A formative evaluation of the Teen Parent Family Center at Martin Luther King High School in Philadelphia. The authors examine the efficacy of the Center at supporting adolescent parents in their academics and parenting. This report found that relationships with adults are central to students’ perceptions of their learning environments, and that the Center provides an ideal forum for the creation of these relationships. It was also found that students have problems dealing with school bureaucracy and that various school programs including the Center are fragmented and lack coordination. Five recommendations are offered to improve the performance of the Teen Parent Family Center.
Creating Supports for Academic Achievement: A Report for the Teen Parent Family Center
Date: November 1995
Related Publications
Publication
Students Experiencing Homelessness in Pennsylvania: A 2024 Update
This PACER brief provides RFA’s updated analysis of data on students experiencing homelessness in Pennsylvania, highlighting prevalence, challenges with identification, disparities in educational opportunities, and impact on academic outcomes. Our main findings include that: Roughly…
Publication
The When and How of Keystone Exams in the School District of Philadelphia
To earn a diploma, Pennsylvania high school students must now demonstrate college or career readiness through one of several pathways. Two of these pathways require passing state exams in Algebra I, Biology, and Literature, known…
Publication
Understanding Increases in Head Start Teacher Turnover During COVID-19
This report explores the dramatic increase in Head Start teacher turnover during the COVID-19 pandemic. Using data from the Head Start Program Information Report (PIR) from 2010 to 2022, the study investigates trends in teacher…
Publication
Examining the Effectiveness of Race-Specific Funding Strategies in Higher Education
As states reckon with racial enrollment and attainment gaps in higher education, some have made efforts to address them through their higher education funding. Two common approaches are outcomes-based funding (OBF) and Promise programs, as…
Publication
“For the Good of the City” An Early Evaluation of the Catto Scholarship
The Octavius V. Catto Scholarship launched in spring 2021 at Community College of Philadelphia (CCP) to help Philadelphians achieve college success. Inspired by 19th-century civil rights leader Octavius Catto’s belief in education for all, the…
Publication
Revisiting Research on School Closings: Key Learnings for District and Community Leaders
While school closures are often framed as necessary adjustments due to population shifts, building issues, or declining enrollment, the reality is these decisions spark fierce debate and can disproportionately impact students and communities of color.…
Publication
Responding, Reimagining, Realizing: Out-of-School Coordination in a New Era
The Wallace Foundation commissioned Research for Action and McClanahan Associates to study how out-of-school time intermediaries (OSTIs) responded to the COVID-19 pandemic and the role they could play in supporting communities moving forward. Citywide out-of-school…
Publication
Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in Yuma Union High School District
The case study explores the adoption and implementation of personalized, competency-based learning at Yuma Union High School District (YUHSD) within the broader context of the Arizona Personalized Learning Network (AZPLN). The study reveals that YUHSD…
Publication
Personalized, Competency-Based Learning in Arizona: A Case Study of Implementation in an Elementary School in Santa Cruz Valley Unified School District 35
This case study explores the implementation of personalized learning at an elementary school in Santa Cruz Valley Unified School District 35. The study, conducted by Research for Action and funded by KnowledgeWorks, sheds light on…
Publication
Personalized, Competency-Based Learning in Arizona: A Preliminary Report on Implementation and Student Outcomes
This report examines the implementation and outcomes of personalized, competency-based learning in the Arizona Personalized Learning Network (AZPLN) districts. The study conducted by Research for Action (RFA) analyzed survey data from students and teachers, as…
Publication
Examining the Impact, Implementation, and Cost Effectiveness of Completion Coaching in a Statewide College Promise Program
This study examines the effectiveness, implementation, and cost-efficiency of tnAchieves’ completion coaching program, which is designed to support Tennessee Promise students from low-income backgrounds. This program offers proactive coaching, which involves frequent, personalized contact initiated…
Publication
Children’s Literacy Initiative’s Blueprint for Early Learning: Evaluation Report
In partnership with Children’s Literacy Initiative (CLI), Research for Action conducted a year-long study of the impact and implementation of CLI’s Pre-K Intervention. Thirty-five district-operated and community-based Pre-K programs from Broward County Public Schools and…