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  • All Students. All Here.

    Increase student engagement and decrease chronic absenteeism. AllHere Overview All Students Here

  • Team Spotlight: Chris Whiteley

    For our next AllHere team spotlight, we spoke with Chris Whiteley, Director of Engineering. Every few weeks, we nominate a Rockstar Right Now; someone who goes above and beyond for our team and customers. Find out what it means to be a Rockstar Right Now by reading his’ interview below. What motivates you to wake up and go to work? The end result of AllHere is to help young people get out of a rut. This goal, helps feeds my need to help make a difference in my community. What do you do at AllHere? As Director of Engineering my job is to help align all the ones and zeros which make up our code. What has been your favorite project so far? Our messaging platform has been very interesting, from the modern infrastructure and services, to the regulator needs. What’s something most people don’t know about you? I love to cook sous-vide, and then finish up on the grill. If you could choose anyone, who would you pick as your mentor? William Henry Herndon. He was the law pattern and biographer of President Abraham Lincoln as well as a family member. Next, meet fellow Rockstar Right Now, LaJoi Royston

  • Provocations

    A roundup of inspirational stories related to chronic absenteeism and attendance intervention management from around the web. Providence’s social media campaign hopes to combat student absenteeism by encouraging students to attend classes for most of the 180-day school year. Read the full article. Clark County officials plan to spend $12 million to combat chronic absenteeism and truancy in schools, hoping that increasing classroom attendance will reduce juvenile delinquency. Read the full article. Education forum in Dearborn brings administrators, teachers, students, parents, others together to discuss issues affecting struggling kids. Read the full article. What’s on your reading list?

  • Team Spotlight: LaJoi Royston

    For our first-ever AllHere team spotlight, we spoke with LaJoi Royston, Customer Support and Community Engagement Manager. Every two weeks, we plan to nominate a Rockstar Right Now; someone who goes above and beyond for our team and customers. Find out what it means to be a Rockstar Right Now by reading LaJoi’s interview below. What motivates you to wake up and go to work? The students. As a former teacher, I think of all the kids I’ve taught over the years. While I’m no longer in the front lines of education, knowing that the work I’m doing is still making an impact on so many young people is the best motivator of all. What do you do at AllHere? I lead the customer support initiatives through our work with Zendesk. If you have an issue with our platform or need help in general, I’m your go-to person. I’m also building out the AllHere Community amongst our district partners and national stakeholders by creating a space for people truly invested in this work to collaborate, be seen and be heard. What has been your favorite project so far? Definitely building our support site. As we continue to grow it has been essential that we have processes and policies that ensure we’re available to help our customers when they need us. What’s something most people don’t know about you? I used to be an avid runner. I’ve done 10 half-marathons. I officially retired from running after completing the Bank of America Chicago Marathon in 2016. If you could choose anyone, who would you pick as your mentor? Michelle Obama, that’s a no-brainer.

