustrates that where you are born and who your parents are has huge impact on life-well-being. Includes quote saying "No single program does very much to close the gap between children from lower- and higher-income families. But the combined effects of multiple programs – that is, from intervening early and often in a child's life – has a surprisingly big impact."  Public/Private sector strategies that fill high poverty neighborhoods with a variety of youth supports should be one response to this article. 

SOCIAL MOBILITY-SOCIAL CAPITAL - BEST PLACES TO BE BORN IN US
https://socialcapital.wordpress.com/2013/08/15/good-places-for-kids-social-mobility/
This article uses maps to illustrate how different levels of social capital in the place where youth were born affects their upward social mobility. This was posted on the Social Capital Blog. 

SOCIAL NETWORK ANALYSIS ARTICLES
https://tutormentorexchange.wordpress.com/2016/09/09/social-network-analysis-articles/
This link points to a Tutor/Mentor Connection blog on Wordpress where we are posting some additional articles to read.  These were originally collected in a Social Network Analysis group hosted on the T/MC's Ning site. 

SOCIAL NETWORKS - NEW RESOURCE FOR STUDENTS
http://www.bobpearlman.org/Articles/Student_Success.htm
Networking, or acquiring a social network, is a key skill of the 21st Century. It’s how you learn, and how you connect. Read this 2002 article by Bob Pearlman, titled  New Ingredient for Student Success: Social Networks, and learn more how your organization can help students expand their social networks.  This web site  has many more resources related to the same ideas.

NOTE: this article points to a 2002 Workforce Study. You can find the PDF version of that study at jointventure.org/images/stories/pdf/2002workforcestudy.pdf

SOCIAL NETWORKS AND SOCIAL CAPITAL: RETHINKING THEORY IN COMMUNITY INFORMATICS
https://www.researchgate.net/publication/220536667_Social_Networks_and_Social_Capital_Rethinking_Theory_in_Community_Informatics
This article provides an in-depth discussion of social capital as it relates to community informatics. If you're building your understanding of social capital, and the difference between bridging and bonding, strong and weak ties, this would be a good read.

STUDY ASSESSING THE SOCIAL NTWORKS OF YOUTH IN FOSTER CARE - PDF
click here
This paper, titled "Exploring Support Network Structure, Content, and Stability as Youth Transition from Foster Care" by Jennifer Elizabeth Blakeslee, uses social network analysis to study networks of support for youth transitioning from foster care. This provides quite a bit of thinking for others who might apply social network analysis to demonstrate the benefit of volunteer-based programs serving k-12 youth in high poverty areas.

THE RESILIENCE RESEARCH CENTRE
https://resilienceresearch.org/
From the web site: "Resilience research involving children, youth and families looks at the health-enhancing capacities, individual, family and community resources, and developmental pathways of vulnerable children and youth, who against all odds, manage not only to survive unhealthy environments, but thrive. The Resilience Research Centre supports both quantitative and qualitative research, with an emphasis on mixed methods designs that favor understanding resilience as a culturally and contextually embedded construct."

UNDERSTANDING "CULTURE OF POVERTY" - ARTICLE
https://www.nytimes.com/2010/10/18/us/18poverty.html?pagewanted=2&_r=1
This 2010 New York Times article does not specifically mention the term "social capital" but statements like "growing up in areas where violence limits socializing outside the family  and where parents haven’t attended college stunts verbal ability,  lowering I.Q. scores by as much as six points, the equivalent of missing  more than a year in school.' are examples of communities with limited "bridging" social capital.

VIOLENCE IN AMERICA AND SOCIAL CAPITAL - 2012 ARTICLE
https://blogs.scientificamerican.com/primate-diaries/the-jokers-wild/
This article reaches a conclusion that "The clear implication is that social capital followed by income inequality are the primary factors that influence the rate of homicidal aggression."

WHO YOU KNOW.ORG FOCUSES ON SOCIAL CAPITAL
https://whoyouknow.org/
This website was established in 2020 by The Christensen Institute to share strategies educators are using to build and expand students' social capital.

WHO YOU KNOW: RELATIONSHIPS,NETWORKS AND SOCIAL CAPITAL IN BOOSTING EDUCATIONAL OPPORTUNITY FOR YOUNG AMERICANS
https://www.brookings.edu/research/who-you-know-relationships-networks-and-social-capital-in-boosting-educational-opportunity-for-young-americans/
2022 BrookingsEdu article and report discusses role of bridging and bonding social capital in helping young people move through school and into jobs and careers. 

WHY SOCIAL CAPITAL COULD BE THE KEY TO SOLVING AMERICA’S OVERDOSE EPIDEMIC
https://www.theguardian.com/us-news/2017/aug/16/social-capital-us-opioid-epidemic-drugs-overdose
Many of the arguments made in this article can be applied to mentoring and helping youth living in poverty, or who are isolated because of a number of different issues.  Expanding the network of support is essential for the well-being of many. 

“THE ROLE OF RISK” A 2013 STUDY FROM WASHINGTON STATE MENTORS
https://www.mdrc.org/publication/role-risk
From MENTOR newsletter: "This report presents results from the first large-scale evaluation to examine how the levels and types of risk youth face may influence their mentoring relationships and the benefits they derive from mentoring programs. The study looked closely at the backgrounds of participating youth and their mentors, the mentoring relationships that formed, the program supports that were offered, and the benefits youth received — and assessed how these varied for youth with differing “profiles” of risk.

BENCHMARKS: STARTING, OPERATING A MENTOR PROGRAM
https://aymn.org.au/benchmarks/
From the web site: "The Australian Youth Mentoring Benchmarks were created in 2000 to provide a standard for all mentoring programs in order to have a strong, successful and sustainable program. The Australian Youth Mentoring Network encourages all mentoring programs to achieve these standards through the sharing of resources, professional development and collegial networking. The Benchmarks were reviewed in 2007 and again in 2012."  Visit the web site and incorporate these into your own organizational development.

CENTER FOR EVIDENCE BASED MENTORING
https://www.mentoring.org/resource-library/
From the web site: "he Center is dedicated to creating the open and efficient exchange of research and ideas. In doing so, we seek to advance the production, dissemination, and uptake of evidence-based practice in ways that improve the effectiveness of practice and, ultimately, create stronger, more enduring mentor-mentee relationships."

CENTER FOR INTERDISCIPLINARY MENTORING RESEARCH - PORTLAND STATE U.
https://www.pdx.edu/youth-mentoring/
From the web site: "The PSU Center for Interdisciplinary Mentoring Research (CIMR) was created in 2010 to advance the field of mentoring, nationally and internationally, through innovative and rigorous research, education and knowledge sharing, and partnerships with organizations providing services."  Among its programs is a Summer Institute on Youth Mentoring http://www.pdx.edu/youth-mentoring/ 

CITIZEN SCHOOLS MENTORING PROGRAM - ARTICLE
https://www.edutopia.org/citizen-schools-after-school-program
This link points to an article about the Citizen Schools after school mentoring program. This is an excellent example of the involvement of business volunteers and effective support by program staff. Watch the video, too. http://www.edutopia.org/citizen-schools-after-school-program-video 

CHALLENGES OF BRINGING BIG NEW TUTORING PROGRAMS TO AMERICA'S CLASSROOMS - 2022 ARTICLE
https://www.chalkbeat.org/2022/3/25/22995221/tutoring-pandemic-academic-recovery-recruiting-training-challenges#Echobox=1648208087
In the early 2000s the "No Child Left Behind" movement saw tutoring as one strategy, but had a difficult time making it work.  In 2022 tutoring once again is seen as a strategy, and once again, it is difficult making it work.  Read this article from Chalkbeat, titled "Hiccups and hard lessons: What it takes to bring big new tutoring programs to America's classrooms."

COALITION FOR COMMUNITY SCHOOLS
https://www.communityschools.org/
From the web site: "The Coalition for Community Schools, housed at the Institute for Educational Leadership, is an alliance of national, state and local organizations in education K-16, youth development, community planning and development, family support, health and human services, government and philanthropy as well as national, state and local community school networks. Community schools are both a place and a set of partnerships between the school and other community resources. There are a number of national models and local community school initiatives that share a common set of principles: fostering strong partnerships, sharing accountability for results, setting high expectations, building on the community’s strengths, and embracing diversity and innovative solutions."

COMMITTEE ON EDUCATION, URBAN INITIATIVE, UCHICAGO
https://voices.uchicago.edu/coed/
From the web site: "The Committee sponsors an ongoing workshop on Education; administers training grants in educational research; and fosters connections among education-related programs in existing departments and schools, including SSA’s Community Schools Program, the Urban Teacher Education Program, and courses in educational psychology, educational sociology, economics of education, social work, and educational policy."

CONSUMER GUIDE TO MENTORING - 1993 PERSPECTIVE
https://www2.ed.gov/pubs/OR/ConsumerGuides/mentor.html
This web page was created in 1993 and is now an archive. However, reading it now can help leaders, volunteers and donors gain a perspective of how mentoring was viewed almost 20 years ago. Some of the same challenges that existed then are still with us today.

CREATING A NETWORK OF AFTERSCHOOL ED PROGRAMS
http://pase-about.s3.amazonaws.com/PASEConceptPaper.pdf
This paper makes a case for building a network of youth programs throughout large city and provides ideas for how this might happen.

DAVID DUBOIS, ASSOCIATE DEAN FOR RESEARCH, UIC SCHOOL OF PUBLIC HEALTH - FOCUSES ON MENTORING
https://publichealth.uic.edu/profiles/david-dubois/
Dr. DuBois is one of the leading researchers on mentoring in the USA. He is the lead co-editor of the Handbook of Youth Mentoring and co-author of After-School Centers and Youth Development: Case Studies of Success and Failure. He hosts a mentoring list-serve connecting researchers and practitioners. This link points to his bio. 

EMPLOYEE SKILL IMPROVEMENTS RESULTING FROM VOLUNTEERING EXPERIENCES - 2016 RESEARCH
https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00495/full
This article is titled "Widely Assumed but Thinly Tested: Do Employee Volunteers' Self-Reported Skill Improvements Reflect the Nature of Their Volunteering Experiences?"  It investigates an important question to the volunteer tutoring and mentoring field. What skills and benefits do the volunteers take back to the workplace? Read the report. More research like this still needs to be done.

EVALUATION OF MOST (MAKING THE MOST OF OUT-OF-SCHOOL TIME) INITIATIVE
https://eric.ed.gov/?id=ED451957
This Chapin Hall Center for Children at the University of Chicago report summarizes the evaluation of the first phase (1995-1998) of the Making the Most of Out-of-School Time (MOST) Initiative of the Wallace-Reader's Digest Funds.

GUIDE TO EFFECTIVE YOUTH MENTORING - NEW ZEALAND – PDF
https://www.youthmentoring.org.nz/content/docs/GYM.1.pdf
This handbook has loads of useful information with helpful graphics to illustrate concepts. 

HELPING THE LESS-ADVANTAGED TO SUCCEED - MOBILITY
https://economicmobilitycorp.org/publications/
From the web site: "The Economic Mobility Corporation (Mobility) Mobility is guided by the belief that every individual deserves access to economic opportunity. We identify, develop and evaluate promising strategies that promote economic mobility by enabling less advantaged adults and youth to acquire the education, skills and networks needed to advance in the labor market.” The Publications section of this library includes an archive of Public/Private Ventures (P/PV) research.

ILLINOIS DCFS - PREVENTION AND CHILD ABUSE RESOURCES
https://www2.illinois.gov/dcfs/Pages/default.aspx
On this web site you will find timely information about Child Protection, Foster Care, Adoption, Day Care licensing and other services provided by the Illinois Department of Children & Family Services (DCFS). 

INNOVATIONS IN SCHOOL BASED MENTORING
https://www.tandfonline.com/doi/full/10.1080/1754730X.2013.832009
This report by Samuel D. McQuillina, John D. Terry, Gerald G. Strait & Bradley H. Smith offers some ideas for making school based mentoring strategies more effective. You can download the full report, or just read the abstract

INVESTIGATING MENTOR COMMITMENT IN YOUTH MENTORING RELATIONSHIPS: THE ROLE OF PERCEIVED PROGRAM PRACTICES
https://onlinelibrary.wiley.com/doi/10.1002/jcop.22409
This is one of several research articles in this issue of the Journal of Community Psychology.   The abstract describes the research process as "Using data from 537 mentors representing 55 mentoring programs, this study examined a theoretical path model in which mentor perceptions of program practices, specifically setting expectations, prematch mentor training, and matching based on mentor preferences, predict mentor satisfaction, investment, perceptions of available alternatives, and ultimately, relationship commitment."  PDF available. 

LEARNING AND AFTERSCHOOL-KAREN PITTMAN INTERVIEW
http://blog.learninginafterschool.org/2012/01/extended-learning-time-and-more.html
This article is an interview with Karen Pittman, President of the Forum for Youth Investment. It's one of a number of articles about "learning and after school" issues.

MENTOR CONSULTING GROUP - ASK DR. MENTOR
http://www.mentorconsultinggroup.com/ask.html
Each month Dr. Susan Weinberger, known to her many clients simply as "Dr. Mentor," takes time to answer some of the questions sent in by program staff and mentoring professionals around the world. Visit the web site and build your mentoring organization with Dr. Mentor's help.

MENTORING AND YOUNG PEOPLE - UK ARTICLE
https://infed.org/mentoring-and-young-people/
From the web site: "There has been a mushrooming of youth mentoring projects across the UK. Yet  relatively little is known in the UK about the background to the idea and the  principles underlying mentoring initiatives. Kate Philip investigates."

MENTORING FOR BLACK MALE YOUTH: A SYSTEMATIC REVIEW OF THE RESEARCH (2017)
https://link.springer.com/article/10.1007/s40894-017-0074-z
This literature review was conducted to compile all available research evidence about mentoring for Black boys.  There are links to many publications. 

MENTORING AS PART OF LARGER STRATEGY - P/PV RESEARCH
https://www.issuelab.org/resource/mentoring-policy-and-politics.html
In December 2007 Public/Private Ventures issued a Policy Brief, titled "Mentoring, Policy and Politics", written by Gary Walker. The final sentence of this report, in a section titled “Future Directions”, states “Infiltration, not consolidation, is where mentoring's greatest usefulness lies in the years ahead.”  Note: Public/Private Ventures went out of business in 2012 but this message still has meaning. P/PV research is still available via IssueLab.

See Tutor/Mentor Connection comment on this article. https://tutormentor.blogspot.com/2020/05/ive-led-this-effort-since-1993-im.html

MENTORING DECREASES YOUTH VIOLENCE - NEW RESEARCH (2012)
https://www.usnews.com/news/blogs/at-the-edge/2012/10/04/in-chicago-proof-positive-that-mentoring-decreases-youth-violence
This article refers to a "large social science research study by the University of Chicago Crime Lab, in partnership with Chicago Public Schools and local nonprofits, which found that counseling and mentoring actually work." Read more. Follow the links to the research.

MENTORING PROGRAMS AND YOUTH DEVELOPMENT
https://www.childtrends.org/?publications=mentoring-programs-and-youth-development-a-synthesis
This is a 2002 ChildTrends report by Susan Jekielek, M.A., Kristin A. Moore, Ph.D., and Elizabeth C. Hair, Ph.D., funded by the Edna McConnell Clark Foundation. It examines the role that mentoring plays in helping youth develop a broad array of strengths and capacities in the following three domains of child well-being: education and cognitive attainment; health and safety; and social and emotional well-being.

MENTORING RESOURCES ON UCLA CENTER WEB SITE
http://smhp.psych.ucla.edu/qf/mentoring.htm
The UCLA Center for Mental Health in Schools seeks to create a system wide system of school and community supports to help young people succeed in school Their web site offers an extensive library of ideas that schools and community groups throughout the world can use.

MENTORSHIP ARTICLE ON WIKIPEDIA
https://en.wikipedia.org/wiki/Mentorship
Wikipedia articles such as this provide an extensive range of information about topics such as mentoring. Add to your resource list. 

PERSPECTIVES OF PROFESSIONAL MENTORS
https://link.springer.com/article/10.1007/s10566-014-9261-2
This research talks about the role of Full-time “professional” mentors in highly structured programs that work with youth facing significant risks.  Staff who support volunteers in organized programs require some of the same skills.

PUBLIC/PRIVATE VENTURES RESEARCH ARCHIVE ON ISSUE LAB
click here
From the web site: "After almost 35 years Public/Private Ventures (P/PV) has ceased operations. The organization leaves behind an incredible legacy of knowledge, including hundreds of research reports, case studies and evaluations about how best to improve programs and outcomes for children, youth and families. We are fortunate that P/PV has decided to archive its publications collection with the Foundation Center's IssueLab so that practitioners can benefit from this knowledge for years to come."

REPORT ON THE STATE OF NY MENTORING - DEC 2020 (PDF)
click here
This report summarizes survey findings of Mentor NY, conducted during middle of 2020 Covid19 pandemic. 

