Building Community Partnerships in Support of a Postsecondary Completion Agenda

Education and Literacy

Building Community Partnerships in Support of a Postsecondary Completion Agenda

This report highlights key lessons from the Bill & Melinda Gates Foundation's Community Partnerships portfolio evaluation. It assesses the communities' progress over the course of the investment, and describes their work in the areas of building public commitment, using data, building and sustaining partnerships, and aligning policies and practices. The OMG Center served as the national evaluator of this initiative and the report also discusses the steps these communities can take to sustain their programs.

January 2014

Geographic Focus: North America-United States (Southern)-Florida-Duval County-Jacksonville;North America-United States (Southern)-North Carolina-Mecklenburg County-Charlotte;North America-United States (Southern)-Kentucky-Jefferson County-Louisville;North America-United States (Western)-California-San Francisco County-San Francisco;North America-United States (Southwestern)-Texas-Cameron County-Brownsville;North America-United States (Southern)-North Carolina-Wake County-Raleigh;North America-United States (Southwestern)-Texas-Potter County-Amarillo;North America-United States (Northwestern)-Oregon-Multnomah County-Portland;North America-United States (Western)-California-Riverside County-Riverside;North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia;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 (Southwestern)-Arizona-Maricopa County-Phoenix;North America-United States (Southwestern)-Arizona-Maricopa County-Mesa;North America-United States (Midwestern)-Ohio-Montgomery County-Dayton

Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers

Education and Literacy

Time for Teachers: Leveraging Expanded Time to Strengthen Instruction and Empower Teachers

This report looks deeply inside 17 schools that stand at the vanguard of the current revolution in teaching. It reveals the substantive ways in which these schools are providing their teachers with more time to reflect on, develop, and hone their craft, by very explicitly leveraging an expanded-time school schedule and calendar. These schools' expanded time (on average, they are in session almost 300 hours more per year than the national norm of 1,170 hours) affords not only more hours and days focused on classroom instruction, but also a full array of professional learning opportunities.

May 2014

Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Ohio-Cuyahoga County-Cleveland, North America-United States (Northeastern)-Connecticut-New Haven County-New Haven, North America-United States (Northeastern)-Massachusetts, North America-United States (Northeastern)-New Jersey-Union County-Elizabeth, North America-United States (Northeastern)-New York-Kings County-New York City (Brooklyn), North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia, North America-United States (Southern)-Louisiana-Orleans Parish-New Orleans, North America-United States (Southern)-Tennessee-Shelby County-Memphis, North America-United States (Southwestern)-Arizona-Maricopa County-Phoenix, North America-United States (Southwestern)-Texas-Harris County-Houston, North America-United States (Western)-California-San Diego County, North America-United States (Western)-Colorado-Denver County-Denver

Charter School Vulnerabilities to Waste. Fraud and Abuse

Education and Literacy

Charter School Vulnerabilities to Waste. Fraud and Abuse

This report echoes a warning from the U.S. Department of Education's Office of the Inspector General. The report draws upon news reports, criminal complaints and more to detail how, in just 15 of the 42 states that have charter schools, charter operators have used school funds illegally to buy personal luxuries for themselves, support their other businesses, and more. The report also includes recommendations for policymakers on how they can address the problem of rampant fraud, waste and abuse in the charter school industry. Both organizations recommend pausing charter expansion until these problems are addressed.

May 2014

Geographic Focus: North America-United States (Southwestern)-Arizona, North America-United States (Southern)-Louisiana, North America-United States (Southern)-Florida, North America-United States (Southern)-District of Columbia-Washington, North America-United States (Northeastern)-Pennsylvania, North America-United States (Northeastern)-New York, North America-United States (Western)-Hawaii, North America-United States (Western)-Colorado, North America-United States (Western)-California, North America-United States (Northeastern)-New Jersey, North America-United States (Midwestern)-Wisconsin, North America-United States (Midwestern)-Ohio, North America-United States (Midwestern)-Minnesota, North America-United States (Midwestern)-Illinois, North America-United States (Southwestern)-Texas

Dropped? Latino Education and Arizona's Economic Future

Education and Literacy;Race and Ethnicity

Dropped? Latino Education and Arizona's Economic Future

Describes persistent barriers to educational opportunities and the achievement gap Latinos face; implications for incomes, health insurance coverage, and the economy; and strategies for improving the educational system and Latino educational attainment.

May 2012

Geographic Focus: North America-United States (Southwestern)-Arizona

Productivity Push, The

Education and Literacy

Productivity Push, The

Profiles Arizona's efforts to raise higher education productivity -- delivering quality education to more students at lower cost -- via partnerships between community colleges and state universities. Lists initiatives in other grantee states.

July 2010

Geographic Focus: North America-United States (Southwestern)-Arizona;North America-United States (Midwestern)-Indiana;North America-United States (Southern)-Maryland;North America-United States (Western)-Montana;North America-United States (Midwestern)-Ohio;North America-United States (Southern)-Tennessee;North America-United States (Southwestern)-Texas

Education and Achievement: A Focus on Latino "Immigrant" Children

Education and Literacy, Immigration, Race and Ethnicity

Education and Achievement: A Focus on Latino "Immigrant" Children

Describes the Institute for Teaching English Language Learners' comprehensive program to boost English language learners' academic achievement by optimizing the environment, supporting teachers, increasing learning opportunities, and engaging families.

October 2010

Geographic Focus: North America-United States (Southwestern)-Arizona

Performance-Based Compensation: Design and Implementation at Six Teacher Incentive Fund Sites

Education and Literacy

Performance-Based Compensation: Design and Implementation at Six Teacher Incentive Fund Sites

Examines preliminary outcomes for student achievement, stakeholder support, recruitment and retention, and changes in school cultures; success factors; challenges; and the role of states and districts in implementation and financial sustainability.

August 2010

Geographic Focus: North America-United States (Southwestern)-Arizona, North America-United States (Southern)-Louisiana, North America-United States (Southern)-Louisiana-Orleans Parish-New Orleans, North America-United States (Southern)-North Carolina, North America-United States (Northeastern)-Pennsylvania, North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia, North America-United States (Southern)-South Carolina, North America-United States (Southwestern)-Texas, North America-United States (Southwestern)-Arizona-Pima County-Tucson

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