  • How a Collective of Boston Public Schools Sparks Attendance

    For our partner, the Success Mentors Collaborative, a cohort of three districts in Massachusetts, the answer is hard work, radical collaboration, deep reflection, cutting edge interventions, detailed planning, and impassioned implementation. Here’s the story of how those things came together this year. We partnered with the Success Mentors Collaborative in Boston, Massachusetts to bring together three communities on a journey to reimagine how their attendance improvement process could work. This was completed in two phases, with the first phase taking place before the start of the school year. We worked closely with the leadership teams from Holyoke Public Schools, Lawrence Public Schools, and Springfield Public Schools in addition to the leadership team of the Family Services of Merrimack Valley, the Boys and Girls Club of Greater Holyoke, and Springfield School Volunteers. This small group conducted interviews with school stakeholders and students, explored trends in interventions and demands for attendance improvement, and then crafted and honed the Success Mentors Collaborative to implement network-wide. The group had 4 aims: to create proactive interventions, to create joyful and positive interventions, to be able to navigate barriers to attendance and finally, to be able to track and recognize results. The second phase of this work brought together 3 teams from each of the schools for their first convening. This cohort gathered to engage with research on the science of Success Mentors, to make meaning of empathy and relationship building work with families and students who would be mentored as part of the program, to seek inspiration from schools around the country who had implemented this model and to build out their norms and expectations for data tracking to really drive towards bold new aims and to actually implement their programming. The teams built skills around data tracking and data literacy that prepared them to roll out this intervention in their community. Many teams were drawn to the aim of building strong relationships and they drew inspiration from promising Success Mentors models around the country. Taking that momentum, they piloted the idea of having educators (teachers, staff members, caring adults) connect with students three times across an average week to share and reflect about their school experience and to meaningfully connect across lines of difference and specifically around barriers to attendance. This took various forms across the schools from in-person 5-minute check-ins to longer 30-minute meetings and in some cases student and family circles where they were convening larger groups to connect and learn from each other. Many schools also choose to have their entire staff engage in either deep empathy work or Professional Development around chronic absenteeism so they could then understand the why around students’ absences and so they could know what they could do to help reduce absenteeism and support the intervention. The coordinators and school leadership teams then came together for convening this spring to share the results of their second-year pilot and receive feedback from schools and educators on their plans to move the work forward. They also got to share lessons from the fields and lessons that they learned in leading innovation in attendance improvement. They each closed the year out with a celebratory event, a deep dive into what each program was aiming to do and a celebration showcase of the hard work of all the school-based teams. We’re immensely proud of all the hard work of all the school based teams and grateful to have worked alongside the Success Mentor Collaborative team to make this experience a success. As we step back and think about what this experience can say to others driving towards similar work, we’re really mindful of the implications of doing this work in community with others, the importance of tracking data to ensure efficacy of interventions, the power of relationships in attendance improvement and doing this work in a scalable measurable way for both students and adults. So far these districts have reduced absences by an average of 25%. In individual districts, certain grade levels saw a reduction in the total number of chronically absent students by as much as 54%! The work being done by this group is truly commendable and we salute their efforts to ensure all their students are in school every day. We thank these hard-working educators for allowing AllHere to be their partners in this work and we’re excited to follow along as the Success Mentors Collaborative work continues to unfold.

  • Reminding Students and Families of Importance of Attendance Actually Improves Attendance

    With the rate of chronic absenteeism on the rise throughout the country, many educators and school administrators are wondering about new ways to improve attendance amongst their students. Researchers have studied cost-effective ways to reduce absenteeism in schools and found that drawing upon family support is one of the best ways to ensure that students participate in learning. Using the framework of behavioral science, researchers conducted a study in which they organized outreach to families about the importance of attendance in early grades. Sending letters to families emphasizing the positive impact of attendance for students in lower grades and specifically informing them of their students’ absences led to higher attendance rates and a greater understanding amongst families about the value of attending school. The study focused on messaging campaigns for elementary school families because of the lack of awareness about the importance of attendance in early schooling. Even though lower attendance rates in grades K-5 have a proven negative impact on future student achievement, many families are under the impression that attendance in elementary school is less critical. Letters underscoring the negative impact of absenteeism in elementary school helped to spread awareness about how families can set their students up for success in early years. Reminding families about the importance of attendance is critical to getting elementary age students back in class, as families can play an integral role in making sure their students attend school. The results of this study were significant, finding that chronic absenteeism rates dropped by 15%. Many schools and districts are interested in this type of outreach to families, but few have the time to organize the individualized messaging. AllHere can help by automating communications through two-way text messages. AllHere’s AI Chatbot uses similar concepts to this study by sending out personalized text messages to families reminding them about the importance of attendance and notifying them about their students’ up-to-date absences. Artificial intelligence technology allows for the chatbot to automate all of this messaging, meaning that school staff do not have to send the texts themselves. Changing family perspectives about the importance of attendance for elementary school students is proven to be a way to reduce chronic absenteeism. AllHere’s AI Chatbot uses messaging themes similar to this study and adds automated text messaging technology, which saves school staff time.