RESILIENT LATINO YOUTH: IN THEIR OWN WORDS - 2015 RESEARCH
https://issuu.com/nclr/docs/resilientlatinoyouth_web
From the web site: "This report uses the concept of resilience to examine how a group of second-generation Latino youth have been able to cope with adversity and excel while growing up in extremely challenging circumstances."

RESILIENT LEADERS — IMPLICATIONS FOR LEADER DEVELOPMENT
https://gfbertini.wordpress.com/2014/10/27/resilient-leaders-implications-for-leader-development/
An understanding of resilience, and how it develops in some people can provide insight and ideas for how  youth tutoring/mentoring programs might try to build these characteristics in youth they mentor.

SECRETS OF SUCCESSFUL AFTERSCHOOL PROGRAMS - 2008 ARTICLE
https://www.gse.harvard.edu/news/uk/08/02/secrets-successful-afterschool-programs
From Harvard Graduate School of Education web site: "The United States is engaged in an ongoing, public discussion about how to best expand afterschool time and opportunities for children and youth, to support their learning and development across the day, throughout the year, and from kindergarten through high school. Debate continues about the range of academic, social, and other types of knowledge and skills that young people will need to succeed as workers, citizens, and family and community members in a global world. To build the knowledge base, and to support efforts to improve quality in this field, the Harvard Family Research Project (HFRP) has developed and maintains an accessible national database of evaluations of hundreds of afterschool programs. In 2008, HFRP issued a review of these studies to address two fundamental questions: Does participation in after school programs make a difference, and if so, what conditions appear to be necessary to achieve positive results?"  Visit site and learn more.

START TO FINISH COALITION - A FISCAL SCAN OF ILLINOIS PUBLIC INVESTMENTS IN CHILDREN AND YOUTH, AGES 8-25.
https://www.childrenshomeandaid.org/thecenter/youthbudget/
From the web site: " The fiscal scan  —  conducted as part of a collaborative effort including Children’s Home + Aid, the Federation for Community Schools, the Sargent Shriver National Center on Poverty Law and United Way of Illinois  —  allows us to see how Illinois’ funds are currently invested in youth ages 8–25."

THE EFFORT EFFECT - INFLUENCING STUDENT MOTIVATION
https://stanfordmag.org/contents/the-effort-effect
From the web site: "Through more than three decades of systematic research, Stanford University researcher Carol Dweck has been figuring out answers to why some people achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be demonstrated or as something that can be developed."  Read the full article and consider how you can apply this thinking as a tutor/mentor, teacher, parent, etc.

THE FUTURE OF CHILDREN - POLICY BRIEFS
https://futureofchildren.princeton.edu/publications
From the web site: "The The Future of Children is a collaboration of the Woodrow Wilson School of Public and International Affairs at Princeton University and the Brookings Institution. Our mission is to translate the best social science research about children and youth into information that is useful to policymakers, practitioners, grant-makers, advocates, the media, and students of public policy. We publish one journal and policy brief each year, in addition to other projects. The policy topics we cover range widely – from education to health to families – with children as the unifying element. Our diverse senior editorial team represents two institutions and multiple disciplines."

THE MENTORING EFFECT: YOUNG PEOPLE'S PERSPECTIVES ON OUTCOMES AND AVAILABILITY
https://www.mentoring.org/resource/the-mentoring-effect/
This report was commissioned by MENTOR: The National Mentoring Partnership with support from AT&T and written by Civic Enterprises with Hart Research. It is describe this way: "The Mentoring Effect: Young People's Perspectives on the Outcomes and Availability of Mentoring, the first-ever nationally representative survey of young people on the topic of mentoring, examines the mentoring effect on youth, their aspirations and achievements and the community around them. The report also highlights a substantial mentoring gap that exists in America, especially for at-risk youth: one in three young people will reach adulthood without having a mentor."

THE POWER OF RELATIONSHIPS: HOW AND WHY AMERICAN ADULTS STEP UP TO MENTOR THE NATION’S YOUTH
https://www.mentoring.org/resource/the-power-of-relationships/
From the web site: "The Power of Relationships: How and Why American Adults Step Up to Mentor the Nation’s Youth  is the most comprehensive picture of what adults think about mentoring kids who are not their own. This 2018 report is a follow-up to MENTOR’s 2014 report, The Mentoring Effect, which is the most comprehensive look at young people’s views on and engagement with mentoring.

THE RELATIONSHIP GAP - 2017 RESEARCH BY SEARCH INSTITUTE
https://blog.searchinstitute.org/relationship-gap-important
From the web site: "The Search Institute has identified five key elements that are vital in a developmental relationship for youth--expressing care, challenging growth, providing support, sharing power and expanding possibilities and shows that it is often the adult who takes the lead in these actions and expresses them most strongly, intentionally, and consistently." It's research shows that more than 30% have only one or two of these supports and 22% have none.

THEORY OF CHANGE WEB SITE
https://www.theoryofchange.org/
From the web site:  "This website is the definitive resource for everything related to Theory of Change. It is also a community forum, for discussion and posting, and we look forward to the robustness of the material increasing with contributions from members all over the world."

"TUTORING WORKS, IF DONE WELL" - ARTICLE ABOUT TENNESSEE SCHOOL-BASED TUTORING
https://www.csmonitor.com/USA/Education/2022/0215/Students-need-help-catching-up.-Tennessee-tries-tutoring
This 2022 article about tutoring in the Christian Science Monitor describes a Tennessee tutoring strategy funded by the state and reaching nearly 150,000 students. It discusses challenges, costs, and sustainability. 

US DOE MENTORING RESOURCE CENTER
https://nationalmentoringresourcecenter.org/
From the Department of Education National Mentoring Resource Center web site: "Our goal is to improve the quality and effectiveness of youth mentoring across the country through increased use of evidence-based practices and sharing practitioner innovations."  If you are involved in youth mentoring this web site should be in your resource tool kit.

WHAT TO LOOK FOR IN AFTER-SCHOOL PROGRAMS FOR TEENS
https://www.psychologytoday.com/us/blog/the-moment-youth/201107/beyond-the-classroom
If you are launching a new school based, or non-school, tutor/mentor program for teens this article in Psychology Today describes some ideal features that a program should offer.  If you already have a program, ask "do we provide these types of support?" and if you're planning a new program ask "How do we build these supports into our logic model and program design?"    If you're a donor, ask how you can proactively fund programs with these elements. 

WHAT WORKS WISCONSIN – EFFECTIVE PROGRAMS AND RESOURCES FOR CHILDREN, YOUTH AND FAMILIES
https://fyi.extension.wisc.edu/whatworkswisconsin/research-to-pratice-briefs/
From the web site: "What Works, Wisconsin is a project of the University of Wisconsin-Madison’s School of Human Ecology and the University of Wisconsin-Extension’s Family Living Programs. Initiated in 2004, the What Works project focuses on distilling the latest scientific knowledge on effective policies, practices, and programs, including “evidence-based programs,” for youth and their families, schools, and communities. In addition to disseminating this information to practitioners and policymakers, the What Works staff provide technical assistance on program design, improvement and evaluation. Through publications, presentations, workshops and individualized technical assistance, the What Works team provides practitioners and policymakers with the tools to develop effective programs and evaluate and improve existing programming based on state-of-the-art knowledge of what makes programs effective."

YES, YOU CAN - GUIDE TO STARTING YOUTH MENTORING PROGRAM
https://web.archive.org/web/20170709043558/https://www2.ed.gov/pubs/YesYouCan/index.html
This resource, "Yes, You Can: A Guide for Establishing Mentoring Programs to Prepare Youth for College--October 1998"  is now an archive. However, the ideas for building and sustaining a volunteer-based youth mentoring program are as relevant today as they were in 1998. 

Tutor/Mentor Institute, LLC comment:  Only the public commitment to fund and provide leadership on a continuous basis is missing.

YOUTH DEVELOPMENT INSTITUTE - UNIVERSITY OF MINNESOTA EXTENSION
https://extension.umn.edu/working-youth/center-youth-development
From the site; "The backbone of positive youth development programs is research. The Extension Center for Youth Development conducts and shares out-of-school time research and evaluation with policy makers, stakeholders, program leaders, youth work practitioners, decision makers and researchers to address important issues related to the field of youth development."

YOUTH DEVELOPMENT PROGRAMS - HISTORY
https://education.stateuniversity.com/pages/2557/Youth-Development-Programs.html
From the web site: "Youth development programs seek to improve the lives of children and adolescents by meeting their basic physical, developmental, and social needs and by helping them to build the competencies needed to become successful adults. Examples of youth development programs include community service, mentoring programs, and neighborhood youth centers."  This web site provides historical perspectives, and references to other reading and research that would be valuable to leaders and funders. 

YOUTH MENTORING: BRIDGING SCIENCE WITH PRACTICE - 2006 PDF
http://www.rhodeslab.org/files/dubois.pdf
This link points to a  JOURNAL OF COMMUNITY PSYCHOLOGY article titled INTRODUCTION TO THE SPECIAL ISSUE: YOUTHMENTORING: BRIDGING SCIENCE WITH PRACTICE, written by David L. DuBois, University of Illinois at Chicago and Jean E. Rhodes, University of Massachusetts, Boston.

YOUTH PROGRAMS AND NON PROFIT SUPPORT RESOURCES HOSTED BY EDUCATION NORTHWEST
https://educationnorthwest.org/areas-of-work/youth-community
From the web site: "The Institute for Youth Success at Education Northwest is a full-service, innovative regional center to support best practices at youth serving organizations.  For nonprofits and community-based organizations serving youth, we provide professional development and a wide range of capacity-building support through the Institute for Youth Success at Education Northwest. Services include training and technical assistance, research, and consultation for mentoring, tutoring, and out-of-school time programs."

2007-08 ILLINOIS HIGH SCHOOL DROP OUT MAPS
http://www.tutormentorexchange.net/images/PDF/hsdropoutmaps.pdf
This set of maps shows how the high school drop out problem is spread throughout Illinois, but more severe in the urban areas like Chicago.  These maps were created by the Regional Education Laboratory at  Learning Point Associates. 

BUILDING A GRAD NATION REPORT
https://www.americaspromise.org/building-grad-nation-report
This report has been produced every year since 2015 and earlier. It shows "detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020."  Use in  your own community to support your own drop out  prevention and workforce development strategies. 

6 REASONS WHY YOU SHOULD CARE ABOUT HIGH SCHOOL DROPOUT RATES
https://www.theedadvocate.org/6-reasons-why-you-should-care-about-high-school-dropout-rates/
This is article on The Edvocate site by Matthew Lynch.  Also read previous article titled, HIGH SCHOOL DROPOUT RATES: A CRISIS?, found at http://www.theedadvocate.org/high-school-dropout-rates-a-crisis/

AMERICAN GRADUATE - LET'S MAKE IT HAPPEN
https://www.cpb.org/americangraduate/
From the web site: "American Graduate: Let’s Make it Happen is public media’s long-term commitment to supporting community-based solutions to help keep youth on the track to a high school diploma and beyond. Supported by the Corporation for Public Broadcasting (CPB), more than 128 public radio and television stations have joined forces with more than 1,700 partners and at-risk schools across 48 states and one territory."

AMERICAN GRADUATE CHAMPIONS (WTTW CHICAGO)
http://americangraduate.wttw.com/main/
From the web site: "Through the American Graduate Champion series WTTW leverages the power and reach of public media to highlight organizations and individual champions that are working to improve educational outcomes for youth, keeping them on the path to high school graduation and future success." Browse the site to see stories and look for ways others can get involved.

CENTER FOR BEST PRACTICES EDUCATION - NATIONAL GOVERNOR'S ASSOCIATION
https://www.nga.org/Educateforopportunity/
From the web site: "The NGA Center for Best Practices Education Division provides information, research, policy analysis, technical assistance and resource development for governors and their staff in the areas of early childhood, K-12 and postsecondary education. The division focuses on helping governors develop effective policy and support its implementation in the areas of: early education, readiness and quality; the Common Core State Standards, Science Technology Engineering and Math and related assessments; teacher and leader effectiveness; competency-based learning; charter schools; data and accountability; and postsecondary (higher education and workforce training) access, success, productivity, accountability, and affordability. The division also works on policy issues related to bridging the system divides among the early childhood, K-12, postsecondary and workforce systems." 

COLLEGE COMPLETION RATES - STATE DATA
http://completecollege.org/data-dashboard/
From the web site: "Established in 2009, Complete College America is a national nonprofit with a single mission: to work with states to significantly increase the number of Americans with quality career certificates or college degrees and to close attainment gaps for traditionally underrepresented populations." This link points to a page where you can "Click your state to see a snapshot of its progress and student success data." 

CONSEQUENCES OF DROPPING OUT OF SCHOOL (PDF)
click here
This 2009 report provides additional evidence of the high cost to individuals and society of the high school drop out crisis. The report was prepared by Andrew Sum, Ishwar Khatiwada and Joseph McLaughlin With Sheila Palma, from the Center for Labor Market Studies,  Northeastern University, Boston, Massachusetts

COUNCIL OF THE GREAT CITY SCHOOLS - RESEARCH PAGE
https://www.cgcs.org/domain/9
From the web site: "The Council of the Great City Schools brings together the nation’s largest urban public school systems in a coalition dedicated to the improvement of education for children in the inner cities. The Council and its member school districts work to help our schoolchildren meet the highest standards and become successful and productive members of society.   This link points to the Council's research page.

CUTTING SCHOOL DROP-OUT RATE, 2008 OECD REPORT
click here
The high school drop out problem is not just a US problem. Read this report that shows how the problem is being addressed in Europe.

DISCONNECTED YOUTH - ISSUELAB BY CANDID RESOURCE CENTER
https://www.issuelab.org/resource/disconnected-youth-special-collection-archived.html
From the web site: "In a far-reaching effort to help disconnected youth, nonprofits, foundations, and government agencies across the U.S. are providing support in the form of shelters, job training, mentorship, college prep, job placement, and mental and reproductive health services. But in order to achieve success it is clear that these efforts require greater alignment and coordination. This special collection gathers the many lessons being learned in the field; lessons about the challenges in meeting the needs of disconnected youth and the promise of both new and more proven approaches."

DOLLAR VALUE OF SAVING A HIGH-RISK YOUTH
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=1077214#PaperDownload
In 1995, Mark Cohen, Vanderbilt University Law Professor, calculated that the monetary value of "saving" one high-risk youth was between $1.7 million and $2.3 million, based on costs to crime victims and the criminal justice system, the costs to society of heavy drug abuse and the economic impact of dropping out of high school.  Using new data, Professor Cohen and City University of New York criminal justice professor Alex Piquero have updated this information.  The report can be downloaded as a PDF from the link above.

DROP OUT STATISTICS BY STATE
https://nces.ed.gov/programs/coe/indicator/coi
This National Center for Education Statistics site shows public high school drop out rates across the country.

EVERYONE GRADUATES CENTER AT JOHNS HOPKINS
http://www.every1graduates.org/
From the web site: "The mission of the Everyone Graduates Center is to develop and disseminate the know-how required to enable all students to graduate from high school prepared for college, career, and civic life. Through a systematic and comprehensive approach, EGC combines analysis of the causes, location, and consequences of the nation’s dropout crisis with the development of tools and models designed to keep all students on the path to high school graduation, and capacity building efforts to enable states, communities, school districts, and schools to provide all their students with the supports they need to succeed. The Everyone Graduate Center seeks to identify the barriers that stand in the way of all students graduating from high school prepared for adult success, to develop strategic solutions to overcome the barriers, and to build local capacity to implement and sustain them."

LISTENING TO LATINAS - BARRIERS TO HS GRADUATION
https://nwlc.org/resources/listening-latinas-barriers-high-school-graduation/
This report on the Women's National Law Center web site shows obstacles that Hispanic girls face that causes a high percent to drop out before finishing high school. Mentoring is proposed as one solution.

LOCATING THE DROPOUT CRISIS (PDF) 2004
https://web.archive.org/web/20160312092032/http://www.csos.jhu.edu/crespar/techReports/report70.pdf
This report's Executive Summary begins with "Imagine a nation in which all students, from Benton Harbor to Watts, from Akron to Baltimore, from Chicago’s South side to rural South Carolina, routinely graduate from high school ready and prepared to succeed in college or advanced post-secondary training. Imagine the social and economic implications of being able to say to any child, in any locale in the United States, “you will be provided with a high school that will educate you, challenge you, care for you, support you, and graduate you ready to compete and succeed in the world.”  Still a problem in 2020. 

NATIONAL DROP OUT PREVENTION CENTER
http://dropoutprevention.org/effective-strategies/
From the web site: "Since 1986, the National Dropout Prevention Center/Network (NDPC/N) has conducted and analyzed research; sponsored workshops and national conferences; and collaborated with researchers, policymakers, and practitioners to further the mission of reducing America’s dropout rate by meeting the needs of youth in at-risk situations, including students with disabilities." 

