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

Cross-State Analyses of Results of 2012-13 Teaching Empowering Leading and Learning (TELL) Survey Research Report

Education and Literacy

Cross-State Analyses of Results of 2012-13 Teaching Empowering Leading and Learning (TELL) Survey Research Report

New Teacher Center worked collaboratively with nine state coalitions - including governors, state education agencies, teacher associations, stakeholder groups and practitioners - to implement the Teaching, Empowering, Leading and Learning (TELL) survey statewide in nine states from the spring of 2012 to the spring of 2103. The TELL survey is a full-population survey of school-based licensed educators designed to report the perceptions about the presence of teaching and learning conditions that research has shown increase student learning and teacher retention.

The conditions assessed in the TELL survey include:

  • Time
  • Facilities and Resources
  • Professional Development
  • School Leadership
  • Teacher Leadership
  • Instructional Practices and Support
  • Managing Student Conduct
  • Community Support and Involvement
  • New Teacher Support (for teachers in their first three years in the profession)

This report compares the results of the TELL survey at the state level across the country, providing an additional contextual lens for interpreting the results from each participating state to better understand their own findings.

September 2013

Geographic Focus: North America-United States;North America-United States (Western)-Colorado;North America-United States (Southern)-Tennessee;North America-United States (Midwestern)-Ohio;North America-United States (Southern)-North Carolina;North America-United States (Southern)-Maryland;North America-United States (Southern)-Kentucky;North America-United States (Northeastern)-Vermont;North America-United States (Northeastern)-Massachusetts;North America-United States (Northeastern)-Delaware

The Road to Equity - Expanding AP Access and Success for African-American Students

Education and Literacy;Race and Ethnicity

The Road to Equity - Expanding AP Access and Success for African-American Students

In most school districts, as access to and participation in Advanced Placement exams have gone up, the exam passing rates have gone down. But that isn't always the case. The Eli and Edythe Broad Foundation, looking to identify urban districts with promising trends in student achievement and college-readiness, analyzed four years of AP exam participation and passing rates for students in the 75 districts whose demographics qualify them for consideration for the annual Broad Prize for Urban Education. It found six districts where African-American students were improving their passing rates while keeping participation levels steady. This report illustrates some of the promising practices contributing to AP success in these six districts.

June 2013

Geographic Focus: North America-United States (Western)-California-San Diego County;North America-United States (Southwestern)-Texas-Garland;North America-United States (Southern)-Kentucky-Jefferson County;North America-United States (Southern)-Georgia-Fulton County;North America-United States (Southern)-Georgia-Cobb County;North America-United States (Southern)-Florida-Orange County

Charting a Path: An Exploration of the Statewide Career Pathway Efforts in Arkansas, Kentucky, Oregon, Washington and Wisconsin

Education and Literacy;Employment and Labor;Human Services

Charting a Path: An Exploration of the Statewide Career Pathway Efforts in Arkansas, Kentucky, Oregon, Washington and Wisconsin

Examines successful state strategies in instituting a community college-centered career pathway framework, a series of education and training programs and support services focused on specific occupational sectors. Explores challenges and lessons learned.

May 2009

Geographic Focus: North America-United States (Midwestern)-Wisconsin;North America-United States (Northwestern)-Oregon;North America-United States (Western)-Washington;North America-United States (Southern)-Arkansas;North America-United States (Southern)-Kentucky

Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches From Eight Urban Districts

Education and Literacy

Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches From Eight Urban Districts

Profiles eight Wallace-supported approaches to preparing future principals to succeed in improving troubled city schools, including establishing clear expectations so that university preparation programs can craft training accordingly.

October 2010

Geographic Focus: North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston;North America-United States (Midwestern)-Illinois-Cook County-Chicago;North America-United States (Midwestern)-Indiana-Allen County-Fort Wayne;North America-United States (Southern)-Kentucky-Jefferson County;North America-United States (Northeastern)-Rhode Island-Providence County-Providence;North America-United States (Midwestern)-Illinois-Sangamon County-Springfield;North America-United States (Northeastern)-Massachusetts-Hampden County-Springfield;North America-United States (Midwestern)-Missouri-St. Louis County-St. Louis

Achievement Trends in Schools With School Administration Managers (SAMs)

Education and Literacy

Achievement Trends in Schools With School Administration Managers (SAMs)

Compares student achievement trends over two years in schools with school administration managers helping principals increase the time they spend on instruction and schools without SAMs. Explores links between principals' time and student performance.

August 2010

Geographic Focus: North America-United States (Midwestern)-Illinois, North America-United States (Midwestern)-Iowa, North America-United States (Southern)-Kentucky

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