Children and Youth;Education and Literacy
The following guidebook gives context to a new learner-centered environment, offers best practices for creating trusted learning environments, and most importantly creates activity guides to serve as a framework for dialogue and action among a learning community’s many constituents.
At one time, finding an assistant principal for a public school in Denver entailed a search through “a gajillion résumés,” in the words of one local school district administrator. Even then, some ideal candidates likely fell through the cracks. Those days are over, owing to the development by Denver Public Schools of a “leader tracking system,” a database of information about the training, qualifications and performance of principals and aspiring principals.
This Story From the Field examines how Denver and five other school districts have constructed and are using these systems as they seek to better train, hire and support school principals. All six districts are taking part in the Principal Pipeline Initiative, a Wallace Foundation-funded effort to help the school systems develop a large corps of strong school principals and generate lessons for the field.
In addition to aiding district officials in identifying strong principal and assistant principal candidates and matching them to the right schools, the leader tracking systems are helping in efforts to forecast job vacancies, pinpoint principal training topics and spot potential principal mentors. The districts are also beginning to use the systems to share aggregate information about the performance of principals with the preparation programs from which the principals graduated.
The publication makes clear that developing a leader tracking system takes time and effort. It describes, for example, how determining what information to collect, and then finding it, proved to be a key but time-consuming task, not least because essential data could be housed in different niches of the school bureaucracies.
Geographic Focus: North America / United States (Southern) / Florida / Hillsborough County / Tampa;North America / United States (Southern) / North Carolina / Mecklenburg County / Charlotte;North America / United States (Northeastern) / New York / New York County / New York City;North America / United States (Western) / Colorado / Denver County / Denver;North America / United States (Southern) / Georgia / Gwinnett County;North America / United States (Southern) / Maryland / Prince George\'s County
Community and Economic Development;Education and Literacy;Energy and Environment
Foundation funding focused on Ghana over the past decade has encompassed all aspects of the global development agenda and beyond. Among foundations whose grants are tracked by Foundation Center, their giving focused on Ghana totaled $499 million between 2002 and 2012. While few foundations intentionally aligned their grantmaking priorities with the MDGs, over half of grants (54 percent) made by the 151 foundations included in this analysis and most of their grant dollars (79 percent or $394 million) supported activities consistent with at least one of the eight MDGs.
Geographic Focus: Africa (Western)-Ghana
Arts and Culture;Education and Literacy
This case study describes Fleisher Art Memorial's initiative to bring residents of the surrounding ethnically diverse neighborhood to its on-site programs. The report is part of a larger set of 10 case studies commissioned by The Wallace Foundation to explore arts organizations' efforts to reach new audiences and deepen relationships with their existing audiences. These in-depth reports lay out how the efforts were created and run, describe the results in detail, identify what helped them become successful, and show what got in the way of success. They add to a growing body of field-based research, providing specific examples of individual organizations' responses to unique circumstances. At the same time, each aspires to capture more broadly applicable lessons about what works and what does not -- and why -- in building arts audiences.
Geographic Focus: North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia
In 2003, The Wallace Foundation began an initiative that eventually included five cities -- Boston, Chicago, New York City, Providence and Washington, D.C. -- to help them develop afterschool systems. At the time, a few cities and organizations were pioneering this approach (L.A.'s Best in Los Angeles, The After-School Corporation in New York, After School Matters in Chicago), but it was still a novelty. Five years later, Wallace examines lessons learned from this initiative, which posited two central premises:
- Children and teens can gain learning and developmental benefits by frequent participation in high-quality afterschool programs.
- A coordinated approach can increase access to, and improve the quality of, afterschool programs.
Geographic Focus: North America-United States (Northeastern)-Rhode Island-Providence County-Providence;North America-United States (Northeastern)-New York-New York County-New York City;North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston;North America-United States (Midwestern)-Illinois-Chicago Metropolitan Area;North America-United States (DC Metropolitan Area)
Children and Youth;Education and Literacy;Race and Ethnicity
A growing number of initiatives around the country are attempting to tackle longstanding inequities, including higher rates of school dropout, incarceration, and unemployment among Black and Latino men. New York City's Young Men's Initiative (YMI) has been at the forefront of these efforts since it was launched in 2011 to address disparities in education, employment, health, and criminal justice.
YMI's educational component, the Expanded Success Initiative (ESI), focuses on the issue of low college readiness among Black and Latino male students -- a problem that has persisted in NYC even as high school graduation rates have risen. ESI is providing funding and professional development to 40 NYC high schools, aimed at helping them improve outcomes, particularly college and career readiness, among their Black and Latino male students.
The Research Alliance for New York City Schools is conducting a four-year evaluation of ESI's implementation and impact. This report, Changing How Schools Serve Black and Latino Young Men, presents our findings from Year 2 of ESI (the 2013-2014 school year), drawing on interviews and focus groups with staff at ESI schools and a set of matched comparison schools, a student survey, and an analysis of student achievement data.
Geographic Focus: North America-United States (New York Metropolitan Area)
Children and Youth;Education and Literacy
The After School Division (ASD) of the California Department of Education in collaboration with Public Profit, has released Technical Assistance for Expanded Learning Opportunities in California. This report shares high-level information about the availability of technical assistance (TA) by region, strategy, and links to Quality Standards for Expanded Learning. Regional Profiles provide at-a-glance information about providers in each of California's 11 regions.
This report will help to inform the ongoing conversations about how to support high quality Expanded Learning Opportunities in California for all youth. California is a national leader in Expanded Learning, both for the breadth of its publicly funded Expanded Learning programs and for its growing focus on quality. THe ASD is further enhancing its supports for program quality through the System of Support, including fuding for TA. Understanding the current TA landscape enahnces the ASD's ability to make strategic investments to support Expanded Learning Opportunities.
Geographic Focus: North America-United States (Western)-California
In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation (i3) scale-up grant of $50 million from the U.S. Department of Education.
Using a rigorous random assignment design to examine the effectiveness of TFA elementary school teachers in the second year of the i3 scale-up, Mathematica Policy Research found that first- and second-year corps members recruited and trained during the scale-up were as effective as other teachers in the same high-poverty schools in both reading and math. To estimate the effectiveness of TFA teachers relative to the comparison teachers, we compared end-of-year test scores of students assigned to the TFA teachers and those assigned to the comparison teachers. Because students in the study were randomly assigned to teachers, we can attribute systematic differences in achievement at the end of the study school year to the relative effectiveness of TFA and comparison teachers, rather than to the types of students taught by these two different groups of teachers. In addition to the impact analysis described in this report, the evaluation included an implementation analysis that describes key features of TFA's program model and its implementation of the i3 scale-up.
Geographic Focus: North America-United States