NATIONAL YOUTH EMPLOYMENT COALITION
https://nyec.org/aboutus/
From the web site: "he National Youth Employment Coalition improves the lives of the 5.5 million young people who are out of school and out of work. We do this by improving the effectiveness of the organizations, and the systems, that serve these "opportunity youth." We collect, study, and support the implementation of best practices, all with a strong equity focus."

PATHWAYS TO PROSPERITY – 2010 PDF
https://www.gse.harvard.edu/news/10/02/pathways-prosperity-seeks-redefine-american-education-system
Pathways to Prosperity Seeks to Redefine American Education System: This article posted on the Harvard School of Education web site talks about a Pathways to Prosperity conference held at Cisco's headquarters in Silicon Valley. This "Pathways to Prosperity" report (pdf) was published in 2011. http://www.sawdc.com/media/5959/pathways_to_prosperity_feb2011.pdf  

PHILADELPHIA YOUTH NETWORK - A COLLECTIVE IMPACT MODEL
https://www.pyninc.org/our-initiatives/our-approach/
From the web site:  "The Philadelphia Youth Network (PYN) is an intermediary organization dedicated to connecting systems and leveraging resources to increase the number of opportunities for youth. PYN has been working for nearly two decades with communities to create coordinated systems which promote the attainment of academic achievement, economic opportunity and personal success. We manage and support large-scale cross-sector initiatives while developing targeted programs to expand access to services for underserved young people."

QUANTUM OPPORTUNITIES PROGRAM - 2009 AND 2014
https://www.blueprintsprograms.org/eisenhower-quantum-opportunities-program/
From the web site: "Eisenhower Quantum was implemented between 2009 and 2014 across 5 sites in the U.S. and evaluated by Curtis et al. (2015, 2016). The randomized controlled trial followed 300 at-risk 9th grade students (N= 60 per site) over all 4 years of high school and focused on assessing the program’s impact on 5 measures of academic success (four at post test and one at 1-year post intervention): high school GPA, on-time high school graduation, college acceptance, college enrollment, and persistence in college for one academic year."

QUANTUM OPPORTUNITIES PROGRAM: A BRIEF ON THE QOP PILOT PROGRAM (1995)
https://eric.ed.gov/?id=ED385621
From the report: "The Quantum Opportunities Program (called "QOP") is an innovative four-year, year-round pilot program that provided learning opportunities, development opportunities, service opportunities and summer jobs to small groups of youth from families receiving public assistance.  A brief summary of the report can also be found at https://web.archive.org/web/20101228151550/http://www.aypf.org/publications/compendium/C1S37.pdf

Through this four-year pilot program and a rigorous evaluation, we learned that it is possible to make a quantum difference in the lives of these youths. We learned that it takes a critical mass of service, support, nurturing, incentives, creativity, caring, compassion, and especially patience. And, we learned that the impacts on young people gain strength over time. This is an important lesson for policymakers, who customarily seek immediate feedback about program success or failure. Premature examination would have labeled this program a failure."

This report has been part of the Tutor/Mentor Connection library since we received it in 1995. It demonstrates what's possible when a core group of people make a deep commitment to young people, and are well supported by donors who share that commitment.

READY BY 21 - A CALL TO ACTION
http://www.readyby21.org/what-ready-21
From the web site: "Ready by 21® is a set of innovative strategies developed by the Forum for Youth Investment that helps communities improve the odds that all children and youth will be ready for college, work and life."

RECONNECTING YOUTH PROJECT - EVIDENCE GAP MAP
https://reconnectingyouth.mdrc.org/
From the website: "The Reconnecting Youth Project aims to systematically understand what programs and practices are  operating in the United States to support these young people, often referred to as 'disconnected youth' or 'opportunity youth'.  The site hosts a "Compendium of Programs", which is a searchable database that provides summary information about 78 programs serving young people who are disconnected.  It also hosts an "Evidence Gap Map' which is a collection of 60 studies about programs serving young people who are disconnected."

REDUCING HIGH SCHOOL DROP OUT RATE THROUGH EMPLOYER STUDENT/MENTOR PROGRAM
https://eric.ed.gov/?id=ED376406
This 1994 report still includes ideas that can be used to support youth tutoring and/or mentoring programs that engage business volunteers and aim to help keep youth in school and moving toward jobs and careers

ROCA - DISRUPTS CYCLE OF INCARCERATION AND POVERTY (BOSTON)
https://rocainc.org/how-we-do-it/our-intervention-model/
From the web site: "Roca's mission is to disrupt the cycle of incarceration and poverty by helping young people transform their lives.  Roca's Theory of Change is that young people, when re-engaged through positive and intensive relationships, can change their behaviors and develop life, education, and employment skills to disrupt the cycles of poverty and incarceration."

SCHOOL TO PRISON PIPELINE - ACLU WEB SITE
https://www.aclu.org/issues/juvenile-justice/school-prison-pipeline/school-prison-pipeline?redirect=feature/school-prison-pipeline
From the web site: "The ACLU is committed to challenging the "school to prison pipeline," a disturbing national trend wherein children are funneled out of public schools and into the juvenile and criminal justice systems. Many of these children have learning disabilities or histories of poverty, abuse or neglect, and would benefit from additional educational and counseling services. Instead, they are isolated, punished and pushed out."  This is one of many issue areas the ACLU focuses on. Visit the web site to learn more.

THE EISENHOWER FOUNDATION - REPLICATING, EVALUATING AND COMMUNICATING WHAT WORKS RESTORING AMERICA’S PROMISE
http://www.eisenhowerfoundation.org/replicating
From the web site: "The Milton S. Eisenhower Foundation is the international, nonprofit continuation of the National Advisory Commission on Civil Disorders (the Kerner Riot Commission, after the big city riots of the 1960s) and the National Commission on the Causes and Prevention of Violence (the National Violence Commission, after the assassinations of the Reverend Martin Luther King, Jr. and Senator Robert Kennedy). The Foundation identifies, funds, evaluates, builds the capacities of and replicates multiple solution ventures for the inner city, the truly disadvantaged, children, youth and families. Through national policy reports, the Foundation communicates what works (and what doesn't) to citizens, media and decision makers. The Foundation also runs a strategic communications school for nonprofit organization staff and youth to help change political will and create action."

THE HIGH SCHOOL DROP-OUT EPIDEMIC VS BENEFITS OF COLLEGE EDUCATION
http://www.collegescholarships.org/blog/2013/03/24/solving-the-high-school-drop-out-epidemic/
This article provides a list of resources for learning more about the dropout crisis and for getting involved in actions that help youth move to college and careers.

THE MIDDLE SCHOOL ARCHIVE PROJECT - DALLAS, TX
https://schooltimecapsule.blogspot.com/
From the web site: "The best dropout prevention is for students to focus on their own story, their own future. The School Archive Project does that with a 10-year time-capsule and class-reunion plan designed to provide students one record of their story combined with a physical connection to their future. The goal is to help students visualize their story and better understand their natural ability to make the differences they want in their own lives through work.The best dropout prevention is for students to focus on their own story, their own future. The School Archive Project does that with a 10-year time-capsule and class-reunion plan designed to provide students one record of their story combined with a physical connection to their future. The goal is to help students visualize their story and better understand their natural ability to make the differences they want in their own lives through work.

$100 MILLION UPMC COMMITMENT TO FUND HS GRADS VIA PITTSBURGH PROMISE
https://pittsburghpromise.org/
From the web site: "In 2007, UPMC announced a $100 million commitment to help students graduating from Pittsburgh Public Schools further their education after high school. Developed by the city of Pittsburgh and the Pittsburgh Public Schools, The Pittsburgh Promise is designed to give graduates of Pittsburgh’s public high schools the means to pursue postsecondary education, regardless of family income, at an accredited post secondary institution in Pennsylvania. Read more at https://www.upmc.com/about/community-commitment/pittsburgh-promise

1.3 MILLION HOMELESS STUDENTS IN US - 2019 REPORT
click here
From the web site: "This is the latest article in The 74’s ongoing ‘Big Picture’ series, bringing American education into sharper focus through new research and data. This article shows that More than 1.3 million public school students experienced homelessness during the 2016-17 school year, a 7 percent increase over three years ago and the largest number ever recorded. Over the past decade, the population of students experiencing homelessness has spiked by a startling 70 percent."

21ST CENTURY SKILLS EVERY STUDENT NEEDS - 2017 ARTICLE
https://www.weforum.org/agenda/2016/03/21st-century-skills-future-jobs-students
The graphics and charts in this World Economic Forum article provide a clear list of skills and habits that need to be learned by students and adults.

99 PROBLEMS FACING HIGHER ED - 2018 SALON.COM ARTICLE
click here
This article begins as a commentary about media coverage of "left-wing" college student protests. Then it provides a list of 99 issues that it feels are more important to talk about, starting with Tuition,  Student Loan Debt, Housing Costs\ and Hunger. Each topic is linked to an article, which makes this a valuable resource for anyone researching this issue. 

A BETTER CHICAGO - STATE OF OUR YOUTH 2025 REPORT
https://www.abetterchicago.org/reports-and-insights/state-of-our-youth-2025
This 2025 report provides extensive data showing the "Sate of Chicago Youth" and should be read by all who are concerned with the future of the city.  In the summary the authors wrote "Chicago is among the major cities that continues to experience uneven investments and development across neighborhoods, resulting in inadequate access to essential services and disparities in economic, education and health outcomes. The data in this report reveals how these historical patterns continue to have a disproportionate negative impact on communities of color."  Download the report from the A Better Chicago website.

A NEW APPROACH: SOCIAL DETERMINANTS OF EDUCATION (2020 ARTICLE)
https://medium.com/rs21/social-determinants-of-education-covid-19-and-responding-to-student-needs-42cf9efb2a0
In the health care field the concept of "Social Determinants of Health" has been conceptualized as a broader framework for understanding and addressing health issues.  In this article RS21 outlines the concept of "Social Determinants of Education" and talks about a comprehensive data dashboard that can help school systems understand and address short and long- term issues related to student outcomes.

ADDRESING SOCIAL DETERMINANTS TO ENSURE ON-TIME GRADUATION (2016 ARTICLE)
https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/%202017/01/13/social-determinants-and-graduation
From the article "This policy statement addresses the social determinants that affect on-time  high school graduation. Educational attainment is a leading social determinant of health (and economic viability), yet analyses of place-based statistics indicate that other social determinants such as housing and employment, food security, access to health care, neighborhood and built environment characteristics, and violence are also significant factors in on-time graduation rates."  Read more.

AN UNDERSTANDING OF SOCIAL DETERMINANTS OF LEARNING (TM)
https://journals.lww.com/neponline/Fulltext/2021/07000/Developing_a_Social_Determinants_of_Learning_3.aspx?WT.mc_id=HPxADx20100319xMP
From the article: "the aim of this study was to propose a framework, social determinants of learning (TM), an actionable model to address learning disparities and expand learning opportunities to support nursing student diversity, equity, and inclusion."  Read this along with the Social Determinants of Education articles.

2015 ARTICLE ABOUT SOCIAL DETERMINANTS OF EDUCATION 
https://www.youngedprofessionals.org/yep-dc-recess-blog/the-social-determinants-of-education
Think of all the factors that influence a child during her lifetime that influence student learning and success in the adult world and the workforce. Read this article to help understand the concept of "Social Determinants of Education". 

A GENERATION OF SCHOOL CLOSINGS IN CHICAGO - WBEZ 2018 ARTICLE
https://interactive.wbez.org/generation-school-closings/?
This article leads of with "In the time it has taken for a child to grow up in Chicago, city leaders have either closed or radically shaken up some 200 public schools — nearly a third of the entire district — a comprehensive new tally by WBEZ finds. These decisions, defended as the best and only way to improve chronically low-performing schools or deal with serious under-enrollment, have meant 70,160 children — the vast majority of them black — have seen their schools closed or all staff in them fired.   That's more than all of the students and schools in Boston." Take some time to read it. 

A NATION AT RISK - AFTER 25 YEARS. ON EPI SITE.
https://www.epi.org/publication/webfeatures_viewpoints_nation_at_risk_25/
The Economic Policy Institute, a nonprofit Washington D.C. think tank, was created in 1986 to broaden the discussion about economic policy to include the interests of low- and middle-income workers. Today, with global competition expanding, wage inequality rising, and the methods and nature of work changing in fundamental ways, it is as crucial as ever that people who work for a living have a voice in the economic discourse.

The article we're pointing to was written by Richard Rothstein and EPI associate. The full text is at  http://www.cato-unbound.org/2008/04/07/richard-rothstein/a-nation-at-risk-twenty-five-years-later/  
This site is full of articles like this so add it to your reading list.

A NEW DAY FOR LEARNING
https://www.edutopia.org/new-day-for-learning-two
From the article: In Edutopia's "New Day for Learning initiative, we dig even deeper to highlight four full-time-learning* programs that share common elements for success: project learning, community connections, and curriculum building." This series includes four different models with quite a bit of related information." While this is from 2008 the ideas are still relevant. 

ACADEMIC, SOCIAL, AND EMOTIONAL LEARNING (CASEL)
https://casel.org/
Collaborative for Academic, Social, and Emotional Learning (CASEL) focuses on the social and emotional learning (SEL) needs of children and youth and shows school-family partnerships that attempt to address these needs

AMERICAN INSTITUTE OF RESEARCH (AIR) - P-12 EDUCATION AND SOCIAL DEVELOPMENT
https://www.air.org/our-work/education
From the web site: "We help children and youth do better in the classroom and in life by supporting educators and social service professionals, families and students, leaders and policymakers, to identify effective education programs and resources; to develop policies and services that promote well-being; and ultimately, to translate evidence into action. We work within and foster collaboration across systems—mental health/substance abuse, juvenile justice, child welfare, health, and education—strengthening their capacity to use evidence–based strategies.  AIR’s merger with Learning Point Associates in 2010 demonstrates its ongoing commitment to education research, evaluation, and technical assistance."

AMERICA'S PUBLIC SCHOOLS HIGHLY SEGREGATED - SEE MAPS
https://www.urban.org/urban-wire/americas-public-schools-remain-highly-segregated
These maps in this article show that America’s public schools are still highly segregated by race and income, with the declining share of white students typically concentrated in schools with other white students and the growing share of Latino students concentrated into low-income public schools with other students of color.

ANNENBERG INSTITUTE - KNOWLEDGE LIBRARY
https://www.annenberginstitute.org/topics/accountability
From the web site: "In pursuit of more just and flourishing societies, the Annenberg Institute seeks to integrate and expand the range of work at Brown, re-envisioning how universities can enrich educational systems for the benefit of children and youth. The Institute strives to equalize and improve educational opportunities. By bringing together diverse thinkers to tackle difficult problems, the Institute advances the broader field: harnessing the power of Brown’s community to develop education leaders, building actionable knowledge through systematic research, partnering with educators and policy-makers for local impact, and encouraging robust civic discourse."  This link points to an extensive library of research articles.

BEST EDUCATION PRACTICES CLEARINGHOUSE IS ONLINE MANUAL OF WHAT WORKS WITH TRIO AND GEAR UP STUDENTS
https://besteducationpractices.squarespace.com/
From the website: "We are the first group of federally-funded programs to create our own best practices clearinghouse. Rather than relying on practices developed by others, we created an online program manual of what works with our TRIO and GEAR UP students."

BEYOND THE SCHOOL BUILDING:  EXAMINING THE ASSOCIATION BETWEEN OUT-OF-SCHOOL FACTORS AND MULTIDIMENSIONAL SCHOOL GRADES (2024)
https://epaa.asu.edu/index.php/epaa/article/view/8497
Research by Nandrea Burrell and Erica Harbatkin of Floriday State University examines impact of non-school factors beyond a schools locus of control on school performance grades.  As you read this research view the links in this article on the Tutor/Mentor blog. 

BRIDGES4KIDS - EXTENSIVE WEB LIBRARY
https://www.bridges4kids.org/About.html
From the web site: Bridges4Kids is "A non-profit parent organization providing an internet-based system of information and referral for parents and professionals working with children from birth through transition to adult life.  Bridges4Kids operates a comprehensive website providing parents, educators, and others the information they need to help children who might be at-risk or have special needs. It is updated daily and includes information on child development, education issues and opportunities, and extensive disability, gifted, at-risk, parenting, and teaching resources. Choose the "search" function on our menu to search the entire site for the information you need."

BRINGING TOGETHER RESOURCES STUDENTS NEED TO LEARN - BLOG
click here
This article from the Community Works Institute (CWI)  blog talks about the social emotional needs of students and how two researchers are trying to address this.

BROADER, BOLDER APPROACH TO EDUCATION
http://www.boldapproach.org/
From the web site: "The Broader, Bolder Approach to Education is a national campaign that advances evidence-based strategies to mitigate the impacts of poverty-related disadvantages on teaching and learning. We work with diverse communities to elevate examples of comprehensive approaches to education so that our public school system ensures every child an excellent and equitable education". 

