Explore The Resources
This summit is the second of three regional community conversations to unite middle level learning stakeholders in their efforts to develop a regional agenda and inform research around middle level education.
Our region’s long‐term economic success and competitiveness depends on our capacity to develop a talent pool to meet the demands of regional employers.
This report discusses chronic absenteeism in America's education system.
Over 170 participants attended the Summit! Participants included representatives from the fifteen school divisions in Region One and their community partners. Feedback was positive and will be used to plan future RVA Chronic Absence Improvement Network meetings with region one school division attendance leads.
Preventing Student Disengagement and Keeping Students on the Graduation Path in Urban Middle-Grades Schools: Early Identification and Effective Interventions
This article considers the practical, conceptual, and empirical foundations of an early identifi- cation and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation’s cities.
A Study to Support Significant Growth in the Talent Pipeline for High Demand IT Occupations in the Greater Richmond Region
Virginia Advanced Study Strategies (VASS) was contracted by Bridging Richmond and its partners to conduct a study with actual employees in the greater Richmond area to gather information that will lead to the creation of new strategies and activities to support significant growth in the regional pipeline of individuals prepared for high demand IT occupations.
Improving Students’ College Math Readiness: A Review of the Evidence on Postsecondary Interventions and Reforms
This paper reviews current research on the effectiveness of interventions and reforms that seek to improve the math preparedness and success of high school students entering college.
This report addresses the following two research questions: To what extent were better prepared students more likely to enroll directly into credit-bearing English or mathematics courses and earn a grade of C or better? To what extent did better high school academic preparation close gaps in students’ likelihood of enrolling directly into credit-bearing courses and earning a grade of C or better?