ON-Lion Letter

High-poverty elementary, middle, and high schools in urban neighborhoods are more likely to improve on state student assessments in English and math if they partner with City Year AmeriCorps members for academic and social-emotional skill supports, according to a newly released third-party study.

As measured by publicly available state-assessment data, schools that partner with City Year were two to three times more likely to improve school-wide proficiency rates in English Language Arts and math than schools with similar demographic and performance profiles that do not have the added benefit of City Year AmeriCorps members, finds the 44-page study by Policy Studies Associates (PSA) in Washington, D.C.  Additionally, students in schools that partner with City Year gain approximately one month of additional learning in English Language Arts and math compared to demographically similar students in other schools not partnering with City Year.

The PSA study is the first national third-party research to examine the impact of City Year's "Whole School Whole Child" model on the performance of entire schools.  PSA used a methodology common in education and social science research -- a quasi-experimental, comparison-group design -- to assess City Year's school-wide impact on its partner elementary, middle, and high schools.

Milwaukee's Lynde and Harry Bradley Foundation substantially supports City Year Milwaukee.

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