BUILDING A NEW STRUCTURE FOR SCHOOL LEADERSHIP
https://www.gse.harvard.edu/news/uk/08/05/building-new-structure-school-leadership
From the web site: This 2008 article is "Based on the essay "Building a New Structure for School Leadership," from Harvard Graduate School of Education Professor Richard Elmore's book, School Reform from the Inside Out: Policy, Practice, and Performance (Harvard Education Press, 2004)."

BUILDING A COMPREHENSIVE SYSTEM OF STUDENT LEARNING SUPPORTS - 2023 UCLA CENTER PDF
https://smhp.psych.ucla.edu/pdfdocs/briefguide.pdf
Poverty is increasing in the United States.  UCLA Center for Mental Health in Schools asks "What role will schools choose to play in efforts to enhance equity of opportunity so that these children can succeed in school and beyond?"  This PDF shows a comprehensive plan for building student/learning supports.  

CALIFORNIA UNDERPERFORMING SCHOOLS - 2010 REPORT
click here
This report illustrates how the there are "vast disparities in achievement, particularly among chronically underperforming schools serving thousands of Latinos, African-Americans, and English learners" in California, as well as Illinois and other states.

CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING - SCHOOL IMPROVEMENT RESOURCES
https://www.carnegiefoundation.org/
From the web site: "Carnegie advocates for the use of improvement science to accelerate how a field learns to improve. Improvement science deploys rapid tests of change to guide the development, revision and continued fine-tuning of new tools, processes, work roles and relationships. Improvement science is explicitly designed to accelerate learning-by-doing. It's a more user-centered and problem-centered approached to improving teaching and learning.

CARNEGIE MATH PATHWAYS
https://carnegiemathpathways.org/
From the web site: Mission  is "Empowering ALL students to reach their college and career goals by transforming their mathematics learning experience."  Supports a "network of faculty members, researchers, designers, students, and content experts to create a new system to increase student success in developmental mathematics." 

CENSUS 2000 SCHOOL DISTRICT SPECIAL TABULATION - PROXIMITYONE
http://www.proximityone.com/childrens_demographics/guide/
From the ProximityOne web site - "We develop, provide access to, and analyze "resources to create and apply insight." Our geographic-demographic-economic data and analytical tools can help you knit together and use diverse data in a decision-making and analytical framework. Our demographic-economic estimates and projections can help you better understand the current situation/area characteristics and how areas of interest might change in the future. We offer geocoding tools and services to geocode address data that can then be visually analyzed in maps and otherwise to facilitate impact and geospatial analyses." This link points to a page with data mainly focused on the Census 2000 School District Special Tabulation data.

CENTER FOR SOCIAL ORGANIZATION OF SCHOOLS (CSOS) AT JOHNS HOPKINS U
https://education.jhu.edu/csos/
From the web site: Founded more than 50 years ago at Johns Hopkins University, the Center for Social Organization of Schools, now part of the Johns Hopkins School of Education, concentrates its considerable research and development resources on improving low-performing schools and the education they offer their students.".

CHICAGO PUBLIC SCHOOLS DATA SOURCES - GOOGLE DOC
click here
This Google doc is a listing of resources shared by The Chicago Public Education Fund at at May 2018 Chicago City Data User Group meeting.

CHRONIC SCHOOL ABSENCE ACROSS THE UNITED STATES - INTERACTIVE MAP
https://www.hamiltonproject.org/charts/chronic_absence_across_the_united_states
With this interactive resource you can zoom into the state, city and individual school level to see chronic school attendance rates. Use for understanding problem and focusing on solutions. This article shows how to use the map: https://tinyurl.com/The74-ChronicAttendanceMap

CLOSING THE BLACK-WHITE ACHIEVEMENT GAP
https://www.epi.org/publication/books_class_and_schools/
Class and Schools: Using Social, Economic, and Educational Reform to Close the Black-White Achievement Gap  by Richard Rothstein . In his preface for the book, Lawrence Mishel, President, Economic Policy Institute, writes, "In this book, Richard Rothstein asks us to view the black-white and low- to middle-income achievement gaps with a wider lens. His revealing and persuasive analysis of how social class shapes learning outcomes forces us to look at the differences in learning styles and readiness across students as they enter school for the first time. Further, he prods us to consider the influence of income, health, safety and other gaps affecting students as they proceed through school."

COALITION OF ESSENTIAL SCHOOLS - BENCHMARKS
http://essentialschools.org/benchmarks/
From the web site: "The CES School Benchmarks are designed to address the challenge of helping schools translate the Coalition’s guiding tenets, the Common Principles, into practice by describing what the work of the Coalition “looks like.” The benchmarks are divided into two categories—Classroom Practices and Organizational Practices. Classroom Practices are focused on instruction and address the question “What does a CES classroom look like?” by sharing how each practice is reflected in teacher work and student outcomes. Organizational Practices are those school-wide practices that support and enable the Classroom Practices."

COLLEGE BOARD - ADVOCACY & RESEARCH
https://www.collegeboard.org/advocacy
The goal of this College Board initiative is that "All students should have access to an affordable and successful college experience. We offer recommendations to improve and simplify the financial aid system so that enrollment and full participation in college is possible for all students."

COLLEGE-GOING GAP BETWEEN BLACK AND WHITE AMERICANS WAS ALWAYS BAD. IT'S GETTING WORSE.  2023 USA TODAY ARTICLE
https://www.usatoday.com/story/news/education/2023/05/15/college-student-gap-between-black-white-americans-worse/70195689007/
This in-depth article shows college attendance and graduation challenges facing minority youth from high poverty areas.  


COLLEGE ISN’T A CURE FOR THE US's RACIAL WEALTH GAP - 2018 ARTICLE
https://www.weforum.org/agenda/2018/07/college-isn-t-a-cure-for-the-racial-wealth-gap
This article from the World Economic Forum talks about a 2017 study, published in the Federal Reserve Bank of St. Louis Review, in which researchers decided to dig deeper into the question of how much impact college has on closing the racial wealth gap, and determined that over time, that college degrees contribute to wealth accumulation for white graduates—but not black graduates.  Read the article. 

COMMON GOOD FORCASTER - EXPLORE HOW EDUCATION AFFECTS US ALL.
https://measureofamerica.org/forecaster/
Use this interactive web site to explore how education affects us all. This is a very cool web site.

COVID19 IS HAVING DEVASTATING IMPACT ON CHILDREN - DEC. 2020 ARTICLE
click here
This NBC News article talks about the negative impact Covid19 has had on children and how it may continue well into the future.  

CRACKS IN THE EDUCATION PIPELINE
click here
From the publication: "We can no longer afford the inequities that have long characterized our system of education. According to Charles E.M. Kolb, the pipeline isn't just leaking; it is gushing.   As our need for educated workers grows, the American workforce is going to come increasingly from the ethnic groups that have been least well served at all levels of American education. By 2020, some 30 percent of our working-age population will be African-American or Hispanic, nearly double the percentage in 1980. And for these students, writes Charles E.M. Kolb, the pipeline isn't just leaking; it is gushing. With their eyes on the global competition, America's business leaders may be uniquely positioned to appreciate the urgency of the current situation. It is, thus, incumbent upon them to make the case to politicians and the public for systemic higher education reform -- for the investments necessary to ensure that (1) more students receive better preparation for higher education, (2) institutions of higher education are affordable, particularly for disadvantaged students, (3) colleges and universities have the commitment and capacity to educate all students who are motivated and eligible to attend, and (4) financial and academic support is provided to help students graduate.

CRITICAL THINKING: HOW DO WE TEACH IT?
https://www.learningscientists.org/blog/2019/2/28/can-we-teach-critical-thinking
This is an article by by Althea Need Kaminske , from 2019.

DANA CENTER AT UNIVERSITY OF TEXAS WORKS TO IMPROVE EDUCATION
https://www.utdanacenter.org/who-we-are
From the web site:  "The Dana Center collaborates with local and national entities to improve education systems so that they foster opportunity for all students, particularly in mathematics and science. We are dedicated to nurturing students' intellectual passions and ensuring that every student leaves school prepared for success in postsecondary education and the contemporary workplace—and for active participation in our modern democracy."

DATA POINTS: BLACK STUDENTS DECLINING AT CHICAGO'S TOP PUBLIC HIGH SCHOOLS AND IN CPS OVERALL
click here
2018 Metropolitan Chicago Planning Council report shows decline of African American students at top schools and throughout the entire system. 

DEEPER LEARNING - WHAT IS THIS?
https://hewlett.org/library/deeper-learning-advocacy-cluster-evaluation/
From the web site: "The Hewlett Foundation seeks to help student compete globally and become engaged citizens at home. To that end, we work to align K-12 schools in the U.S. to deliver and measure deeper learning—a set of six interrelated competencies: mastering rigorous academic content, learning how to think critically and solve problems, working collaboratively, communicating effectively, directing one’s own learning, and developing an academic mindsets — a belief in one’s ability to grow."

DEFINING THE SKILLS CITIZENS WILL NEED IN THE FUTURE WORLD OF WORK (2021 ARTICLE)
click here
From the website: "Research by McKinsey Global Research identified a set of 56 foundational skills that will benefit all citizens and showed that higher proficiency in them is already associated with a higher likelihood of employment, higher incomes, and job satisfaction." The article describes the research and the foundational skills and offers recommendations.  


DIFFERENT TYPES OF SCHOOLS: PUBLIC, CHARTER, PRIVATE, INDEPENDENT, ETC.
click here
This article provides a brief description and differentiation between different types of k-12 schools serving more than 52 million US students a year.

DIGITAL EDUCATION AFTER COVID-19 - PDF
http://der.monash.edu/lnm/wp-content/uploads/2020/06/TECHLASH-01-COVID-education.pdf
This PDF focuses on issues of digital education and learning that need to be discussed as the world focuses on a post Covid-19 future.  Will education technology companies and business interests dominate or will school leaders, parents and policymakers join together to re-imagine the future of learning and the social benefits of education systems. This is from the Digital Education Research (DER) department at Monash University in Australia. 

DIGITAL PROMISE RESEARCH MAP
https://researchmap.digitalpromise.org/
One of the resources on this site is a huge library of research and ideas that anyone can use to build better programs to help young people.  The site uses innovative visualizations to help people navigate the information on the site. Take a look. 

DIGITAL REDLINING - LIMITING OF LEARNING OPPORTUNITIES
https://www.commonsense.org/education/articles/digital-redlining-access-and-privacy
Just as housing redlining restricted lending and where people of color lived in US cities, digital redlining is restricting what youth from low-income backgrounds, and those who attend community colleges in America. Read the article and build your understanding of this issue.

DIGITAL PUBLIC INFRASTRUCTURE - A POTENTIAL GAME CHANGER FOR CHILDREN - 2023 WORLD ECONOMIC FORUM ARTICLE 
https://www.weforum.org/agenda/2023/01/digital-public-infrastructure-is-a-gamechanger-for-children/
This article talks about  how "using digital technologies to create a digital public infrastructure can help us create a society where all children are included and have agency, opportunity and their rights fulfilled, without discrimination."  Read more. 

DISSECTING THE SOARING GRADUATION RATE FOR BLACK BOYS IN CHICAGO
https://interactive.wbez.org/2019/graduation-rates/
Chicago Public Schools boast growing graduation rates, but are these numbers totally true? This 2019 WEBZ article looks deeper at the graduation rates for Black Boys in Chicago. 

DISTRICT ADMINISTRATION - RESOURCE FOR SCHOOL LEADERS
https://districtadministration.com/
From the web site: "District Administration, (DA), is the most widely received and most regularly read publication for school district leaders nationwide in print and digital publishing." 

ECONOMIC SEGREGATION RISING IN US PUBLIC SCHOOLS
https://www.csmonitor.com/USA/Education/2010/0527/Economic-segregation-rising-in-US-public-schools
From the web site: "The share of public schools with high concentrations of poor students jumped from 12 to 17 percent in eight years, a federal report shows. Economic segregation is tied to the persistent achievement gap." 

EDGAP.ORG MAP SHOWS ACT SCORES AND POVERTY LEVELS FOR 19 CITIES
https://www.edgap.org/#11/41.8340/-87.7322
From the web site: "This map is a visualization of average high-school SAT and ACT scores and median household income. Each circle on the map is a high school with at least 150 students, and the size and color of the circle give information about the average college-readiness scores at this school. The circles change from red to green and increase in size as scores go up; the blue background gets darker with increasing household income. Students are not considered college ready until they have ACT scores of about 21 or higher and/or SAT scores of about 1000 or higher."

EDUCATING ALL LEARNERS ALLIANCE - FOCUS ON STUDENTS WITH DISABILITIES
https://educatingalllearners.org/
From the website: "Coronavirus is posing unprecedented challenges to public schools around the country. To help ensure the continuity of special education services during remote instruction and to spotlight best practice approaches for schools and educators, an alliance of national education organizations has come together to ensure equity for all learners."  Created in 2020.  

EDUCATION AND POVERTY: WE MUST ACKNOWLEDGE THAT POVERTY HAMPERS EDUCATION"
click here
The title of this article is "To Help Disadvantaged Children Learn, We must Acknowledge that Poverty Hampers Education." Written by Helen F. Ladd, a professor of economics at Duke University. 

EDUCATION ATTAINMENT OECD REPORT - 2013
click here
This report by the Organization for Economic Co-operation and Development (OECD)provides a wealth of data that can be used to understand education levels in the US and other countries.

EDUCATION CAN'T SOLVE POVERTY—SO WHY DO WE KEEP INSISTING THAT IT CAN?
https://www.alternet.org/2017/09/education-cant-solve-poverty/
Interview with Harvey Kantor, starts with "Wages are down and unions are weaker than ever, but still the myth that education can fix poverty persists." Worth listening to. Text is included.

EDUCATION DATA WEB SITE - U.S. DEPARTMENT OF EDUCATION - ARCHIVE
https://www.ed.gov/open/plan/data-ed-gov
From the web site: "Data.ed.gov is part of the Department of Education's (ED) Open Government initiative to make high-value data sets publicly available in user-friendly, machine-readable formats. Data.ed.gov organizes, makes accessible, and highlights data from ED's diverse set of programs. It will serve as a one-stop shop for education data, allowing practitioners, researchers, and the public to access data that can inform their work in classrooms and communities across America."

EDUCATION DEVELOPMENT CENTER, INC. - EXPANDING ACCESS TO QUALITY EDUCATION
https://www.edc.org/our-work
From the web site: "EDC's work around the world achieves sustainable impact; promotes research-based interventions;  designs effective digital technology;  builds scalable solutions and more to open doors to education, employment, and healthier lives for millions of individuals." Browse the site to learn more.

EDUCATION FOR ALL - EDUCATION ISSUES AND STATISTICS THROUGHOUT WORLD
http://visualdata.dw.com/specials/bildung/en/
This German based web site contains several sub sections with information about education attainment and access for every country in the world.

EDUCATION IS OVER (DUE TO 2020 PANDEMIC) - OPINION
https://medium.com/regenerative-global/education-is-over-8b9d57502b2c
The author of this article, William Rankin, suggests that the "education system" of the past 50 years, never worked, and now due to the Covid19 pandemic, has the opportunity to be completely re-imagined. Take a look. 

EDUCATION NORTHWEST - RESEARCH BASED SOLUTIONS
https://educationnorthwest.org/
From the web site: "Our mission is to improve learning by building capacity in schools, families, and communities through applied research and development.  Chartered in 1966 as Northwest Regional Educational Laboratory, Education Northwest now conducts nearly 200 projects annually, working with schools, districts, and communities across the country on comprehensive, research-based solutions to the challenges they face."

EDUCATION POLICY INSTITUTE (EPI)
https://educationalpolicy.org/about/
From the web site: "At the Educational Policy Institute, our focus is simple: work diligently and in close partnership with our clients to ensure that the best and most useful outcomes are made possible. We have specialized expertise in policy analysis, program evaluation, and research design. EPI has worked with hundreds of institutions and organizations over the years to help them improve practices and policies. We are committed to data-driven, research-based practices and the highest levels of professionalism."

EDUCATION TRUST (THE) - CLOSING ACHIEVEMENT GAP
https://edtrust.org/
From the web site: "The Education Trust promotes high academic achievement for all students at all levels — pre-kindergarten through college. Our goal is to close the gaps in opportunity and achievement that consign far too many young people — especially those from low-income families or who are Black, Latino, or American Indian — to lives on the margins of the American mainstream."

EDUCATIONAL TECHNOLOGY NOT LEVELING PLAYING FIELD
https://hechingerreport.org/educational-technology-isnt-leveling-playing-field/
This article illustrates how important mentors, coaches and extra adults are to how young people use technology for learning. 

