Ruth Baruj-Kovarsky

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.

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.