Children and Youth;Education and Literacy;Health;Immigration
Probing the changing makeup of American college campuses, this report by the Public Education Institute at The Immigrant Learning Center, Inc. of Malden, MA, offers unparalleled insight into the journeys of today's graduate students born to immigrant entrepreneur parents.
Geographic Focus: North America-United States (Northeastern)-Massachusetts;North America-United States (Western)-California;North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia;North America-United States (Southern)-District of Columbia-Washington;Africa;Africa (Southern)-South Africa
Community and Economic Development, Education and Literacy
Large-scale public school closures have become a fact of life in many American cities, and that trend is not likely to stop now. This report
looks at what happens to the buildings themselves, studying the experiences of Philadelphia and 11 other cities that have decommissioned large numbers of schools in recent years: Atlanta, Chicago, Cincinnati, Cleveland, Detroit, Kansas City, Mo., Milwaukee, Pittsburgh, St. Louis, Tulsa and Washington.
Geographic Focus: North America-United States (Midwestern)-Missouri-St. Louis County-St. Louis, North America-United States (Midwestern)-Missouri-Jackson County-Kansas City, North America-United States (Midwestern)-Michigan-Wayne County-Detroit, North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Ohio-Cuyahoga County-Cleveland, North America-United States (Midwestern)-Ohio-Hamilton County-Cincinnati, North America-United States (Midwestern)-Wisconsin-Milwaukee County-Milwaukee, North America-United States (Northeastern)-Pennsylvania-Allegheny County-Pittsburgh, North America-United States (Southern)-District of Columbia-Washington, North America-United States (Southern)-Georgia-Fulton County-Atlanta, North America-United States (Southern)-Oklahoma-Tulsa County-Tulsa
Children and Youth, Education and Literacy
The members of Journey for Justice, are comprised of thousands of youth, parents, and other concerned citizens from communities of color across the United States. They wrote this report because they need the American people to know that the public education systems in our communities are dying. More accurately, they are being killed by an alliance of misguided, paternalistic "reformers," education profiteers, and those who seek to dismantle the institution of public education. Some are being killed quickly; others are still in the early stages. But it is, at this point, quite clear that there will soon be little to nothing left of our public school systems -- and many more like ours -- unless current trends are disrupted.
Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Michigan-Wayne County-Detroit, North America-United States (Midwestern)-Minnesota-Ramsey County-St. Paul, North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston, North America-United States (Northeastern)-New Jersey-Essex County-Newark, North America-United States (Northeastern)-New Jersey-Hudson County-Jersey City, North America-United States (Northeastern)-New Jersey-Passaic County-Paterson, North America-United States (Northeastern)-New York-New York County-New York City, North America-United States (Northeastern)-Pennsylvania-Allegheny County-Pittsburgh, North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia, North America-United States (Southern)-District of Columbia-Washington, North America-United States (Southern)-Louisiana-Orleans Parish-New Orleans, North America-United States-Puerto Rico-Caguas
This paper explains how District of Columbia Public Schools (DCPS) has moved toward smarter teacher retention, mainly by raising expectations and removing consistently low-performing teachers. The report also shows that DPCS is missing some opportunities to make even more progress.
Other key findings include: 1) performance-based compensation is helping DCPS keep more top teachers; 2) many DCPS principals do not appear to be prioritizing top teacher retention; 3) many DCPS principals are struggling to create cultures and working conditions that motivate top teachers to stay; 4) irreplaceables appear less likely to teach in schools that need them most.
The report recommends that DCPS continue its current policy reforms -- especially its higher expectations for teachers -- while monitoring the distribution of top teachers across the district and doing more to help school leaders retain their best teachers.
Geographic Focus: North America-United States (Southern)-District of Columbia-Washington
This report examines mathematics test data from the first year of implementation (2012-13) of the Teach to One: Math (TtO) approach in seven urban middle schools in Chicago, New York City, and Washington D.C. Researchers addressed the question: How did Tto students' growth on the Measures of Academic Progress (MAP) mathematics assessment compare with national norms?
To answer this question, the researchers analyzed student performance on the MAP test, an established instrument developed by the Northwest Evaluation Association (NWEA). The researchers then compared these results to the national norms published by NWEA (2011). Please note that these analyses cannot attribute Tto student results to the TtO model: the data available did not permit the use of an experimental design, which would be necessary to establish a link between the implementation of the program and the student test results. While the TtO results are promising, its performance beyond one year should be analyzed using an experimental design, in order to remove unmeasured differences between TtO students and schools with an appropriate comparison sample.
Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago;North America-United States (Northeastern)-New York-New York County-New York City;North America-United States (Southern)-District of Columbia-Washington
We compare two alternative methods to account for the sorting of students into academic tracks. Using data from an urban school district, we investigate whether including track indicators or accounting for classroom characteristics in the value-added model is sufficient to eliminate potential bias resulting from the sorting of students into academic tracks.
We find that accounting for two classroom characteristics -- mean classroom achievement and the standard deviation of classroom achievement -- may reduce bias for middle school math teachers, whereas track indicators help for high school reading teachers. However, including both of these measures simultaneously reduces the precision of the value-added estimates in our context. In addition, we find that while these different specifications produce substantially different value-added estimates, they produce small changes in the tails of value-added distribution.
Geographic Focus: North America-United States (Southern)-District of Columbia-Washington
Higher Achievement is an intensive summer and after-school program that began in its current form in 1999 in Washington, DC. Today there are Higher Achievement programs in Washington, DC/Alexandria, VA; Richmond, VA; Pittsburgh, PA; and Baltimore, MD. The study includes the five Higher Education Achievement Centers that were operating in DC and Alexandria when the study began.
Each center serves about 85 students, or "scholars", recruited mainly through school referral. Starting the summer before youth enter fifth or sixth grade and extending through eighth grade. Higher Achievement provides scholars with up to 650 hours of academic instructio0n per year, as well as enrichment activities and targeted, academic mentoring.
Geographic Focus: North America-United States (Southern)-Virginia (Northern);North America-United States (Southern)-District of Columbia-Washington
High-performing organizations are dogged about nurturing talent and leveraging it to drive organizational improvement. The organizations that are particularly good at this carefully track both high potential employees and high-performing ones. They think intentionally about the career progression of these employees and incentivize them to both grow their skills and apply them in response to organizational needs. Managers are assessed based on their ability to develop and retain talent, and employees know that if they perform well, they will have opportunities to advance their careers.
The American public education system does almost none of these things, at its peril. To meet the unprecedented demands facing public education, school systems must strategically pursue teacher leadership as a critical lever. This requires first establishing a vision for what teacher leadership can make possible in the system and how it can address identified needs. Having established clarity of purpose, the work then lies in establishing criteria for teacher leaders, defining the roles available (and how they relate to further differentiation of teaching roles), creating time for teachers to lead (and be led by others), and designing a financial model that is viable long term. It also lies in creating the structures, systems, and culture needed at the school and system level to support teacher leadership, and building a strategy that both encourages innovation in teacher leadership and builds incremental systemic change needed to sustain teacher leadership in the long term. There is not a single, right approach. What matters is that systems get started and that they pursue the work intentionally and strategically, learning from their early work (and that of others), guided by an inspiring vision that reaches beyond current roles and responsibilities for teachers.
Geographic Focus: Asia (Southeastern)-Singapore, North America-United States (Southern)-District of Columbia-Washington, North America-United States (Western)-Colorado-Denver County-Denver