EDUCATIONALIZING THE WELFARE STATE AND PRIVATIZING EDUCATION: THE EVOLUTION OF SOCIAL POLICY SINCE THE NEW DEAL
click here
This paper by Harvey Kantor and Robert Lowe starts with this statement "BELIEF IN THE capacity of public education to redress unequal opportunity and eliminate poverty is one of the most distinctive features of American social policy. It is especially evident in No Child Left Behind (NCLB), which has invoked an equality-of-results test of public school performance that neglects conditions inside and outside the schools that contribute to inequality." The paper looks at how this belief developed since the 1960s.

EDUCAUSE - RESEARCH INCLUDES NMC (NEW MEDIA CONSORTIUM)
click here
From the web site:  "EDUCAUSE is a nonprofit association whose mission is to advance higher education through the use of information technology.  EDUCAUSE helps those who lead, manage, and use information technology to shape strategic decisions at every level. EDUCAUSE actively engages with colleges and universities, corporations, foundations, government, and other nonprofit organizations to further the mission of transforming higher education through the use of information technology."

EDUTOPIA NEWS - CORE STRATEGIES FOR INNOVATION AND REFORM IN LEARNING
https://www.edutopia.org/about/core-strategies
From the web site: "Edutopia, a project of The George Lucas Educational Foundation, is dedicated to transforming the learning process by helping educators implement the strategies below. These strategies -- and the educators who implement them -- are empowering students to think critically, access and analyze information, creatively problem solve, work collaboratively, and communicate with clarity and impact." 

EXPANDING THE SYSTEM OF LEARNING SUPPORTS PDF
http://smhp.psych.ucla.edu/pdfdocs/systemic/frameworksforsystemictransformation.pdf
Re: Frameworks for Transforming How Schools Offer Student and Learning Supports. Howard Adelman & Linda Taylor at the Center for Mental Health in Schools at UCLA have been receiving requests for a compilation of the frameworks they have developed with respect to the systemic transformation of student and learning supports. So, they have developed a new resource aid that (1) highlights four fundamental, systemic concerns related to transforming student and learning supports and (2) offers frameworks for addressing them.

FORDHAM INSTITUTE FOR EDUCATION EXCELLENCE - RESEARCH AND COMMENTARY
https://fordhaminstitute.org/
From the web site: "The Thomas B. Fordham Institute and its affiliated Foundation promote educational excellence for every child in America by focusing on three policy areas: High Expectations, Quality Choices, and Personalized Pathways. We believe that all schools that are supported with public funds should be held accountable for helping their students make academic progress from year to year; that all parents deserve to have a range of high-quality options, as well as reliable information with which to make the best choice for their children; and that students have a variety of needs, interests, and ambitions, so our K–12 education system ought to reflect this."

FORDHAM INSTITUTE  -  EXPLAINING ACHIEVEMENT GAPS:  THE ROLE OF SOCIAOECONOMIC FACTORS - 2024 RESEARCH
https://fordhaminstitute.org/national/research/explaining-achievement-gaps-role-socioeconomic-factors
The research looks at racial achievement gaps in schools and changes over the past 20 years.  The introduction starts with "Racial achievement gaps in schools are well documented and remain a significant cause of concern in education. Troubling too is that the role of socioeconomic disparities in mediating these gaps remain unresolved."

GATEWAY TO COLLEGE - BLOG
https://gatewaytocollege.org/blog/
From the web site: "Gateway to College National Network supports communities in building sustainable pathways for disconnected youth (former high school dropouts) to a high school diploma and a meaningful college credential."  Merged with Achieving the Dream in 2019.

GETTING SMART - NEW PATHWAYS FOR AMERICAN SCHOOLS
https://www.gettingsmart.com/
From the website: "The #NewPathways campaign is a road map for American schools, where every learner, regardless of zip code, is on a pathway to productive citizenship, high wage employment and economic mobility, and a purpose-driven life."  Browse the website to see how these goals are being achieved. 

GOALS OF EDUCATION - NOT JUST TEST SCORES - PDF
https://files.ascd.org/staticfiles/ascd/pdf/journals/ed_lead/el200905_rothstein.pdf
"Measuring Social Responsibility" challenges educators and policy makers to think beyond test scores as they look for accountability in education.   Read the article by Richard Rothstein and Rebecca Jacobsen. 

GREAT SCHOOLS WEB SITE SHOWS SCHOOL PERFORMANCE INFO
https://www.greatschools.org/
From the web site: "GreatSchools is the leading national nonprofit empowering parents to unlock educational opportunities for their child.  GreatSchools’ trusted ratings and school information help parents find the right school for their family and improve schools in their communities. The thousands of articles, tips and interactive tools help parents support their child’s learning and wellbeing every day.  Families, community leaders and policy-makers turn to GreatSchools for the school information they need to guide children to great futures."

HAS HIGHER EDUCATION BECOME AN ENGINE OF INEQUALITY
https://www.chronicle.com/article/has-higher-education-become-an-engine-of-inequality/
This Chronicle of Higher Education page hosts a set of articles and opinions on this topic.

HOTEL (HOLISTIC APPROACH TO TECHNOLOGY ENHANCED LEARNING)
http://hotel-project.eu/The_Innovation_model
From the web site: "The HoTEL (Holistic Approach to Technology Enhanced Learning) project originates from the observation that most of the TEL research so far has concentrated mainly on the development of ad hoc technologies for learning, failing to capture both the potential adoption of emerging technologies not originally designed for learning in education and training environments and the innovative use that is made of technologies in non-formal and informal ways of learning and the extent to which this could be transferred/adapted to formal learning environments.

HOW 20 YEARS OF EDUCATION REFORM HAS CREATED GREATER INEQUALITY (IN THE USA) - SSIR ARTICLE
https://ssir.org/articles/entry/how_20_years_of_education_reform_has_created_greater_inequality
This 2020 article describes "how standardized testing, gentrification, school choice, and economic downturn since the late 1990s have widened inequality to create an existential threat to democracy." It ends with suggestions of "What we can do.". Written by Michael A. Seelig. EdD, education policy director and senior advisor to the president of Medgar Evers College of the City University of New York.  

HUMAN RESTORATION PROJECT - RESTORING HUMANITY TO EDUCATION
https://www.humanrestorationproject.org/
From the website: "The Human Restoration Project (HRP) is a non-profit organization (501(c)3 status pending) aimed at transforming school systems, restoring students as human beings rather than a vessel for standards. Led by educators Chris McNutt and Nick Covington, HRP provides free school resources, conferences, podcasts, writings, and various materials geared toward changing mindsets in education."   "The Human Restoration Project defines progressive education as a series of systems, not strategies."  On the home page of this website you can read about 15 systems they feel need to change.   
Check out the research database on this site: https://www.humanrestorationproject.org/research

ILLINOIS EARLY LEARNING PROJECT WEB SITE
https://illinoisearlylearning.org/
From the web site: "The Illinois Early Learning Project Web site is a source of evidence-based, reliable information on early care and education for parents, caregivers, and teachers of young children in Illinois."

INFLUENCE OF RELIGION UPON ACADEMIC PERFORMANCE OF YOUTH IN DISADVANTAGED COMMUNITIES - PDF
http://www.baylorisr.org/wp-content/uploads/ISR-Making-Grade_071.pdf
This 2001 report is titled:  "Making the Grade: The Influence of Religion Upon the Academic Performance of Youth in Disadvantaged Communities*"   The information is as relevant today as when the report was written. 

INFORMATION AND RESOURCES TO THE PARENTS AND EDUCATORS - ADLIT.ORG
https://www.adlit.org/about
From the web site: "Many of the nation's top education researchers have launched new studies into topics such as how best to teach reading in the academic content areas, how best to teach writing at the high-school level, and how best to support the literacy development of adolescent English language learners.  AdLit.org's mission is to distill this literacy research and share best-practice information to as many people as possible through the power and reach of the Internet.

INNOVATIVE K-12 SCHOOLS - THE CANOPY PROJECT
https://canopyschools.transcendeducation.org/research
From the website: "All across the country, novel and unconventional approaches to learning are making a difference for students. But where are they, and what impact are they making? Whether you’re a local school leader or national supporter of education, it can be hard to find schools to learn from, especially outside of your own network. The Canopy project launched in 2019 with the goal of building collective knowledge on a more diverse set of innovative schools across the country." View research and collected insights at this link. 

INSIDE HIGHER EDUCATION - ARTICLES SUCH AS DIGITAL LEARNING
https://www.insidehighered.com/transforming-teaching-and-learning
From the website: "Inside Higher Ed  mission is to serve all of higher education - individuals, institutions, corporations and non-profits - so they can do their jobs better, transforming their lives and those of the students they serve. "  This link points to a set of articles about digital learning.

INSIDE SCHOOL DATA - IMPACT OF BILLIONAIRES
click here
From the web site: "iWatch News analyzed performance data from 10 urban school districts  that received significant funding from the four billionaire  philanthropists seeking to reform education. The computer analysis  examined how graduation rates changed between 2002 and 2007—the most  recent years for which the data is available from the nationally  recognized Editorial Projects in Education Research Center. This Back to School for Billionaires article was written based on this IWatch News data.

INSTITUTE FOR EDUCATIONAL LEADERSHIP (IEL) - LEADS COALITION FOR COMMUNITY SCHOOLS
https://iel.org/resources/
From the web site: "The Institute for Educational Leadership (IEL) - a non-profit,  nonpartisan organization based in Washington, DC IEL leads the Coalition for Community Schools, an umbrella group of more than 200 local, state, and national partners that advocate for more coordinated, efficient, and effective delivery of opportunities and supports to students before, during, and after school and on weekends. IEL is connecting community with public education to support the learning and development of young people.  

INTEGRATION OF SCHOOLS BASED ON CLASS INSTEAD OF RACE - ARTICLE
click here
This NPR article discusses trends in school integration based on economic diversity rather than racial and shows benefits of both.

INVESTING IN SOCIAL & EMOTIONAL LEARNING
https://scefdn.org/#!our-work
From the web site: "SCE is invested in shaping an ecosystem of anytime, anywhere, 21st century learning to prepare youth to adapt and thrive in a rapidly changing and highly connected world. Through three primary programs—digital learning, social and emotional learning, and our catalyst grants—SCE connects talent and innovation with forces for positive change."

K–12 EDUCATION’S TOP TECH HURDLES TO INNOVATION
https://edtechmagazine.com/k12/article/2019/11/k-12-educations-top-tech-hurdles-innovation
This article in K-12 Education web site starts by saying "A recent report from the Consortium for School Networking (CoSN) identified five key roadblocks for K–12 schools’ digital transformation in 2020. Two of the top hurdles are the gap between technology and learning techniques, and a lack of foresight in considering how technologies on the horizon will impact teaching, learning and the world that awaits students after graduation. Three other barriers — scaling and sustaining innovation; instituting ongoing professional technology training; and digital equity — are related to these top hurdles.'  Click the link and read the full report. 

KNOWLEDGE WORKS FOUNDATION
https://knowledgeworks.org/policy/
From the web site: "As a leader in Strategic Foresight and educational transformation, KnowledgeWorks informs thought leaders and policymakers about the responsive policy environments that will ensure every student experiences meaningful personalized learning to succeed in college, career and life."

LUMIAR SCHOOLS - TRANSFORM THE FUTURE OF EDUCATION
https://lumiar.co/
From the website: "The Lumiar Methodology was created in 2003 by a group of avant-garde educators, who developed it as an initiative to transform education in the world. The first school was born in the city of Sao Paulo, Brazil, and today the method is present in several schools, public and private, in Brazil, England, Nigeria, India, among others."  

Note: I learned about this in this TED talk by Ricardo Semler.

LEVELING THE PLAYING FIELD - EXTENDED LEARNING -PDF
http://vue.annenberginstitute.org/sites/default/files/issues/VUE16.pdf
Leveling the Playing Field: The Promise of Extended Learning Opportunities and Supports for Youth, By Heidi Harris Lemmel and Robert Rothman is one of several articles in this pdf about extending learning in the out-of-school-time hours.

LIVING & LEARNING IN POVERTY - ARTICLES & LINKS
http://livinglearninginpoverty.blogspot.com/
From the web site: "This site is dedicated to storing and exploring all available research and resources related to poverty as it impacts the lives of children and the learning of children."  The site has links to many related resources. Make it part of your research.

LOUISIANA'S PLAN FOR STUDENT & LEARNING SUPPORTS
http://smhp.psych.ucla.edu/summit2002/ladesigndocument.pdf
The Louisiana State Department of Education has just released its design prototype document that will guide its work across the state in supporting development of a Comprehensive Learning Supports System. The document can be accessed on the UCLA Center for Mental Health in Schools web site.

LOWER-INCOME PARENTS CONCERNED ABOUT SCHOOL CLOSURES DUE TO COVID19
click here
This April 2020 article is titled "Lower-income parents most concerned about their children falling behind amid covid-19 school closures"  describes findings from a Pew Research Center Survey.

LUMINA FOUNDATION FOR EDUCATION - GOAL 2025
https://www.luminafoundation.org/
From the web site:  "The mission of Lumina Foundation for Education is to expand access and success in education beyond high school, particularly among adults, first-generation college going students, low-income students and students of color. This mission is directed toward a single, overarching big goal – to increase the percentage of Americans with high-quality degrees and credentials to 60 percent by the year 2025." 

MAPPING EXISTING COMMUNITY AND SCHOOL RESOURCES
http://smhp.psych.ucla.edu/qf/p2312_06.htm
This page is part of an extensive online resource center hosted by the UCLA Center for Mental Health in schools. It provides a list of resources and ideas for Mapping Existing School and Community Resources for Addressing Barriers to Learning.

MAPS SHOW "ISLAND (HIGH POVERTY)" SCHOOL DISTRICTS
https://www.governing.com/archive/gov-island-school-districts.html
This article shows "180 school districts across the country completely surrounded by a single larger district."  In most cases the "island" district has much higher rates of poverty, or affluence, than the surrounding area, contributing to inequality in education opportunities.

MASS INCARCERATION PUSHES BLACK CHILDREN FURTHER BEHIND IN SCHOOL
click here
This article in The Atlantic talks about a new 2017 study that "shows that the disproportionate imprisonment rates faced by people of color contribute to race-based inequalities in educational attainment."

MIDDLE GRADE INDICATORS OF READINESS IN CHICAGO PUBLIC SCHOOLS
click here
From the web site: "Grades and attendance—not test scores—are the middle grade factors most strongly connected with both high school and college success.  In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success.  This report follows approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school."

MILLIONS LEARNING PROJECT - SCALING UP QUALITY LEARNING AROUND WORLD
click here
From the web site: "The Millions Learning project seeks to identify where and how education interventions are scaling quality learning for children and youth in low- and middle-income countries around the world."

ERIC – EDUCATIONAL RESOURCES INFORMATION CENTER
http://web.archive.org/web/20210421001314/https://ies.ed.gov/ncee/projects/eric.asp
From the website: ERIC is an internet-based digital library of education research and information sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education. ERIC provides access to bibliographic records of journal and non-journal literature from 1966 to the present. ERIC's mission is to provide a comprehensive, easy-to-use, searchable Internet-based bibliographic and full-text database of education research and information for educators, researchers, and the general public.

NATIONAL INITIATIVE FOR TRANSFORMING STUDENT AND LEARNING SUPPORTS - UCLA CENTER RESOURCE
http://smhp.psych.ucla.edu/newinitiative.html
From the web site: "The aim of this ongoing initiative is to mobilize direct actions for (a) elevating school improvement policy discussion about ending the marginalization of student and learning supports and (b) moving toward transformation of such supports."  The UCLA Center contains an extensive web library, hosts a national list serve, publishes an email newsletter, and more. Browse the site. 

OPPORTUNITY TO LEARN CAMPAIGN - RESOURCES
http://schottfoundation.org/our-work/otl-network
From the web site: "Schott’s Opportunity to Learn Network (OTL) unites a nationwide coalition of Schott grantees and allied organizations working to secure a high quality public education for all students.  By creating a space to highlight and celebrate grassroots organizing, share success stories and provide resources, OTL strives to create real and substantial change in our public education system."

OVERCOMING POVERTY CHALLENGE - EVERYONE GRADUATES REPORT
http://www.every1graduates.org/overcoming-poverty-challenge/
From the web site: "This white paper focuses on an important and under-conceptualized thread in the weave of efforts needed to ensure that all students graduate from high school prepared for college and/or career training: enhanced student supports. It argues that in order to overcome the educational impacts of poverty – the poverty challenge, schools that serve high concentrations of low income students need to be able to provide direct, evidence-based supports that help students attend school regularly, act in a productive manner, believe they will succeed, overcome external obstacles, complete their coursework, and put forth the effort required to graduate college- and career-ready."

PARTNERSHIP FOR 21ST CENTURY LEARNING - A NETWORK OF BATTELLE FOR KIDS
https://www.battelleforkids.org/networks/p21
From the web site: "Battelle for Kids is a national not-for-profit organization committed to collaborating with school systems and communities to realize the power and promise of 21st century learning for every student." 

