Provide educational and social services in an alternative setting for students at-risk of dropping out of traditional high schools
Policies & Programs
Policies and programs that can improve health
filtered by "Education" and "Government "
Support interventions that provide chronically absent students with resources to improve self-esteem, social skills, etc. and address familial and school-related factors that can contribute to poor attendance
Provide basic skills (e.g., reading, math, writing, English language, or soft skills) and industry-specific training with other supports; also called occupationally contextualized basic education programs
Provide career and technical education (CTE) as an integrated part of an academic curriculum for students at risk of dropping out of high school; also called vocational training
Establish publicly financed schools that are not subject to many of the regulations that govern traditional public schools, such as staffing, curriculum, and budgeting requirements.
Provide preschool education and comprehensive support to low income families, including small classes, student meals, and home visits with referrals for social service support as needed
Establish dedicated child development accounts (CDAs) to build assets over time with contributions from family, friends, and sometimes, supporting organizations; also called children’s savings accounts (CSAs)
Help underrepresented students prepare academically for college, complete applications, and enroll, especially first generation applicants and students from low income families
Combine academic, mental and physical health, and social service resources in schools for students and families via partnerships with community organizations; also called community learning centers
Implement a coordinated effort to overhaul school operation, integrating curriculum, instruction, professional development, parent involvement, classroom and school management; also called school-wide or whole school reform
Provide teen mothers with services such as remedial education, vocational training, case management, health care, child care, and transportation assistance to support high school completion
Provide child care, parent education, physical health and mental health services, and other family supports to pregnant women and parents with low incomes and children aged 0 to 3
Offer kindergarten programs for 4 to 6-year-old children, five days per week for at least five hours per day
Implement programs that help individuals without a high school diploma or its equivalent achieve a General Education Development (GED) certificate
Recruit and train minority students for careers in health fields via information about health careers, classes, practicum experiences, advising about college or medical school admissions, etc.
Emphasize high expectations for all students, parent and student commitment, empowered principals, and regular student assessments that inform continuous improvement in a lengthened school-year and school-day
Delay school start times for middle and high schools to better align with adolescent sleep-wake cycles; often until after 8:30 or 9:00 a.m.
Focus heavily on reading and math achievement, enforce high behavioral expectations through a formal discipline system, lengthen instructional time, and increase feedback on teacher performance
Support home visits that teach parents about early childhood development and effective parenting strategies, with child development screenings, parental meetings, and links to community resources
Support quality improvement efforts in early child care and preschool via financial incentives, standards, processes to monitor standards and ensure compliance, etc.
Provide center-based programs that support cognitive and social-emotional growth among children who are not old enough to enter formal schooling
Provide center-based programs that support cognitive and social-emotional growth among young children from low income families, with supports such as home visiting or parental skills training
Create a school culture of high behavioral and academic expectations, with intense tutoring, increased teacher performance feedback, lengthened instruction time, and health care services
Provide publicly-funded pre-kindergarten (pre-K) education to 3- and 4-year-olds, through large-scale or universal efforts
Partner with doctors, nurse practitioners, and other medical professionals to incorporate literacy support into regular well-child visits, especially in lower income communities
Require school officials to apply predetermined consequences for certain infractions, regardless of situational context or circumstances; consequences are usually severe (e.g., suspension or expulsion)
Support programs to provide students with a nutritious breakfast in the cafeteria, from grab and go carts in hallways, or in classrooms
Provide health care services on school premises to attending elementary, middle, and high school students; services provided by teams of nurses, nurse practitioners, and physicians
Help students process trauma exposure and develop coping skills through individual or small group counseling with mental health professionals or school staff with trauma-specific training
Provide low income or at-risk public school students and their families with information about social services and health care supports; also called community resource or family and community liaisons
Teach positively stated behavior expectations to all students, often reinforced with prizes or privileges and supported with coaching and data; SWPBIS is tier one of Positive Behavioral Interventions and Supports (PBIS)
Reduce the number of students in elementary school classrooms
Provide comprehensive early childhood services, including high quality educational child care, health, and family support to address local needs
Provide academic instruction to students during the summer, often along with enrichment activities such as art or outdoor activities
Adopt a multi-tiered approach within schools to address the needs of trauma-exposed youth, including school-wide changes, screenings, and individual intensive support