  • Leveraging AI Chatbots to Reduce Chronic Absence

    Strong communications with family members is one of the most important ways to reduce chronic absenteeism amongst students. While many schools strive to achieve consistent messaging and relationships between staff and families, this outreach can be time intensive and inefficient. The pandemic has only made this need for communications more essential, as more students are becoming chronically absent than ever before. The challenges of online learning require frequent check-ins with students and families to make sure they are getting the assistance they need in order to participate in learning. Many school districts choose to send letters, write emails, make phone calls, or home visits in order to track down students and families who are running the risk of chronic absenteeism. However, there is often not enough time or resources to manage all of these interventions, leaving staff members overwhelmed and unable to execute other tasks. These interventions also cannot just happen once, as it is important that families and students are reached out to multiple times to offer support and guidance when it comes to returning to school. Families often report hearing from their school very infrequently, sometimes because of the number of interventions schools have to perform or issues with delivering messages. This can leave families unaware about their students’ progress at school or if they are at risk of becoming chronically absent. For schools who want frequent communication and updates sent out to families regarding student attendance, AI Chatbots are an innovative and scalable technology that can efficiently reduce chronic absenteeism. Automated text messages sent by the bot to families regarding their students’ absences to date ensures that families are aware of how many days missed their students have. Frequently updating families about their students’ attendance status gives them actionable information and awareness about their students’ learning. Keeping families informed about their students’ attendance is one important way that schools can make sure that everything is being done to assist a student in need. Districts can choose when to message families about their students’ attendance, perhaps after a specific number of days missed. This cadence of notifications, written as friendly nudges sent over text messages, allows for families to receive up-to-date information without having to log on to an online gradebook. Sending out this information over text messages is more accessible and increases the chance that the message is read. Texting is an ideal way to send out this information because of how often we communicate over text messages nowadays. Often the easiest way to get in contact with someone is over text message, as many people have their cell phone on them at all times. Our world has shifted to communicating over text messages, so updating school correspondences to these changes is a necessary step to modernizing and adapting our education system. Given the potential for the accessibility of school information sent over text messages, leveraging AI Chatbots for other facets of school communication is one way to build upon this outreach. The bot can not only be used to notify families about attendance, but also serve as an additional resource or line of support for families. The chatbot sends out these nudges regarding absences, but using artificial intelligence the bot also can execute two-way texting communication to ask families if they need any assistance in helping their student get back to class. If a family responds to the bot asking for help, the bot can point them to district resources, such as bus information, technology help, or counseling services. Using the chatbot’s AI technology to assist families and point them to district resources is one way to amplify the support provided to students and families. Keeping families informed about absences is important, but in order to truly reduce chronic absences further assistance is necessary. The chatbot can automatically send out resources and guidance specific to family and student needs, saving time for staff members who have to respond to countless emails and questions throughout the day. For example, the chatbot can send out a nudge to a family detailing how their student has missed a couple of days of school and then ask if they need any assistance getting their student back on track. By probing the family to see if there are any ways the school can assist the family, the chatbot is able to understand what the student and family needs. The family can then respond over text message and say that they need help with transportation, and the bot can automatically send the district bus schedule, making sure that the family now has the resources they need to get their student back to learning. All of this messaging is done through the chatbot’s technology, allowing for staff members to focus on other work and more intensive interventions. AI Chatbots are innovative in the K-12 field, however there is research into the positive impact of this type of messaging and technology. To create our AI Chatbot, AllHere built upon a study by Dr. Peter Bergman of Columbia Teachers College that used two-way texting to message families about attendance. The results of the study were significant, as students whose families received the personalized messages reported an increase in GPA, reduction in course failures and an increase in class attendance. With this research basis, the AI Chatbot sends out messages that are actionable, timely, and relevant, ensuring that families read the information and that the messages are not seen as spam. Using best practices, the bot also does not send too many messages so there is a low opt-out rate for messaging. This way, families view every message from the chatbot as helpful and important, and read messages as they come in. Leveraging AI Chatbots to automate messaging and access to resources is one way to reduce chronic absences in schools. This technology is effective, low-cost, and can reduce staff workloads while increasing support for families and students.