POVERTY, NOT EDUCATION, IS THE PROBLEM. USA REPORT
click here
This December 2013 report profiles "New studies show that the number of poor children is rising and the impact it has on learning."

PROMISE NEIGHBORHOOD PROGRAM - U.S. DEPT OF EDUCATION
https://www2.ed.gov/programs/promiseneighborhoods/index.html?exp=0
From the web site: "Promise Neighborhoods, established under the legislative authority of the Fund for the Improvement of Education Program (FIE), provides funding to support eligible entities, including (1) nonprofit organizations, which may include faith-based nonprofit organizations, (2) institutions of higher education, and (3) Indian tribes. The vision of the program is that all children and youth growing up in Promise Neighborhoods have access to great schools and strong systems of family and community support that will prepare them to attain an excellent education and successfully transition to college and a career." Visit the site to learn more.

PUBLIC SCHOOL REVIEW - FIND INFO ABOUT PUBLIC SCHOOLS
https://www.publicschoolreview.com/about-us
From the web site: "Public School Review provides free, detailed profiles of USA public schools and their surrounding communities. The site evaluates schools relative to each other and to state-wide averages for several key criteria like teacher:student ratios. The site can be particularly helpful for families who are moving and need to evaluate several potential schools, or for all parents who are exploring different pre-college educational options for their child."  The site has sections for parents, policy information, and issues facing public schools.

PUSH FOR NEW EQUITY MEASURES IN EDUCATION – 2021 REPORT
https://www.future-ed.org/wp-content/uploads/2021/11/FUTUREED_REPORT_EQUITY.pdf
This report looks at “expanding efforts to add to the education equation the myriad factors that research says contribute to student achievement.“

RACE AND THE SCHOOLING OF BLACK AMERICANS, 1992 ARTICLE
click here
This is an article I've had in my home library for many years. By adding it to my web library it's available to many others.  

RACE FOR RESULTS: BUILDING A PATH TO OPPORTUNITY FOR ALL CHILDREN
https://www.aecf.org/resources/race-for-results
From the web site: "In this 2014 policy report, the Annie E. Casey Foundation explores the intersection of kids, race and opportunity. The report features the new Race for Results index, which compares how children are progressing on key milestones across racial and ethnic groups at the national and state level."

REAPING THE REWARDS OF READING FOR UNDERSTANDING - 2020 REPORT
https://naeducation.org/reaping-the-rewards-of-reading-for-understanding-initiative/
From the website: "This National Academy of Education (NAEd) report synthesizes findings from scholarship conducted over the past decade as part of a large-scale federal investment by the U.S. Institute of Education Sciences (IES) to improve reading comprehension of U.S. students."

REDUCING COLLEGE DROP OUT RATE - ARTICLE
https://www.nytimes.com/2016/05/01/opinion/sunday/what-can-stop-kids-from-dropping-out.html
This April 2016  New York Times  article is titled "What Can Stop Kids from Dropping Out?" and focuses on college retention. 

REDUCTION IN LIBRARIANS IN CHICAGO PUBLIC SCHOOLS - ARTICLE & MAP
http://southsideweekly.com/school-librarians-shelved/
This Nov. 2016 article in Chicago's Southside Weekly news shows that drastic funding cuts have led to a reduction of full time librarians in many Chicago schools, and that high poverty, high minority areas are most affected. 

RELIGION AND EDUCATION AROUND THE WORLD - 2016 PEW REPORT
click here
From the report: "Large gaps in education levels persist, but all faiths are making gains – particularly among women".  Browse the report. It's full of charts showing education gains in different regions among different religious groups.

SCANS REPORT - 1991 EDUCATION GOALS TO BE ACHIEVED BY 2000
http://www.academicinnovations.com/report.html
The SCANS Report for America 2000 (issued in 1991) lists ten necessary skills that needed to be included and emphasized in every curriculum. This link points to a summary of recommendations.

SCHOOL FUNDING CALCULATOR - COMPUTING THE EFFECTS OF CHANGES TO STATE FUNDING FORMULAS
https://edfunding.urban.org/#about
From the web site: "School Funding formula parameters that adjust for district differences are important, but these adjustments may interact in ways that make it hard to understand overall effects on funding. To remedy this, we have built interactive models of funding formulas for Massachusetts, Nebraska, Texas, and Virginia." If this works for these states maybe it will be expanded to all 50 states.

SCHOOLS CAN'T DO IT ALONE:  REPORT ON CHILDHOOD POVERTY (2013)
https://truthout.org/articles/schools-cant-do-it-alone-why-doubly-disadvantaged-kids-continue-to-struggle-academically/
The full headline of this article is "Schools Can't Do It Alone: Why "Doubly Disadvantaged" Kids Continue to Struggle Academically:  A report on childhood poverty proves once again that no single measure can cure poverty's ills."  While this is a 2013 article the basic message is one the Tutor/Mentor Connection (1993-present) and Tutor/Mentor Institute, LLC (2011-present) have been sharing since the early 1990s. 

SCHOTT REPORT ON BLACK MALES IN PUBLIC EDUCATION - 2024
https://schottfoundation.org/wp-content/uploads/schott-foundation-black-males-report2024.pdf
This report looks at the disparities of high school graduation rates of Black Male students in the US vis other students and surfaces the persistent challenges that exist in far too many school districts.  The report calls for building "loving systems' to improve graduation rates and life outcomes.  

SOROS FOUNDATION FOCUS ON EDUCATION AND YOUTH
https://www.opensocietyfoundations.org/what-we-do/themes/early-childhood-and-education
From the web site: "The Open Society Foundations are committed to empowering young people by supporting efforts to increase access to quality education. From early childhood to higher education, we work to ensure young people from different backgrounds have equal access to education and to promote critical thinking, respect for diverse opinions, and free and open intellectual inquiry."  Visit the web site to learn more of its resources and programs.

SPARK THE LEARNING REVOLUTION
https://www.allkindsofminds.org/spark-the-learning-revolution
From the web site: "Changing the conversation from “how can we improve education?” to “how can we ensure learning for all students?” means framing the problem differently. And it means applying some revolutionary thinking to how we’re doing education now." 

STUDENT-CENTERED LEARNING APPROACHES HELP UNDERSERVED KIDS ACHIEVE
click here
From the web site: "While, nationally, students of color and low-income students continue to achieve at far lower levels than their more advantaged peers, some schools are breaking that trend. A new set of case studies conducted by the Stanford Center for Opportunity Policy in Education, or SCOPE,  at the Stanford Graduate School of Education looks at four of these schools in Northern California in which traditionally underserved students are achieving above state and district averages."

SUBURBAN SCHOOL DISTRICTS CAN HELP URBAN STUDENTS SUCCEED - 2021 ARTICLE
click here
This article from the Thomas B Fordham Institute shows how suburban schools in Boston and Ohio are accepting students from inner city neighborhoods and how this influences graduation and college attendance rates.

THE ANNENBERG INSTITUTE FOR SCHOOL REFORM
https://www.annenberginstitute.org/
From the web site: "The Annenberg Institute for School Reform at Brown University is a national policy-research and reform support organization that promotes quality education for all children, especially in urban communities.  Our focus is on developing and promoting the concept of “smart education systems”; that is, systems that coordinate educational supports and services wherever they occur – at school, at home, and in the community – to provide all children with equitable opportunities and high-quality learning experiences."

THE CENTER FOR SOCIAL ORGANIZATION OF SCHOOLS (CSOS)
https://web.jhu.edu/CSOS/about.html
From the web site:  "The purpose of the Center for Social Organization of Schools has remained consistent since its founding—to study how changes in the social organization of schools can make them more effective for all students in promoting academic achievement, development of potential, and eventual career success. The emphasis on social organization is based in sound theory— that changes in the structure of an environment will produce changes in the attitudes, behaviors, and accomplishments of the people in that environment. Schools can be made more effective for all students through changes in the organization of the classroom, school, and district."

THE ECONOMIC BENEFITS OF CLOSING EDUCATIONAL ACHIEVEMENT GAPS
click here
This article stated "If the United States were able to close the educational achievement gaps between native-born white children and black and Hispanic children, the U.S. economy would be 5.8 percent—or nearly $2.3 trillion—larger in 2050."  Read more. Download the full PDF. 

THE HARLEM CHILDREN’S ZONE, PROMISE NEIGHBORHOODS, AND THE BROADER, BOLDER APPROACH TO EDUCATION
click here
2010 report by Michelle Croft and Grover J. "Russ" Whitehurst asks one question:  Does the Harlem Children's Zone (HCZ) produce exceptional academic achievement?  If it does, that is promising for Promise Neighborhoods.  If it doesn’t, it isn’t."

THE PROMISE OF EXTENDED LEARNING OPPORTUNITIES: NEW OPTIONS FOR HIGH SCHOOL STUDENTS
click here
From the web site: "Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success, edited by Terry K. Peterson, Ph.D., is a groundbreaking compendium of studies, reports and commentaries by more than 100 thought leaders including community leaders, elected officials, educators, researchers, advocates and other prominent authors."

THE REAL CHALLENGES TO BUILDING A DIVERSE TEACHER WORKFORCE
https://www.brookings.edu/wp-content/uploads/2016/08/browncenter_20160818_teacherdiversityreportpr_hansen.pdf
Many feel that having more teachers who match the diversity of their students is one strategy to improve education outcomes for minority students. This report shows how difficult it will be to achieve this goal.

THE RIGHT TO LEARN. QUOTE FROM W.E.B. DUBOIS
http://www.hartford-hwp.com/archives/45a/597.html
Find this quote from W.E.B. Du Bois on the web site: "Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental.... The freedom to learn... has been bought by bitter sacrifice. And whatever we may think of the curtailment of other civil rights, we should fight to the last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, but what we do not believe; not only what our leaders say, but what the leaders of other groups and nations, and the leaders of other centuries have said. We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what the world is and what its greater minds have thought it might be."  --W.E.B. Du Bois, "The Freedom to Learn" 

This is also the opening paragraph in an article describing "The Right to Learn: A Blueprint for Creating Schools That Work", By LINDA DARLING-HAMMOND.

THE ROAD MAP PROJECT - SEATTLE
https://roadmapproject.org/
From the web site: "The Road Map Project is a community-wide effort aimed at improving education to drive dramatic improvement in student achievement from cradle to college and career in South King County and South Seattle. The project builds off of the belief that collective effort is necessary to make large-scale change and has created a common goal and shared vision in order to facilitate coordinated action, both inside and outside school."

THE SERVE CENTER AT THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO
https://serve.uncg.edu/
From the web site:  "The SERVE Center at the University of North Carolina at Greensboro is a university-based research, development, dissemination, evaluation, and technical assistance center. For nearly 30 years, we have worked with educators and policymakers to improve education."

THE SOFT BIGOTRY OF HIGH EXPECTATIONS - JUST ACTION 2024 ARTICLE
https://justaction.substack.com/p/the-soft-bigotry-of-high-expectations
This article makes this case: "To combat black-white school achievement gap, worry about their persistent segregation, don't hope for miracle teachers."

THOUSANDS OF BLACK CHICAGO KIDS LEAVE CITY FOR SEGREGATED DISTRICTS IN SUBURBS
https://www.chicagoreporter.com/black-cps-student-migration/
This 2017 Chicago Reporter article shows that Black families are leaving Chicago to escape violence but only moving to segregated areas of suburbs, with poor schools and potential for similar negatives. 

TO&THROUGH PROJECT - FOCUSES ON 9TH GRADE THROUGH COLLEGE GRADUATION
https://toandthrough.uchicago.edu/
From the web site: "The To&Through Project’s mission is to close the gap between the 76% of CPS freshmen who aspire to attend college and the actual results of only 18% obtaining a 4-year college degree within 10 years, with research, data, and resources designed to give every student who aspires to earn a college degree the opportunity and support to do so."  This is a project of the University of Chicago's Urban Education Institute. The site has extensive data on individual Chicago Public High Schools and encourages community involvement.

UK DEPARTMENT OF EDUCATION WEB SITE
https://www.gov.uk/government/organisations/department-for-education
From the web site: "The Department for Education is responsible for children’s services and education, including higher and further education policy, apprenticeships and wider skills in England. The department is also home to the Government Equalities Office. We work to provide children’s services and education that ensure opportunity is equal for all, no matter what their background or family circumstances.

UNDERSTANDING SCHOOL FUNDING INEQUITIES - EDBUILD MAPS
http://viz.edbuild.org/maps/2016/cola/resource-inequality/
This link points to a page with an in-depth analysis of school funding, using interactive maps that enable viewers to zoom into specific districts. 

URBAN SCHOOL STIGMA - ARTICLE
click here
This article shows advantages of students in suburban and more  affluent schools compared to students in urban, largely poverty schools.  This is one statement from the article:   "discrepancies in test scores indicate more about families and neighborhoods than they do about the work being done in schools. One notable study, for instance, found that the influence of family and neighborhood factors accounts for roughly 60 percent of the variance in student test scores; teachers, by contrast, account for only about 10 percent."   Add this to your research when looking to  understand differences in support available to kids in high poverty urban schools and those in more affluent areas. 

US DEPT. OF ED. - EVERY STUDENT SUCCEEDS ACT (ESSA)
https://www.ed.gov/esea
This is the US Department of Education web site. This link provides details on the Elementary and Secondary Education Act, which when launched in 2001, was known as  No Child Left Behind, NCLB.

WHY SO FEW WHITE KIDS END UP IN CHICAGO PUBLIC SCHOOLS - WBEZ STORY
click here
For anyone trying to understand racial segregation, poverty, inequality in Chicago, this article provides some needed information.

WHY THE ACADEMIC ACHIEVEMENT GAP IS A RACIST IDEA
https://www.aaihs.org/why-the-academic-achievement-gap-is-a-racist-idea/
This article opens by saying "Standardized tests have become the most effective racist weapon ever devised to objectively degrade Black minds and legally exclude their bodies.” Read the full article.

WIDENING ACHIEVEMENT GAP BETWEEN RICH AND POOR
https://cepa.stanford.edu/content/widening-academic-achievement-gap-between-rich-and-poor
This report by Sean Reardon, a Stanford professor of education and sociology, shows that the income achievement gap--the difference in the average standardized scores between children from families at the 10th percentile of income distribution and children at the 90th percentile--is now "nearly twice as large as the black-white achievement gap."

XQ INSTITUTE - FOCUSES ON IMPROVING HIGH SCHOOLS IN US
https://xqsuperschool.org/
From the web site: "The XQ Institute is in service of parents and pioneers, entrepreneurs and teachers, business leaders and administrators, youth and education experts—who are joining a movement to rethink America’s schools. Together, we can use our knowledge, rigor, and creativity to create a new model for school itself."  This is a project of the Forum for  Youth Investment, which also leads the Ready-by-21 Initiative

Research Links Section of Tutor/Mentor Library

Since 1993 we have collected and shared information about why tutor/mentor programs are needed and where
they are needed most, and how people can build strong programs in all high poverty areas of the Chicago area,
that operate in the non-school hours, on weekends and on the Internet.  The site where this information has been
hosted is now only available as an archive. The links are being moved to this site.

This concept map shows the research section of the library.
Under each node is a link to a sub-section and list of links.

Click the links below to find sub categories within this part of the library.

If you find broken links send information to tutormentor 2 at earthlink.net

New links will be added on a regular basis.

Many of the links in these sub-sections point to universities and other organizations who are collecting information
and focusing on these issues. On their websites you'll find even more relevant information.

Education Research and Articles - click here

Drop-out Crisis Research and Articles - click here


Mentoring and Tutoring Research and Articles - click here


Health Disparities Research and Articles - click here

Social Capital Research and Articles - click here

Policy Research and Articles - click here

Additional Research-re: education, youth development - click here

Misc Links of interest - click here

AN ON LINE DICTIONARY - WORDNICK
http://www.wordnik.com/
Type in a word you don't know and you'll not only get a definition, but examples of how the word is used in various formats. Teach your students to use this tool and you'll help them in all forms of learning.

DICTIONARY.COM/TRANSLATOR
https://www.dictionary.com/
From the website: “Dictionary.com is the world's leading online source for definitions, word origins, and a whole lot more. From Word of the Day to the stories behind today's slang, Dictionary.com unlocks the secrets of the English language for millions of people.“

EDUPEDIA - DIGITAL ENCYCLOPEDIA/GLOSSARY/DICTIONARY HYBRID
https://www.theedadvocate.org/edupedia/all-categories/
Found this description on Twitter: "Edupedia is a digital encyclopedia/glossary/dictionary hybrid that serves as an authoritative resource for knowledge and information about teaching and learning." The site provides brief definitions of a wide range of education and learning related topics. 

ENCYCLOPEDIA BRITANNICA
https://www.britannica.com/
Encyclopedia Britannica on line. There may be a subscription fee for use of some features on the site.

ENCYCLOPEDIA OF CHICAGO
http://www.encyclopedia.chicagohistory.org/pages/700025.html
The Electronic Encyclopedia of Chicago is edited by Chicago Historical Society. It is a dynamic and unprecedented metropolitan history. Thousands of historical resources-including articles, photos, maps, broadsides and newspapers-related to Chicago's colorful and complex history are at your fingertips.

