City Year’s Whole Child Whole School Model

SEL-Related Approach

Program Design

City Year’s Whole School Whole Child model engages teams of 8 to 12 City Year AmeriCorps members to serve full-time in underserved and under-resourced schools as tutors, mentors, and role models. Corps members support classroom teachers by providing one-on-one and small group instruction in math, literacy, and social emotional skill building, engaging students in extended-day activities, and leading positive whole school events. All interactions between AmeriCorps members and students are guided by a consistent youth development approach. This asset-based mindset allows City Year AmeriCorps members to build positive near peer relationships with students, and model social and emotional competencies. The City Year AmeriCorps members are also trained in the Clover Model which provides a common language to consider student development, access strengths, and provide learning experiences in four categories: active engagement, assertiveness, belonging, and reflection.

Evidence of Effectiveness

Results from a quasi-experimental evaluation using data from 2010 to 2014 support the effectiveness of City Year’s Whole School, Whole Child program. The evaluation included 678 schools (Economically disadvantaged = 81%, Limited English Proficient = 18%). The evaluation found that elementary, middle, and high school students who participated in the program achieved higher standardized test scores in math, and elementary and high school students achieved higher standardized test scores in English compared to students in the comparison group (outcomes achieved one year after baseline). Although outcomes demonstrate significant increases in standardized test scores for the intervention group, their analyses did not adjust for pre-test outcomes.

Meredith, J., & Anderson, L. M. (2015). Analysis of the impacts of City Year’s Whole School Whole Child Model on partner schools’ performance. Unpublished report.