City Year provides a powerful double bottom line: improved outcomes for students in high-need schools and the cultivation of the next generation of leaders through our alumni.
Since 1988, City Year has:
Served more than 2 million children
Completed over 57 million service hours
Graduated more than 30,000 alumni
Improving Outcomes for
Students in High-Need Schools
Supporting School-Wide Gains
According to research by Policy Studies Associates on 600 schools in 22 school districts,1 schools partnering with City Year—as compared with similar schools without City Year—were:
Up to 3x more likely
to improve proficiency rates in math
2x more likely to improve
on state English assessments
These schools gained the equivalent of approximately one month additional English and math learning, compared with schools that did not partner with City Year.
Reducing Early-Warning Indicators
A national randomized control trial found that schools that partner with Diplomas Now—a collaboration founded by City Year, Communities In Schools and Talent Development Secondary—significantly reduced the number of students at risk of dropping out according to the research-based early warning indicators: low attendance, poor behavior and course failure in ELA or math.2
The study also found statistically significant impact on reducing chronic absenteeism in middle schools, defined as missing more than 10 percent of school days in a single academic year.
Ensuring more students are on track to graduation
Students who reach 10th grade on time and on track in their attendance, behavior and course performance are three times more likely to graduate from high school.3 City Year has helped drive a:
- 51% reduction in the number students off track in English Language Arts.4
- 50% reducation in the number of students off track in mathematics.5
Enhancing whole school learning conditions
Students stay in school, are more engaged and perform better academically when they feel connected to at least one adult at school.6
92% of partner teachers agree that City Year AmeriCorps members helped to foster a positive learning environment for their students.7
88% of partner principals agree that City Year AmeriCorps members helped to improve students’ active engagement in learning.8
Nationwide, more than 7 million students are chronically absent, defined as missing at least 10 percent of school per year, or the equivalent of a month of school.9
Students coached by City Year improved their attendance by at least 2 percentage points,10 which translates to an additional 3.5 days in school, or more than 5,900 collective additional days of instruction.
Strengthening Social-Emotional Development
City Year helped 66% of students identified as needing support to move on-track in their social-emotional skills.11 Skills measured include self-awareness, self-management and relationship development, which research shows contributes to college and career readiness.12
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Cultivating the next
generation of leaders
Through their intensive work in schools and high-need communities, City Year's diverse AmeriCorps members acquire valuable leadership and professional skills that prepare them to lead and contribute in a variety of professions after their year or two of national service.
30,000 City Year Alumni
are leading and serving in a wide range of professions, including education, business, law, health, corporate social responsibility, government and public policy.13
94% of City Year Alumni
agree that their City Year experience had a significantly positive impact on their lives.14
City Year Alumni are 45% More Likely
to be civically engaged or belong to a community organization.15
300+ City Year Alumni
each year decide to become teachers after their year of service, creating a diverse pipeline of talented and trained educators committed to student success.16
1 Policy Studies Associates. (2015). Analysis of the Impacts of City Year’s Whole School Whole Child Model on Partner Schools Performance. For more on the study, visit our Research section.
2 Diplomas Now Brief. i3 Early Impact Report: Analysis and Implications. (2016). For more on the study, visit our Research section.
3 Bruce, M., Bridgeland, Fox, and Balfanz. (2011). On Track for Success: The use of early warning indicator and intervention systems to build a grad nation. Retrieved from: The Everyone Graduates Center at Johns Hopkins University.
4 2017–2018, ELA course grade recovery, Gr.6-9, n=1,878.
5 2017–2018, math course grade recovery, Gr.6-9, n=1,845.
6 Johns Hopkins Urban Health Institute. Best Practices for Effective Schools. Retrieved from the Johns Hopkins Urban Health Institute.
7 Spring 2018 teacher survey, n=1,626.
8 Spring 2018 principal survey, n=458.
9 Attendance Works. (2018). Retrieved from: Attendance Works.
10 2017–2018, attendance, Gr. 6-9, 1,703 students coached by City Year improved ADA by 2% or more, n=4,681.
11 2017–2018, Gr. 3-9, SEL n=6,282 (SEL as measured by Devereux Student Strengths Assessment (DESSA), a validated observational assessment that measures social-emotional competencies in students in K-8).
12 Why social and emotional learning and employability skills should be prioritized in education. (2016). Committee for Children and CASEL. Retrieved from: Committee for Children.
13 2018 City Year alumni data.
14 2018 City Year Alumni Survey. The survey was delivered to 16,000 alumni and received a 33 percent response rate, a statistically significant sample with a 95 percent confidence interval and one-point margin of error. Over half of the survey respondents are from those who graduated from City Year between 2014 and 2017; therefore, the data is most reflective of recent alumni sentiments.
15 The City Year Experience: Putting alumni on the path to lifelong civic engagement. (2007). Retrieved from: Policy Study Associates.
16 Assumes 110 City Year AmeriCorps members per site/city served; average of 11 corps from each city entering teaching each year.