Foundations in the United States make substantial investments in public education, nearly $5 billion in 2010. They do so for a variety of reasons that include improving educational conditions and outcomes, supporting innovation, and increasing access for the underserved.

Theory about community-integrated education initiatives (e.g., community schools, Harlem Children’s Zone, Promise Neighborhoods, Strive Partnership) suggests that community school partnerships can increase community engagement with a school, make more efficient and effective use of limited and so

The Texas Ninth Grade Transition and Intervention Program was designed provide supports to academically at-risk students as they transition into high school. Targeted students attend a summer program prior to their freshman year and are connected with appropriate interventions, as needed, once the school year begins. The Texas Education Agency contracted with AIR to provide a formative and summative evaluation of the statewide initiative. The AIR team employed a qualitative case study design to track program implementation and a multilevel propensity score matching approach to examine program effectiveness.