Manuelito Biag

Most of today's college-goers are pursuing their education at regional broad-access institutions that accept a majority of students who apply, including two-year community colleges, less-selective four-year public colleges, and proprietary schools. Understanding the role these institutions play in preparing students for California's labor market is critical, and the subject of a study underway at the Gardner Center.


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The John W. Gardner Center partners with communities to develop leadership, conduct research, and effect change to improve the lives of youth.

This series builds on lessons learned over the three-year CRIS initiative and offers guidance to schools and districts that aim to develop and enact effective college readiness indicator systems.


DATE: February 23, 2015 

LOCATION: Stanford



Family engagement in the early years of a child’s learning and development has emerged as a critical strategy used especially for supporting positive outcomes for students from low-income and immigrant communities. Findings from a new Gardner Center study reinforce the necessity of ensuring family engagement is linked to learning, dual-capacity-building, and culturally responsive to families’ needs and experiences.


Students of color are being disciplined in school in far greater numbers than their white peers, often for the same type of misbehavior. A new paper by Prudence Carter and colleagues on the Discipline Disparities Research to-Practice Collaborative argues that eliminating discipline disparities can’t be achieved without acknowledging and addressing common issues of race that shape adult-student interactions in schools.


Researchers Monika Sanchez & Laurel Sipes on our collaboration with the Mission Promise Neighborhood Initiative.

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