Engaging Schools is a nonprofit organization that collaborates with educators in middle and high schools.
We help them create a schoolwide community of learning that integrates academic, social, and emotional development — and prepares each and every student to succeed.
We offer professional development and resources with practical strategies that are grounded in the values of equity, community, and democracy. The result: educators who can better engage their students — and students who are prepared to make positive contributions in school, work, and life.
NEW for Winter/Spring 2015: Open Enrollment Engaged Classrooms workshops in Massachusetts and Colorado. Click here for more information and registration.
Twenty percent of U.S. high school students do not graduate on time. Engaging Schools helped Dean Tech boost its on-time graduation rate from 28 to 40 percent in one year.
Being suspended even once in 9th grade is associated with a twofold increase in the likelihood of dropping out. After one year of working with Engaging Schools, the suspension rate at Dean Tech dropped from 50 to 24 percent.
Boredom, restlessness, and irrelevance were more often associated with dropping out of school than were academic difficulties. After working with Engaging Schools, school staff report “palpable energy” from the students.
A one-percentage-point increase in a school’s average student engagement score is associated with a six-point increase in reading achievement and an eight-point increase in math achievement.
Students who strongly agree that they have at least one teacher who makes them “feel excited about the future” and that their school is “committed to building the strengths of each student” are 30 times more likely to be engaged in their classrooms.
African American students without disabilities are more than three times as likely as their white peers without disabilities to be expelled or suspended.
Promoting successful school completion requires a shift in focus from [demographic] predictors of non-completion, such as race and socioeconomic status, to student engagement at school and with learning over time. Students who are engaged — academically, cognitively, psychologically, and behaviorally — are more likely to complete school.
Asked to rate various factors’ effect on achievement, teachers and administrators rated student engagement and motivation, on average, 3.9 on a 4-point scale. And 87 percent of respondents considered student engagement and motivation to be “very important.”
Sixty percent of students ranked achievement above caring for others and nearly two-thirds believed their peers would rank achievement above caring.
“You Can’t Fix What You Don’t Look At: Acknowledging Race in Addressing Racial Discipline Disparities,” by Prudence Carter, Russell Skiba, Mariella Arredondo, and Mica Pollock, is the fifth in a series of briefing papers published by the Discipline Disparities Research-to-Practice Collaborative. Based at Indiana University and supported by The Atlantic Philanthropies and Open Society Foundation,…More