  • AllHere’s $8M Series A: An Opportunity to Build Public Education Back Better

    Today, I am honored to announce that AllHere has raised a $8M Series A round led by Spero Ventures, in support of a deep reimagining – not just tinkering – of K-12 education that uses the potential of AI-powered chatbots to meet every student and family where they’re at with support and guidance from enrollment all the way through to graduation. I can’t help but recall the first day AllHere launched in Boston Public Schools to train teachers and staff about how to track interventions. Our ideology was that if you couldn’t track the data to ensure that students were supported, in an evidence-based manner, then even the most rigorously proven interventions would not get to the projected result. We’ve since seen a pandemic, a rapid increase in the number of students who are struggling to attend school on a regular basis, and a massive shift in the mindset of educators about the role of technology and data-driven strategies to create more equitable learning outcomes. We listened to our school partners, and as a result, pioneered K-12’s first evidence-based, AI-powered advisor – a behaviorally intelligent chatbot that provides educational guidance on a 24/7 basis that now serves over 8,000 schools and 2 million students and families across the U.S. Heading into the fall, the consensus is clear: families and district leaders want a return to in-person learning. But that does not mean a return to normal. “Normal” wasn’t working for historically marginalized students who have suffered from unequal access to high-quality guidance and mentorship. It wasn’t working for stressed out parents whose lack of access to a stable address or internet set their children up for failure in remote learning. The same kids who were underserved for years now face unprecedented academic, mental health, and social-emotional needs that will impact their ability to attend school. Schools will be hard-pressed to meet those needs if they pursue business as usual, and we have an opportunity to do things differently. As a black CEO and founder, I want other black and brown entrepreneurs to know that you are needed. The world needs us to not only be technology users but the creators of the technology and solutions that lead to a more equitable society. Keep building! Thank you to everyone who has supported our journey to build public education back better. Thank you to my incredible team at AllHere, the superintendents, directors of student support and well-being that make our work possible, and our customers that have built right alongside us. Thank you to the myriad of people who have mentored me and continue to teach me to take AllHere further, faster, including my first institutional investors Matt Greenfield and Ebony Brown, new partners Andrew Parker, Stephen Wemple, Shipriya Mahesh, and mentors/advisors Matt Guidarelli, Jeff Livingston, Peter Bergman, Leyla Seka, Mallun Yen, Bill Beecher, Toby Brzoznowski, Hedy Chang, Cecelia Leong, The Visible Figures Community, and the hundreds of people who have extended grace, mentorship, encouragement, and partnership.

  • New Report Outlines Family Engagement Best Practices That Support All Children

    Working within education systems for many years has shown us just how important it is to support families along their child’s path to and through school. What makes this so challenging is that no two paths are exactly the same. To learn more about each individual’s path, educators have begun to embrace family engagement as a strategic component of teaching and learning. There are many tools that can be leveraged to help educators learn more about the unique factors in each student’s experience—including the AllHere Virtual Assistant (AVA)—but there are also many barriers. For example, mass market family engagement efforts can take on an assimilation function that further marginalizes non-dominant families, those whose race, class, language, or life experiences makes them feel that they are not part of the mainstream school culture. One of the leading voices in the field, Karen L. Mapp, Senior Lecturer at the Harvard Graduate School of Education, recently co-authored a new report that issues a call to action to break down these barriers so each individual home-school partnership is as effective as possible. The report, “Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement,” calls “for the PreK–12 sector to walk through the door opened by COVID-19 and the antiracist movement and address the often-ignored and unspoken dynamics that prevent the cultivation of effective partnerships between families and educators. We call on the sector to seize this opportunity to move toward a family engagement practice that is liberatory, solidarity-driven, and equity-focused.” Mapp has always been a champion of relationships built on mutual trust and respect. In “Embracing a New Normal,” she and co-author Eyal Bergman encourage educators to self-reflect on whether their approach to family engagement is truly: – Liberatory and free of dominance by the educational system. – Solidarity-driven in union and fellowship with families and students. – Equity-focused to ensure it is fair and just for all involved. In a forum about the elevating family-school partnerships that aired online shortly after the report’s release, Mapp said the COVID-19 pandemic had created a robust opportunity for reimagining family engagement because many educators who had been resistant to partnering with families were thrust into a position where they needed to have trusting relationships with families to ensure student success. In their report, Mapp and Bergman express optimism that current federal funding opportunities related to the COVID-19 pandemic offer schools the resources to invest in new approaches to family engagement. It’s a refreshing invitation for schools to examine their current status when it comes to family engagement—knowing that it may look different than it did a couple of years ago—and explore strategies for moving toward their goals for true partnerships along students’ path to and through school. Check out part II of this blog post here.