ENCYCLOPEDIA.COM - FREE ACCESS
https://www.encyclopedia.com/
From the web site:  "At Encyclopedia.com, you get free access to nearly 200,000 reference entries from sources you can cite. Plus, more than 50,000 topic summaries feature related pictures, videos, topic summaries, and newspaper and magazine articles from around the world. Encyclopedia.com also provides innovative tools that allow you to rate and sort the reference content you find to be the most useful."

THE FREE DICTIONARY. INCLUDES THESAURUS
https://www.freethesaurus.com/
From the web site: "Free Thesaurus is a comprehensive online thesaurus of synonyms, antonyms, and related words. The thesaurus contains more than 145,800 unique entries from three top sources: Collins Thesaurus of the English Language - Complete and Unabridged, The American Heritage Roget's Thesaurus, and WordNet."

LEXIPEDIA - MAKING MEANING OF WORDS
https://www.lexipedia.com/
Type in a word and a splatter map shows numerous variations of that word. Great for expanding vocabulary.

MERRIAM-WEBSTER COLLEGIATE DICTIONARY AND THESAURUS
https://www.merriam-webster.com/
Includes dictionary and thesaurus and word games.

VISUWORDS-™ - A MODERN DICTIONARY FOR A MODERN WORLD
https://visuwords.com/
The best way to understand what Visuwords™ offers is to go to the site and use it. On the home page it says it's "Not  your grand dad's dictionary. It represents Language visually."

WORDSMYTH - DICTIONARY WITH A COMPLETE, INTEGRATED THESAURUS
https://www.wordsmyth.net/
On the home page enter a word that you are looking up in the search box and it will appear on a list of choices. Click the word and a screen will appear with information about that word.

1619 PROJECT - HISTORY OF USA - NY TIMES
https://www.nytimes.com/interactive/2019/08/14/magazine/1619-america-slavery.html?
From the web site: "The 1619 Project is a major initiative from The New York Times observing the 400th anniversary of the beginning of American slavery. It aims to reframe the country’s history, understanding 1619 as our true founding, and placing the consequences of slavery and the contributions of black Americans at the very center of the story we tell ourselves about who we are." 

1865 TO  PRESENT DAY (2022): RAISE AWARENESS OF JUNETEENTH WITH THESE ESRI EDUCATIONAL TOOLS AND RESOURCES
click here
ESRI is one of the leading GIS mapping companies in the world.  This page shares resources that look at racial equity using GIS maps as a tool.


3 TOOLS TO HELP TEACH ABOUT BLACK HISTORICAL FIGURES IN A MODERN LIGHT
https://www.kqed.org/mindshift/64931/three-tools-to-help-teach-about-black-historical-figures-in-a-modern-light
This article on the KQED website offers tips for engaging children in learning about Black history throughout the year and beyond the surface level. Take a look. 

7 OFTEN-IGNORED MLK QUOTES TO GROUND OUR WORK OF FIGHTING FOR EQUITY AND JUSTICE - 2023 ARTICLE BY VU LE
https://nonprofitaf.com/2023/01/7-often-ignored-mlk-quotes-to-ground-our-work-of-fighting-for-equity-and-justice/
This article points to quotes by Dr. Martin Luther King, Jr that are not as well known as others, and are more challenging.  Take time to read and reflect.


AFRICAN AMERICAN HISTORY SECTION OF LIBRARY OF CONGRESS BLOGS
https://blogs.loc.gov/loc/category/african-american-history/
Visit this section to find Black History stories on the Library of Congress website.


AFRICAN AMERICAN HISTORY MONTH OFFICIAL WEB SITE
http://www.africanamericanhistorymonth.gov/
From the web site: "This Web portal is a collaborative project of the Library of Congress and the National Endowment for the Humanities, National Gallery of Art, National Park Service, Smithsonian Institution, United States Holocaust Memorial Museum and U.S. National Archives and Records Administration."

AFRICAN AMERICAN WOMEN WRITERS OF 19TH CENTURY
https://libguides.nypl.org/african-american-women-writers-of-the-19th-Century
This is a site that features the successes of African American women writers.

AFRICAN AMERICANS IN STEM - WIKI SITE
https://en.wikipedia.org/wiki/Wikipedia:Meetup/DC/African_Americans_in_STEM
This site is a growing list of past and living African American heroes  in technical fields. (STEM = science, technology, engineering and mathematics. Created as part of a collaborative hack-a-thon organized by the White House in Feb. 2015.

AFRICAN KINGS AND BLACK SLAVES - SLAVERY'S TRUE ORIGINS
https://www.amazon.com/African-Kings-Black-Slaves-Dispossession/dp/081225063X
This from web site: "A new book by Graduate Center Professor Herman L. Bennett (History) called African Kings and Black Slaves seeks to disrupt conventional ideas about the history of slavery by focusing on early encounters between Europeans and Africans starting in the 15th century.

AFRICANS IN AMERICA - JOURNEY THROUGH SLAVERY
http://www.pbs.org/wgbh/aia/home.html
From the web site: "America's journey through slavery is presented in four parts. For each era, you'll find a historical Narrative, a Resource Bank of images, documents, stories, biographies, and commentaries, and a Teacher's Guide for using the content of the Web site and television series in U.S. history courses."

AGAINST ALL ODDS: THE FIGHT FOR A BLACK MIDDLE CLASS - VIDEO
https://www.pbs.org/wnet/chasing-the-dream/stories/odds-fight-black-middle-class/
From the web site: "Against All Odds: The Fight for a Black Middle Class probes the harsh and often brutal discrimination that has made it extremely difficult for African-Americans to establish a middle-class standard of living. Through dramatic historical footage and deeply moving personal interviews with prominent African Americans, including Isabel Wilkerson, Elijah Cummings, Alvin Poussaint, and Angela Glover Blackwell, Against All Odds explores the often frustrated efforts of black families to pursue the American dream."

AMERICA'S LONG (UNADDRESSED) HISTORY OF CLASS
https://www.wnyc.org/story/americas-long-unaddressed-history-class/
This article shows how class differences, not just racial discrimination, has been a long feature of American life.

ANTIRACIST APUSH - CURRICULUM FOR AN ANTIRACIST HISTORY CLASS
https://www.antiracistapush.com/about
From the website: "The purpose of Antiracist APUSH is to help students identify and expose the racist policies that have led to the deplorable racial disparities in American society.  This is achieved by exposing students to the research of leading professional historians."  

A TWITTER THREAD WITH POSTS SHOWING RISE OF BLACK MUSIC FROM WW1 TO 1950. 
https://twitter.com/michaelharriot/status/1682650899510853632?s=20
Scroll  through this posts and find links to many articles about Black History and the rise of many famous musicians and movie stars.

AS WE CELEBRATE JUNTEENTH, A LOOK AT THE TRUE HISTORY OF EMANCIPATION
https://www.hcn.org/articles/as-we-celebrate-juneteenth-a-look-at-the-true-history-of-emancipation
In this June 2022 article a historian "describes how Black people were kept unfree even after slavery ended."

BLACK HISTORY MONTH RESOURCES 
https://www.teachersfirst.com/tfupdates/january-29-features-2023-01-29
This site has a collection of teacher-reviewed resources for use during Black History Month (and beyond). 

BLACK HISTORY PAST - CONTRIBUTIONS FROM OVER 800 WRITERS
https://www.blackpast.org/
From the website: "Blackpast is made possible by the content contributions of over 800 volunteers from six continents who give of their time and energy to bring this information to a global audience. Click on the images to read their stories or find them in the yellow tabs below in the three main categories: Academic, Independent, and Student. We need more volunteer content contributors."  This 3,000 page site is dedicated to providing reference materials to the general public on African American history in the United States and on the history of people of African ancestry around the world.

BLACK HISTORY: THE HARLEM CULTURAL FESTIVAL OF 1969
https://www.wristband.com/content/black-history-harlem-cultural-festival-of-1969/
Students of a children's history club in New York City used this section of the Tutor/Mentor Library as a resource for the article they wrote about the Harlem Cultural Festival of 1969.  One of the students asked if I'd share their article in the library. 

BLACK THEN - STORIES OF BLACK HISTORY
https://blackthen.com/
This web site is a collection of stories about Black Americans contributed by a variety of writers.

BORN IN SLAVERY: SLAVE NARRATIVES FROM THE FEDERAL WRITER'S PROJECT, 1936-1938
https://thegrio.com/2022/06/13/stories-about-formerly-enslaved-people/
From the website: "This article points to a collection of more than 2,000 first-person accounts of slavery in America that have been digitized and compiled for a collection that is now available online on the Library of Congress website."

BUSINESS IN THE BLACK - MOVIE SHOWING THE ENTREPRENURAL RESILIENCE OF BLACK AMERICANS
https://www.youtube.com/watch?v=AyUPirHTgIg
This documentary introduced many Black Americans who started their own businesses as early as the 1820s. Many became wealthy and passed on their businesses to their children.  

E.B. HENDERSON - THE FATHER OF "BLACK" BASKETBALL 
https://www.washingtonpost.com/history/2022/04/11/edwin-bancroft-henderson-black-basketball/
This Washington Post article introduces us to Edwin B. Henderson, who introduced basketball to the African American community, starting in 1907 in Washington, DC.

EDUCATORS GUIDE TO TEACHING HISTORY US SLAVERY USING GIS MAPS
https://www.intimeandplace.org/Immigration/Africa/Section5.html
While this link points to a section titled  The Slave Trail  the section is part of a larger teaching guide titled  In Time & Place.
From the site: "In Time & Place is a growing library of teaching materials for classroom, distance, or home use focusing on selected topics in American history. You will find many traditional reading, map, and photo related resources, but you will also find GIS (Geographic Information System) data and activities as well. All of the materials can be used individually or as a whole to build a unit on each topic in a way that best suits your and your students' needs. There are suggestions in some cases that the materials are well suited to group work or jigsaw type sharing activities. But these are not pre-packaged lessons; rather collections of resources that you can adapt to your style and specific classroom needs."

ENSLAVED: LEARN ABOUT PEOPLES OF THE SLAVE TRADE
https://enslaved.org/
From the website:  "Matrix: The Center for Digital Humanities & Social Sciences at Michigan State University (MSU), in partnership with the MSU Department of History, University of Maryland, and scholars at multiple institutions, has developed Enslaved: Peoples of the Historical Slave Trade. Enslaved.org’s primary focus is people—individuals who were enslaved, owned slaves, or participated in slave trading. As of December 2020, we have built a robust, open-source architecture to discover and explore nearly a half million people records and 5 million data points. From archival fragments and spreadsheet entries, we see the lives of the enslaved in richer detail. Yet there’s much more work to do, and with the help of scholars, educators, and family historians."

FERGUSON SYLLABUS - FROM WIKIPEDIA
https://en.wikipedia.org/wiki/Ferguson_Syllabus
From the site: "Ferguson syllabus is a crowdsourced syllabus about race, African American history, civil rights, and policing. [9] Ferguson syllabus was created as a way to integrate conversations of what happened in Ferguson into classrooms." Use the resources in learning about race and inequality in America and to find strategies for engaging students and others in this effort.

HAITI - WHERE THE FIRST SLAVE REBELLION SUCCEEDED IN 1804
https://revolution.chnm.org/exhibits/show/liberty--equality--fraternity/slavery-and-the-haitian-revolu
This site has an extensive history of slavery and the Haitian revolution.  See also https://en.wikipedia.org/wiki/Slavery_in_Haiti

IDA B. WELLS WEBSITE
http://idabwellsmuseum.org/
Ida B. Wells Museum web site - this site is a rich resource for anyone interested in African-American history. Contains many links to communications and journalism networks.

OREGON LASH LAW - HISTORY OF SLAVERY
https://sos.oregon.gov/archives/exhibits/black-history/Pages/context/slavery.aspx
Oregon has a very small Black population, largely due to a Lash Law passed in 1843 to keep Blacks from settling in Oregon. Read about it on this website. 

LIBERATE HISTORY - AFRICAN AMERICAN HISTORY LESSONS
https://www.liberatehistory.net/
Liberate History is creating "the world's first digital repository curating African American History lessons created by educators for educators."

MAKING AFFIRMATIVE ACTION WHITE AGAIN
https://www.nytimes.com/2017/08/12/opinion/sunday/making-affirmative-action-white-again.html
This  New York Times article shows systematic government programs since 1930s that befitted Whites and not Blacks and Latinos.


MELANIN MEETUPS - SHAPING THE AMERICAN BLACK COMMUNITY AND EXPERIENCE IN THE 21ST CENTURY
https://www.melaninmeetups.org/about
From the website: "The  mission of Melanin MeetUps is to Rewrite the Narrative. This means to create a better understanding of the African-American experience and overall story to create a more unifying identity due to the deliberate erasure of persons, culture, values, and beliefs from systems designed to do so."  Visit the site to learn more.

NAACP WEB SITE
https://naacp.org/
From the web site: "The mission of the National Association for the Advancement of Colored People is to ensure the political, educational, social, and economic equality of rights of all persons and to eliminate racial hatred and racial discrimination."  Find a wide range of links to Black History activities on the site, such as http://www.asalh.org/index.html (Association for the Study of African American Life and History).


NATIONAL MUSEUM OF AFRICAN AMERICAN HISTORY AND CULTURE - AT THE SMITHSONIAN
https://nmaahc.si.edu/
This museum is the only national museum devoted exclusively "to the documentation of African American life, history, and culture. It was established by an Act of Congress in 2003. 


NATIONAL UNDERGROUND RAILROAD FREEDOM CENTER
https://freedomcenter.org/
From the web site: " The mission of The National Underground Railroad Freedom Center is to reveal stories of freedom’s heroes, from the era of the Underground Railroad to contemporary times, challenging and inspiring everyone to take courageous steps of freedom today.

PRINCETON UNIVERSITY AND SLAVERY - HISTORICAL TIES TO THE INSTITUTION OF SLAVERY
https://slavery.princeton.edu/
From the web site: "Princeton University, founded as the College of New Jersey in 1746, exemplifies the central paradox of American history. From the start, liberty and slavery were intertwined. The Princeton and Slavery Project investigates the University’s involvement with the institution of slavery."

RED SUMMER OF 1919: HOW BLACK WW1 VETS FOUGHT BACK AGAINST RACIST MOBS (HISTORY.COM WEBSITE)
https://www.history.com/news/red-summer-1919-riots-chicago-dc-great-migration
This article describes "race riots that erupted across the U.S. in the wake of WW1 and the Great Migration, as black veterans stepped up to defend their communities against white violence."

STORY MAP SHOWS BLACK HISTORY OF NEW YORK CITY
https://storymaps.arcgis.com/stories/2e2f8343e7254e948f5a0d3699ba91fd
This interactive story-map shows Black  history in New York City from as early as 1626 when the first African slaves were brought into the land that became New York City.  Add to your on-going study of Black history in America. 

TEACHING NINETEENTH-CENTURY SLAVE NARRATIVES: ENGAGING STUDENT SCHOLARS IN THE PRODUCTION OF DIGITAL STORY MAPS
https://wisconsinenglishjournal.org/2017/10/30/lewis/
Educators and students should read this article to deepen their understanding of the US slave trade and to see how using digital tools like ESRI story maps, build a deeper connection and  understanding of the material.

TEXAS SLAVERY PROJECT - HISTORY FROM 1820-1850
http://www.texasslaveryproject.org/
From the website: "Centered on a database of slave and slaveholder populations in Texas during the Republic era (1837-45), the Texas Slavery Project offers a window into the role slavery played in the development of Texas in the years before the region became part of the United States."

THE BLACK INVENTOR ONLINE MUSEUM
https://blackinventor.com/
From the web site: "The Black Inventor OnLine Museum is the #1 resource on the web focusing on the ingenuity and accomplishments of the top Black inventors over the last 300 years. Their contributions are chronicled and the inventors are profiled, providing information for students and others interested in these pioneers of Black History."

THE COUNTER REVOLUTION OF 1776 AND THE CONSTRUCTION OF WHITENESS - VIDEO
https://www.youtube.com/embed/2Snzl41lX54?list=PLt-Yr3xe8yZSs2wN2OW8M0UlXEfILMWsv
This is one of six interviews with Gerald Horne, author of the book titled  The Counter Revolution of 1776 and the Construction of Whiteness.

THE LONG AMERICAN COUNTER-REVOLUTION - REVIEW OF BOOK BY GERALD HORNE
https://www.bostonreview.net/articles/the-long-american-counter-revolution/
This article in the Boston Review, written by David Waldstreicher, provides an in-depth review of previous research by Gerald Horne, then focuses on his newest book, The Counter-Revolution of 1836: Texas Slavery & Jim Crow and the Roots of U.S. Fascism. 

