Dr. Ruth Baruj-Kovarsky

The literature review presented in this document is part of a comprehensive study on the development and improvement of these programs in Israel, currently being implemented by the Myers-JDC-Brookdale Institute. The literature review contains an introduction framing the underlying principles of child-centered services that operate before and after school hours (with a special emphasis on working with children at risk), a chapter that discusses the main characteristics of these services, and a central section that discusses six models from different countries. Finally, the review presents possible courses of action derived from these models. The information in this document is presented to help policymakers improve the existing operating model.

The review was commissioned by the Office of the Chief Scientist at the Ministry of Education in order to construct a knowledge base about the concept of teacher wellbeing and examine best practices for promoting it.

This literature review addresses the importance of operating the welfare-education after-school programs, as part of strengthening the resilience of elementary school children at-risk and protecting their well-being in times of emergency.

This document presents insights elicited from a study which included interviews with attendance officers and a survey conducted among them about their work during the COVID-19 pandemic. The purpose of the study was to help shape the work of attendance officers during national emergencies such as the current crisis – the Israel-Hamas War.

The primary aim of this study was to facilitate the improvement of implementation strategies for the professional development programs developed within the project. The research objectives included: (1) evaluating the implementation of various models for executing the program on both a national and local scale including the examination of participant characteristics, program structures, and the content and modes of operation; (2) assessing participant satisfaction regarding different aspects of  the programs and identifying challenges and deficiencies; (3) examining the contribution of the programs and identifying changes in the practices of the participants, including collaboration, work practices, and their perception of their competence in their role; (4) making recommendations and developing strategies to enhance program implementation and application.

The goals of the study were: To present an up-to-date picture of the phenomenon of school dropout in the Bedouin population in the Negev and its scope; To examine the needs, barriers, and challenges in coping with the phenomenon of school dropout, as perceived by officials, key entities, and leading professionals from the Ministry of Education, the Ministry of Welfare and Social Affairs, and the Bedouin local authorities in the Negev who deal with the issue of school dropout; To develop strategies to deal with the phenomenon of school dropout in the Bedouin population in the Negev.

The objective of the research was to examine the achievements of the Ethiopian- and non-Ethiopian-Israeli 12th-grade students participating in the SPACE program in 2018-19 as reflected in their matriculation exam achievements, and assess the impact of the program on the achievements of the Ethiopian-Israeli 12th-grade program participants. An additional objective was to learn about the implementation of the Bridge to America pilot and its contributions as perceived by the classroom teachers and educational instructors.

The goal of the evaluation was to examine the achievements of the Ethiopian-Israeli and non-Ethiopian-Israeli twelfth-grade students participating in the SPACE program in 2017/18 as reflected in their matriculation exam achievements, and to assess the impact of the program on the achievements of the Ethiopian-Israeli twelfth-grade program participants. This is a continuation of the examination of the program impact on these students that has been conducted throughout the program years as the basis for introducing improvements into the program. An additional goal of the current evaluation was to learn about the perception of the directors of the education departments in the various localities regarding the implementation and contribution of the SPACE program.

The goals of the study were to learn the main characteristics of AO work, to examine their perceptions and perceived needs, and to provide policymakers with the tools to understand the AO role for its continued development.

The goal was to examine the achievements of the Ethiopian-Israeli and non-Ethiopian twelfth-graders participating in the SPACE program in 2017 as reflected in their matriculation exam achievements.

The evaluation was conducted in 2016-17 as a formative study to follow MENTA’s implementation for purposes of improvement during the pilot and an assessment of its goal achievement as a basis for deciding on further dissemination. Citing suggestion: Baruj-Kovarsky, R. Figura-Rosenzweig, O., & Ben Rabi, D (2018). MENTA – Support Program for Technical and Practical […]

The study is part of a joint initiative to structure the profession of attendance officer (AO) and strengthen the AOs' work.

The current study is the first to examine the factors that contribute to the gap between the Ethiopian-Israeli boys and the girls.

The Ethiopian National Project (ENP) scholastic assistance program for Ethiopian-Israelis in junior high and high schools (7th through 12th grades) has been implemented since 2004/5 as an after-school program. Its goal is to improve the scholastic achievements of these students and reduce the gaps between them and the other students –with particular emphasis on matriculation […]

The Ethiopian National Project (ENP) is a unique partnership between the Jewish Federation of North America, the Government of Israel, representatives of Ethiopian-Israeli community organizations, the Jewish Agency for Israel, the American Jewish Joint Distribution Committee in Israel and Keren Hayesod-UIA. It is active among Ethiopian-Israeli students in junior high and high school (grades 7-12) […]

“Hidden dropouts” are students who are enrolled in school and may even attend, but exhibit aspects of disengagement and alienation from school and studies. Disengagement is a major concern of the education system as it is a major barrier to success in school and may lead to fully dropping out of the education system.   In […]

Advancing low-achieving students and students with difficulties adjusting to school is one of the most important objectives of the education system in Israel. This study, which was initiated by the Ministry of Education and the Myers-JDC-Brookdale Institute, examined current practices to advance low-achieving students in elementary and junior high schools and about the needs and […]

The Ethiopian National Project (ENP) was established in 2004 with the goal of enabling Ethiopian-Israeli youth to fulfill their potential and to increase their chances of social mobility and future integration into the employment market.

The Ethiopian National Project (ENP) focuses on Ethiopian-Israeli students in junior high and high schools (grades 7-12) and is designed to improve their achievements and reduce the gap between them and non-Ethiopian students.

The ENP scholastic assistance program is provided to Ethiopian-Israeli students in junior high and high schools (grades 7 to 12) and is designed to improve their scholastic achievements, with a special emphasis on matriculation exams.

The ENP been accompanied by an extensive ongoing evaluation since its inception. In this report, we focus on a number of major indicators of the academic impacts of the scholastic assistance program.

This survey maps the array of activities for low achievers at primary and junior high schools in Israel.

This report focuses on a program which was developed especially for Ethiopian-Israeli youth and their parents, aimed at preventing the use of alcohol and drugs and associated negative behaviors.

The Myers-JDC-Brookdale Institute conducted an evaluation of 14 centers that had been in operation for over a year.

The Accessibility Program was designed to improve the patterns of social mobility among young people in the south by increasing their chances of admission to the most sought-after academic departments.

The SPACE (School Performance and Community Empowerment) program was established in 2004, in order to provide a solution for the needs of the Ethiopian-Israeli community.