  • Effective Support for Day-to-Day Family Engagement

    As summer break winds down and schools prepare for back-to-school professional development with their educators, finding the best way to engage families is a hot topic. In a previous blog, we highlighted a report from one of the leading voices in the family engagement field, Karen L. Mapp, Senior Lecturer at the Harvard Graduate School of Education, and co-author Eyal Bergman. The report, “Embracing a New Normal: Toward a More Liberatory Approach to Family Engagement,” calls “for the PreK–12 sector to walk through the door opened by COVID-19 and the antiracist movement and address the often-ignored and unspoken dynamics that prevent the cultivation of effective partnerships between families and educators.” The emphasis on systemic racism has drawn school leaders’ attention to populations who may have been overlooked in their past calculations on how to reach families. These dynamics are often unspoken—but not by Mapp and Bergman, who are forthright about ending deficit-based mindsets that focus on what families don’t have or didn’t do. They encourage schools to learn more about the challenges families face in getting their child to and through school, then partnering with them to solve these problems together. An exchange of information is vital to this process. “Educators and families should work together to define their shared challenges and improve the educational experience for children,” they write in the report. “Rather than focusing on communicating school rules and procedures, educators should discuss useful and actionable information with families. Scores of research studies show that families want to know more about how their children are doing in school.” The day-to-day elements in their call to action for effective family engagement include: -Demonstrating respect by seeking input from families and listening to what they have to say. -Responding in ways that are competent—and trusting that families are also competent to uphold their role in their child’s education. -Showing integrity by doing what was promised or communicating if the situation has changed. -Showing families and students that they are valued and cared about as individuals. Of course, all of this must be linked to students’ learning and development—after all, this is educators’ primary role. This call to action resonates deeply with our team at AllHere. We believe in fostering true partnerships with families—our innovative, evidence-based two-way texting solution is built around the importance of this for student success—but we are also realistic about the time constraints that busy educators face. We know they benefit from support with outreach to families to ensure they have sufficient time to focus on their primary roles.

  • How Two Districts Are Improving Student and Family Participation with AllHere

    School districts in Messina, New York, and Lansing, Michigan, introduced new members of their communications teams to parents and students last year: Mini and Raider. The newcomers are AllHere chatbots the districts implemented to address specific student and family participation goals. In a District Administration webinar on July 20, leaders from both districts joined AllHere Founder and CEO Joanna Smith to share their experiences with personalized outreach through AI. Making Minutes Count with Mini Lansing School District used the COVID-19 disruption as an opportunity to set up a multifaceted team to focus on increasing attendance and engagement across the district. In setting up the “Minutes Matter: Make Them Count” initiative, Lansing administrators made sure to draw in voices from the entire school community, said Cordelia Black, Executive Director of School Culture. “Administrators are the front line. They are really important for moving this work forward,” Black said. “But you also need student and parent voices and community businesses at the table. We’ve had all of these, and we’ve seen the context that they bring.” In addition, the district drew upon national research on positive messaging through texting and nudge letters, including Peter Bergman’s work. And they reviewed what worked well in their own schools already so they could build upon what resonated with families and students. Staring in the spring of 2020, their customized chatbot, nicknamed Mini, ramped up to provide 24/7 communications support along with positive messaging about why it’s important for children to attend classes. Through Mini, the district sent 9,114 messages over 10 weeks, according to School Improvement Data Integration Specialist Dr. Liesel Carlson. Mini contacted families of students ages PreK through grade 12 to ask if families needed any additional support or connection. This outreach saved staff 503 hours, resulting in savings of $20,974—and it ensured that families all received the same messaging, regardless of which school their child attended. Mini also received 766 incoming messages and was able to answer 96% of them using pre-programmed responses customized by AllHere using information provided by Lansing administrators. “Mini was able to answer so many questions, freeing up time for our staff to focus on students and families who needed the most intensive support,” Carlson said. As a result of the successful launch, the district has set new goals that include increasing the attendance rate by 5% by 2022 and 10% by 2025. Together with AllHere, they’re looking at where they need to provide additional support, how they can celebrate successes together with their students and parents, and how they can expand positive messaging. “We recognize that schools can’t do this alone,” Carlson said. “We need collaboration and partnership with organizations like AllHere as well as our community.” Building Relationships and Rapport with Raider To address a rise in poverty over the past two decades, the school district in Massena launched a Community Schools initiative to co-locate services and resources inside its educational settings to make access easier for students and families. With 64% of its families eligible for free and reduced lunch, District Superintendent Pat Brady said, “We were ripe for bringing in a program that would support students and reduce barriers to their education.” After basic needs are met through Massena Community Schools, the staff can start to engage with families about topics like attendance, said Director Kristin Colarusso-Martin. “We’re all about building relationships here.” The AllHere chatbot, nicknamed Raider after the schools’ mascot, the Red Raider, was integrated into its existing family engagement, academic, and attendance initiatives at the start of the 2020-21 school year. “We looked at it as a strategy to reach out to parents in a way they might feel comfortable,” Colarusso-Martin said. The district also uses home visits, parent cafés, printed letters, community events, and other forms of communication. They knew they wanted Raider to send out positive, affirming messages as well as information that was important to the district. Messages ranged from specific details of meal pickups to more general check-ins to find out if families needed anything. “It felt kind of weird at first for families to talk to the school on the chatbot,” Colarusso-Martin said, “but they really liked it later on. We had a really positive response from our families.” As part of the two-person team of escalation coordinators who answered the queries that Raider couldn’t field, Colarusso-Martin reached out to families within 24 hours of their contact. “They were often surprised that we called them back so quickly,” she said. In the coming school year, Massena Community Schools will continue to partner with AllHere to really drill down into its attendance initiatives. “Now that we’ve created a positive space,” Colarusso-Martin said. “We’ll use Raider to nudge you that our child is missing a little more school than you may be aware of. Raider fits in really nicely with our whole-child approach.” This webinar is now available OnDemand. Dive deeper with these two districts by viewing the full webinar here.