THE GILDER LEHRMAN CENTER FOR THE STUDY OF SLAVERY, RESISTANCE, AND ABOLITION
https://glc.yale.edu/
From the web site: "The Gilder Lehrman Center (GLC) for the Study of Slavery, Resistance, and Abolition is supported by the Whitney and Betty MacMillan Center for International and Area Studies at Yale. The GLC strives to make a vital contribution to the understanding of slavery and its role in the development of the modern world. While the Center’s primary focus has been on scholarly research, it also seeks to bridge the divide between scholarship and public knowledge by opening channels of communication between the scholarly community and the wider public."

THE INVISIBLE THREADS OF GENDER, RACE, AND SLAVERY
https://www.aaihs.org/the-invisible-threads-of-gender-race-and-slavery/
This article starts by saying "any attempt to remember the enslavement of African peoples is incomplete without considering women’s experiences in slavery and the transatlantic slave trade."  Read the full article.

THE MIS-EDUCATION OF THE NEGRO - BY DR. CARTER. G. WOODSON
https://en.wikipedia.org/wiki/The_Mis-Education_of_the_Negro
This book was published in 1993 but remains a fundamental resource for understanding Black history. 

THE NEW JIM CROW - A LOOK AT RACISM
https://newjimcrow.com/about
This book offers statistics to show that the incarceration of large numbers of Black and Latino youth is a new form of racism in America.

UNDERSTANDING RACIAL WEALTH GAP - A BLACK HISTORY MONTH ACTIVITY?
https://illinoisassetbuilding.org/resource/measuring-and-understanding-the-racial-wealth-gap/
The Illinois Asset Building Group, a program of Heartland Alliance, has created this racial wealth gap timeline as an educational tool that documents a history of policies and institutional practices that denied access to the tools we all need to build financially secure lives. policies and practices, “The Racial Wealth Gap Timeline”  is intended to promote awareness of the need for smart, practical solutions to racial wealth inequality such as an automatic retirement savings accounts for all workers.  Build this into your Black History Month (February) activities as well as year round learning.

WHAT IS MODERN SLAVERY?
https://www.antislavery.org/slavery-today/modern-slavery/
From the web site: "Slavery did not end with abolition in the 19th century. Instead, it changed its forms and continues to harm people in every country in the world."  Those studying Black history and slavery in the US can expand their thinking to understand how slavery still exists in the world, in many forms. 

WHO SEGREGATED AMERICA? - 2017 ARTICLE
http://www.publicbooks.org/who-segregated-america/
In this article by Destin Jenkins, the roles of government and capitalism in creating a segregated America, are reviewed.

WHY IS US STILL FIGHTING THE CIVIL WAR? - ARTICLE
https://www.theguardian.com/world/2017/aug/16/why-is-the-us-still-fighting-the-civil-war
This article points to efforts since the Civil War by "southern elites who sought to “take blacks out of the electorate and segregate public space” in order to “redivide the black and white core” of the south’s working class and small farmers." Add to your reading list to understand how deeply entrenched these problems are.

WIKIPEDIA ABOUT AFRICAN AMERICAN HISTORY
https://en.wikipedia.org/wiki/African-American_history
Wikipedia page with extensive links and articles about African American History.

WIKIPEDIA ABOUT AFRICAN AMERICANS
https://en.wikipedia.org/wiki/African_American
This is Wikipedia article about the U.S. population of Americans of African ancestry.

WILMINGTON, NC MASSACRE OF 1898 -
https://en.wikipedia.org/wiki/Wilmington_insurrection_of_1898
This is a Wikipedia article about a mass riot and insurrection carried out by white supremacists in Wilmington, North Carolina, United States, on Thursday, November 10, 1898.   From the article: "The Wilmington coup is considered a turning point in post-Reconstruction North Carolina politics. It was part of an era of more severe racial segregation and effective disenfranchisement of African Americans throughout the South, which had been underway since the passage of a new constitution in Mississippi in 1890 which raised barriers to the registration of black voters."

ZINN EDUCATION PROJECT- SLAVERY AND RESISTANCE 
https://www.zinnedproject.org/search?_theme=slavery
This section of the ZINN Education Project website shares articles and learning resources that focus on slavery and resistance in America. 

Additional resources in different sections of this library

Poverty mapping links - click here

Race, Poverty, Inequality links - click here

Suggested books - click here

BRAINLY - AN ON-LINE HOMEWORK HELP PLATFORM
https://brainly.com/
From the web site: "With Brainly you a) Get homework help from millions of students and moderators; b) Learn how to solve problems with step-by-step explanations; C) Share your knowledge and earn points by helping other students; and d) Learn anywhere, anytime with the Brainly app!"

BUILDING COMMUNITY THROUGH CREATIVITY - STUDENT ENGAGEMENT ACTIVITIES
click here
This blog has a great list of activities that could take place in a classroom, an entire school, or in neighborhood non-school tutoring and/or mentoring programs.

COMIC BOOK PROJECT
https://www.comicbookproject.org/
From the web site: "The Comic Book Project is a world-renowned literacy initiative that engages young people in the process of planning, writing, designing, and publishing original comic books. Since 2001, CBP has engaged more than 250,000 learners in a creative process leading to academic achievement, social awareness, and community development. By engaging youths in brainstorming, sketching, plotting, designing, and publishing original comic books, CBP encourages students to become active learners and content creators, rather than mere information receivers." 

CREATE COMIC STRIPS AS LEARNING, FUN - SEE EXAMPLE
https://dogtrax.edublogs.org/2016/02/18/so-long-internet-kid-its-been-great-writing-you-and-you-too-horse/
Kevin Hodgson is a 6th grade teacher in Western Massachusetts. He uses comic strips as part of his teaching. This blog article shares one film strip he created. This could be a project of youth and volunteers in a tutor/mentor program as well as an in school or home learning project.

DESIGN THINKING FOR EDUCATORS TOOLKIT
https://www.ideo.com/post/design-thinking-for-educators
From the web site: This is a "A free, how-to toolkit and coursework that introduces educators to the process and methods of design."  Could be used by staff and volunteers in tutor/mentor programs, too. 

DIGITAL STORY TELLING - THE ART OF STORYTELLING
http://storyconcepts.blogspot.com/
This is a 2013 website so some information may be out of date. However, the site offers many ideas for digital story telling "in terms of low budget projects that can yield high academic and creative returns in a short amount of time".

DIGITAL STORY TELLING - TIPS FOR USING VARIOUS TOOLS
http://chalkface-digital-age.blogspot.com/2013/03/developing-digital-literacies-through.html
This site is from 2013 so some of the information may be out of date. However, the post shows how to use several different tools and applications to create your own digital stories. 

E-PORTFOLIO PROGRAM AT LOYOLA UNIVERSITY CHICAGO
https://www.luc.edu/celts/programs/learningportfolio/index.shtml
From the website: "The ePortfolio Program at Loyola University Chicago is designed to support students, faculty, and staff in the process of creating dynamic, engaging ePortfolios as a tool for teaching, learning, reflection, transformation, and assessment."  The site includes many useful ideas for using e-portfolios. 

EXPLORABLE EXPLANATIONS - LIBRARY OF IDEAS FOR LEARNING AND PLAY
https://explorabl.es/
From the website:  Explorable Explanations is a hub for learning through play.  It's a disorganized "movement" of artists, coders & educators who want to reunite play and learning."  The site hosts collections of activities.  Take a look. 

GAMES FOR CHANGE - USE GAMES TO STIMULATE LEARNING
https://www.gamesforchange.org/resource/educational-potential-of-computer-games/
From the web site "Founded in 2004, Games for Change facilitates the creation and distribution of social impact games that serve as critical tools in humanitarian and educational efforts. We aim to leverage entertainment and engagement for social good. To further grow the field, Games for Change convenes multiple stakeholders, highlights best practices, incubates games, and helps create and direct investment into new projects." 

HOW STUFF WORKS - HOW THE WORLD ACTUALLY WORKS
https://www.howstuffworks.com/
From the web site: "HowStuffWorks got its start in 1998 at a college professor's kitchen table. From there, we quickly grew into an award-winning source of unbiased, reliable, easy-to-understand answers and explanations of how the world actually works."

HOW TO SPOT FAKE NEWS - SLIDE PRESENTATION
click here
There are many resources to help you spot fake news. This presentation is one.

HOW TO CREATE STOP MOTION ANIMATION ACTIVITIES FOR STUDENTS WITH GOOGLE SLIDES - SULSO179
https://shakeuplearning.com/blog/how-to-create-stop-motion-animation-activities-for-students-with-google-slides-suls0179/
This presentation offers a full tutorial on creating stop-motion activities for students in Google Slides. 

IDEAS FOR PROJECT BASED LEARNING
https://my.pblworks.org/projects
From the web site: "Our exclusive focus is Project Based Learning. Why? Because PBL advances educational equity and empowers youth furthest from opportunity. We believe PBL is transformative for all kids. Through PBL, students engage in learning that is deep, long-lasting, and relevant to the challenges of their lives and the world they will inherit. Research confirms this. Our services, tools, and research are designed to build the capacity of K-12 teachers to design and facilitate quality Project Based Learning, and the capacity of school leaders to create a culture for teachers to implement great projects with all students"

KIDNECTED WORLD - CREATES ON-LINE LEARNING EXPERIENCES FOR KIDS
https://kidnectedworld.org/
Kidnected World "seeks to connect the world’s kids to re-imagine the world together". This is the description on the web site: "This entire world will change in a generation. We believe that if you connect the young global citizens who inhabit it, they will turn it into one of unprecedented imagination, understanding, respect and discovery. We exist to build the tools and spaces where this kind of connection is possible and tied to tangible impact for good—supporting the kids who will create this future with the means and confidence to make it a reality."

KQED TEACH - EXPAND YOUR MEDIA SKILLS
https://teach.kqed.org/
From the web site: "KQED’s online professional learning platform dedicated to engaging participants in a hands-on approach to learning digital media literacy skills. This is the space to practice and collaborate with your fellow educators to learn and bring media making your learning environment."

LEARNING GEOGRAPHY, THE FUN WAY
http://www.fffbi.com/missions/
From the web site:  Fin, Fur and Feather Bureau of Investigation (FFFBI)  uses humor and storytelling to help kids ages 8-13 learn about places and cultures around the world. This is an important first step toward building their global literacy."  The site provides investigative games where in pursuit of elusive targets, students have fun learning geography. This is a site worth exploring for use in classrooms or in tutor/ mentor programs.

LEARNING STRATEGIES - HELPFUL TO STUDENTS
https://www.kqed.org/mindshift/19989/do-students-know-enough-smart-learning-strategies
This article offers suggestions for teaching learning strategies to students.

LOGIC COMIX: LEARNING RESOURCE? 
https://impedagogy.com/wp/blog/2023/10/04/logiccomix-anybody-using-these-in-the-learning-venues/
This blog article introduces a genre of comics, saying  "that they are all about logic and critical thinking. They use humor and clever illustrations to explain complex concepts."  See links in the article. 


MAKE BELIEFS COMIX - MAKE YOUR OWN COMIC STRIPS; HAVE FUN
https://makebeliefscomix.com/daily-comic-diary/
From the web site: "MakeBeliefsComix is for people of all ages who like to play and explore. They include, for example, those wanting a few minutes of fun; youngsters and their parents; students and teachers; business executives trying to unwind from the stress of work, and activities directors and social workers who try to help people express their deepest thoughts and feelings."

MAP OF NEW YORK CITY, SHOWING BUILDINGS FROM LATE 1800s
https://www.oldnyc.org/
Students doing research projects might find this map useful, and interesting. More than 8000 photos from the late 1800s are plotted onto a Google map showing where the buildings were located. Introduce this to your students and let them browse the site.

PROBLEM SOLVING ACTIVITIES - ARTICLE
http://life-long-learners.com/without-an-o-we-cant-s_lve-pr_blems/
This blog points to some problem solving activities that could be used by volunteers, parents, tutors, educators in helping youth learn critical thinking skills. 

RAPTORS IN THE CITY
http://raptorsinthecity.homestead.com/
From the web site: "Kids and their mentor pals can catch a glimpse of the fastest creature on earth, the peregrine falcon, as they watch falcons live online via cameras mounted on skyscrapers. This rare cliff-dwelling raptor has moved to the city and has proven to be a subject city kids can call their own. Nearly extinct because of DDT, the peregrine has recovered and now nests on skyscrapers in cities across North America. Months of "falcon fun" webquesting activities can be done via telementoring or one-on-one at the computer. It's great around Earth Day as falcons are busy laying and incubating their eggs. Chicks hatch, grow, and learn to fly - all live online! Website is free and sign up for a free e-newsletter, the "Falcon Flash". Mentoring activities package available at minimal cost."

RESEARCH-BACKED TOOLKIT HELPS YOUTH ORGANIZATIONS INTEGRATE DIGITAL LEARNING
https://clalliance.org/blog/research-backed-toolkit-helps-youth-organizations-integrate-digital-learning/
This article points to a "recently published Reclaiming Digital Futures toolkit" that can inspire work in non-school tutor, mentor and learning programs, homes and traditional schools.  Read the article and follow the links.

SKETCH 50 - CREATIVE EXPRESSION ACTIVITY
https://sketch50.org/
Browse this site and see how people from throughout the world, mostly educators, are prompted to create doodles and visualizations for 50 consecutive days. While this is a 2017 activity, it could be adopted by any classroom, or non-school youth program, as a future activity.

SKETCHCASTING: A COMBINATION OF BLOGGING, TALKING AND DRAWING!
https://www.speedofcreativity.org/2010/06/09/sketchcasting-a-combination-of-blogging-talking-and-drawing/
During the 2013 ETMOOC this blog demonstrated uses of creative technology to support learning and engagement. This article about "sketchcasting" shows an activity that could be a student/volunteer project in any tutor/mentor program. 

STRING GAMES - & FUN LEARNING - YOUTUBE CHANNEL
https://www.youtube.com/user/momsminivan
On the MomsMiniVan channel you can find dozens of videos showing how to make string games that can be used in classroom teaching mentoring and tutoring and just for fun. 

STRING GAMES, A SIMPLE, POWERFUL, TEACHING TOOL - VIDEO
click here
In this Google Hangout Fred Mindlin shares his passion for string games. By the end of the one-hour video, tutors, mentors and teachers, especially those working with elementary school kids, will see that this is a powerful tool that they can use to engage with kids.

TEACH ROCK IMPROVES STUDENTS' LIVESBY BRINGING THE SOUTS, STORIES, AND SCIENCE OF MUSIC TO ALL CLASSROOMS
https://teachrock.org/
TeachRock provides free, standards-aligned resources to help teachers, students and families, through the power of music.  

TECHNOLOGY IN LEARNING - CREATE STRIKING VIDEOS WITH ANIMOTO
http://thede-tech-tive4teachers.blogspot.com/2012/08/create-striking-videos-with-animoto.html
This is "A technology blog created by an educator whose goal is to de-tech and share 'teacher-tested' technologies for classroom use." 

THE LEARNING NETWORK - THE NEW YORK TIMES
https://www.nytimes.com/section/learning
From the web site: "Every school day since 1998, we have offered fresh classroom resources — from lesson plans and writing prompts to news quizzes, student contests and more — all based on the articles, essays, images, videos and graphics published on NYTimes.com." This site was nominated for a Webby Award as one of the best educational web sites of 2003.

THE NATIONAL MUSEUM OF PLAY - VIEW THE COLLECTIONS
click here
From the website: "The Strong National Museum of Play owns and cares for the world's most comprehensive collection of toys, dolls, board games, video games, other electronic games, books, documents, and other historical materials related to play. This unprecedented assemblage offers a unique interpretive and educational window into the critical role of play in human physical, social, and intellectual development and the ways in which play reflects cultural history."

THE WONDERMENT - LEARN AND CREATE WITH KIDS THROUGHOUT THE WORLD
https://thewonderment.com/about/
This site offers a world of creative exploration and learning for kids from any place. Here's intro from the web site: "In the Wonderment, kids participate in collaborative creative experiences with other kids across the globe and turn their shared imagination and interaction into a currency backed by brands and donors to support social good projects benefiting kids around the world. It’s a place where kids can find their creative voice, connect it to others and use it to make a difference." This is a project of Kidnected World.

TO BOOST HIGHER-ORDER THINKING, TRY CURATION
https://www.cultofpedagogy.com/curation/
This article shows how to engage students in higher level learning experiences using curation activities. 

USING MAPILLARY IN EDUCATION - AN ESRI GIS MAPPING TOOL
click here
This article shows ways students, educators and volunteers can use the ESRI Mapillary tool in a variety of ways.  Take a look. 

WNET EDUCATION RESOURCES
https://www.wnet.org/education/
From the web site: "WNET’s award-winning Education Department (collectively representing the station efforts of THIRTEEN, WLIW21, and NJTV) is a local and national leader that engages the education community (formal and informal) through the development and delivery of high-quality and innovative media and services that are designed to enhance learning, enrich lives, and extend the impact of public media content."