Recovery Lab: Lessons from the Pandemic

Dear colleagues,
We are thrilled to announce the publication of a report that documents the important work of Recovery Lab, an initiative we facilitated to meet the needs of young people across New York City during the ever-changing and unpredictable context of the summer and fall of 2020.
While the impetus of Recovery Lab was to respond immediately to what we hoped would be a temporary set of circumstances, what we learned along the way is a set of ideas about policy and practice that we believe has implications for the long term and beyond New York City.
We are grateful to have had the opportunity to learn with and from the many individuals and organizations that contributed to this collective (and ongoing) effort, and we thank them for sharing their successes and challenges along the way. In the report, you will see their dedication to young people and their unwavering commitment to develop solutions shine through.
It is our sincere hope that this report will serve as a resource to schools and communities across the country as they wrap up the spring term of the school year and plan for the summer and fall.

Click here to access the Executive Summary

Click here to access the Full Report
Best wishes,
National Center for Community Schools

Illustrating the Promise of Community Schools

With the launch of the New York City Community Schools Initiative (NYC-CS) in 2014, the New York City Department of Education (NYCDOE) has increased its focus on the implementation of a holistic strategy of education reform to address the social consequences of poverty as a means to improving student outcomes. NYC-CS is a strategy to organize resources in schools and share leadership among stakeholders so that academics, health and wellness, youth development, and family engagement are integrated into the fabric of each school. New York City is implementing this strategy at a scale unmatched nationally.

In this study, the authors assessed the impact of the NYC-CS through the 2017–2018 school year. The authors assessed the effects along seven outcome domains and explored the extent to which there is heterogeneity in programmatic impact based on student- and school-level characteristics. The authors leveraged innovative quasi-experimental methodology to determine whether students in the community schools are performing better than they would be had their schools not been designated as Community Schools.

The findings of this report will contribute to the emerging evidence base on the efficacy of the community school strategy and will be useful for other school district– and state-level policymakers interested in developing or refining similar interventions that support students' and communities' academic, social, and emotional well-being.

Click here to read the full report.

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