  • AllHere Advisory Board Launches with Top Leaders from Research and Education 

    AllHere Advisory Board Launches with Top Leaders from Research and Education Advisory Board brings together top education leaders and researchers to determine future applications of conversational AI in K-12 and improve student education outcomes Boston, MA, August 4, 2021 — AllHere, the leading provider of AI-powered solutions to improve K-12 student outcomes, is forming the AllHere Advisory Board to bring together a broad array of leaders from research and education to support the company’s mission and drive key insights. The inaugural board members are leading education experts and academics whose combined work represents decades of policy work and research into the efficacy of education technology: Dr. Peter Bergman, Associate Professor of Economics and Education at Teachers College, Columbia University, Co-Chair of the Education Technology at Abdul Latif Jameel Poverty Action Lab (J-PAL) at MIT Dr. Lindsay Page, Annenberg Associate Professor of Education Policy at Brown University Dr. Michael Gottfried, Associate Professor, Education Policy Division at University of Pennsylvania Jeff Livingston, CEO of EdSolutions, former Vice President of Education Policy and Strategic Alliances at McGraw-Hill Education These four advisors will collaborate closely with AllHere to conduct research and create evidence-based insights about how artificial intelligence and chatbot technology can be applied in K-12 education to improve the student journey from enrollment all the way to graduation. “The formation of our Advisory Board formalizes our long-time commitment to partnering with leading education experts across research and education to develop innovative, proven, and equitable solutions to today’s problems in education,” said Joanna Smith, CEO and Founder of AllHere. “These board members will be joined, in the future, by others who can help AllHere accelerate meaningful impact across all our stakeholders, including families, students, and school districts.” AllHere’s approach and technology are deeply rooted in the research of Dr. Peter Bergman, who has published several randomized controlled trial (RCT) studies on the use of text message communication to improve K-12 attendance. His RCTs for using text messages to improve student outcomes produced astonishing impact, including reducing chronic absenteeism by 17%, reducing course failures by 38%, and increasing student retention. Those insights became the building blocks of AllHere’s AI-powered chatbot. Dr. Lindsay Page brings expertise on quantitative methods and their application to questions regarding the effectiveness of educational policies and programs across the pre-school to postsecondary spectrum. Much of her recent work has focused on implementing large-scale randomized trials to investigate potential solutions to “summer melt,” the phenomenon that college-intending students fail to transition successfully from high school to college. Dr. Michael Gottfried is an applied economist with expertise in the economics of education and education policy. His research targets data-driven decision making on a broad range of educational issues, including student absenteeism, career and technical education, early childhood education, and educating students with disabilities. He aims to boost academic and other student outcomes by examining which policies, practices, and contexts promote or block their success. Mr. Jeff Livingston founded EdSolutions as a consultancy for education innovation and philanthropy focused on underserved students, increasing the diversity of education leadership, and scaling proven innovations to reach the students who will benefit most from them. Prior to EdSolutions, Jeff was a successful edtech entrepreneur and spent more than a decade as a senior executive at McGraw-Hill Education where he was most recently Senior Vice President of Education Policy and Strategic Alliances. About AllHere AllHere combines conversational AI, behavioral science, and interactive nudges to foster attendance and engagement in K-12 education. We automate personalized, two-way text messaging with chatbots to improve attendance rates and guide students and families through school. Our adaptive, evidence-based system provides 24/7 support so that teachers and staff can focus their time on the most meaningful interactions. For more information, visit

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