About
About
Some students dismiss the idea of attending college as early as middle school because they don't think it's possible or worth it. This is called foreclosure, and it's what Project Teach aims to address.
Impact Data
Research-Based Approach
In 2012, Harvard Graduate School of Education (HGSE) faculty member Mandy Savitz-Romer and writer Suzanne Bouffard co-authored Ready, Willing, and Able: A Developmental Approach to College Access and Success, a study that sought to understand how and when adolescents start thinking about college. Their research suggested that several key components are critical in promoting a college-going culture among students.
The Project Teach model employs these factors in its developmental framework:
- Communication about college goals and terminology;
- Sharing of college information and resources;
- A sense of partnership with college students, faculty, and the college itself;
- Ongoing involvement of family.
Harvard University Partners
Project Teach Team
The Project Teach team is comprised of members of Public School Partnerships (PSP), an academically focused team that cultivates strong relationships with Boston and Cambridge public schools, interns from HGSE, and undergraduates from Harvard College.
Cyntoria Grant
Jean Dao
Libna Ramos
Program Evaluation
We regularly conduct studies to determine the efficacy of the Project Teach program and find out which initiatives students enjoy most. We use this feedback to improve the program by adding new classes, developing lesson plans for teachers, and researching ways to better connect students with their support networks.
