PreK-3 Professional Development Evaluation Brief

Education and Literacy

PreK-3 Professional Development Evaluation Brief

Evaluation brief about professional development in McKnight's early literacy grantee school sites. Researched and prepared under contract by SRI International and the Center for Applied Research and Educational Improvement at the U of M; part of McKnight's efforts to use research, field-building, and advocacy to increase the percentage of Twin Cities students reading proficiently by the end of third grade.

September 2013

Geographic Focus: North America-United States (Midwestern)-Minnesota (Twin Cities)

Road to Success: Tales of Great Schools

Education and Literacy

Road to Success: Tales of Great Schools

This report details our visits in 19 vibrant communities and 47 impressive classrooms across Minnesota. We hope the proof points that educators and community leaders shared will inspire fellow teachers, administrators, community leaders -- and policymakers -- in classrooms and at the capitol. It's critical to learn from and collaborate with Minnesotans working to make great public schools available to all kids.

February 2014

Geographic Focus: North America-United States (Midwestern)-Minnesota

Learning for English Academic Proficiency and Success Act: Ensuring Faithful and Timely Implementation, The

Children and Youth;Education and Literacy

Learning for English Academic Proficiency and Success Act: Ensuring Faithful and Timely Implementation, The

During the 2014 legislative session, lawmakers passed the nation's most comprehensive legislation in support of English Learners (ELs). The law has three principal goals for all EL students: a) academic English proficiency, b) grade-level content knowledge, and c) multilingual skills development. Chief among the mandates is the requirement that all teachers be skilled in teaching ELs. Delivering these goals will require action at every level of the educational system: state agencies and the Board of Teaching, teacher preparation programs at institutions of higher education, school districts and charter schools, and classroom teachers and school staff.This brief examines the LEAPS (Learning for English Avademic Proficiency and Success) legislation in Minnesota, and includes the knowledge of nearly 40 experts from across Minnesota and its diverse communities who were called on to share their thoughts on how state agencies, school districts, charters, and colleges of education can rise to meet the ambitious challenge set by LEAPS.

September 2014

Geographic Focus: North America-United States (Midwestern)-Minnesota

Death By A Thousand Cuts: Racism, School Closures, and Public School Sabotage

Children and Youth, Education and Literacy

Death By A Thousand Cuts: Racism, School Closures, and Public School Sabotage

The members of Journey for Justice, are comprised of thousands of youth, parents, and other concerned citizens from comĀ­munities 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.

May 2014

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

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

Shifting Gears: Building New Pathways for Low-Skilled Workers to Succeed in the 21st Century Economy

Education and Literacy, Employment and Labor

Shifting Gears: Building New Pathways for Low-Skilled Workers to Succeed in the 21st Century Economy

This program specifically focuses on innovative strategies that connected a state's adult basic education system with its community and technical college system. It purposely examines the extent to which the six Shifting Gears states gained "traction on the ground" by incorporating these innovative strategies into existing programs. Gaining this traction among adult basic education providers and community and technical colleges signals that states may be on a positive trajectory toward systems change.

By the end of the five-year period, four of the six Shifting Gears states had implemented innovative strategies to serve low-skilled adults. Illinois, Indiana, Minnesota, and Wisconsin succeeded in enrolling a total of about 4,000 low-skilled adults in their innovative programs -- a modest number that is expected to grow considerably during the next several years as these strategies and program are embraced by more organizations within the states.

Each of the four states Shifting Gears teams pursued a "career pathway framework," creating new programs to help low-skilled adults transition from adult basic education to community and technical colleges and gain credentials with economic value.

The state teams stopped using Joyce resources to finance local projects at the start of Phase Two. Instead, they financed local program development and implementation by leveraging state dollars, encouraging use of traditional funding streams and engaging other stakeholders within state government and in the community (e.g., local philanthropy, community non-profits). These funding strategies have moved the Shifting Gears initiative beyond a "boutique" effort and closer to the desired goal of systems change.

January 2013

Geographic Focus: North America-United States (Midwestern)-Wisconsin, North America-United States (Midwestern)-Minnesota, North America-United States (Midwestern)-Indiana, North America-United States (Midwestern)-Illinois

MinnCAN Public Opinion Survey on Teacher and Principal Staffing

Education and Literacy, Employment and Labor

MinnCAN Public Opinion Survey on Teacher and Principal Staffing

Minnesota is one of a handful of states that requires decisions about who to hire, promote or even lay off in public schools to be made solely based on years on the job. This executive summary highlights survey results that show voters overwhelmingly want performance, not seniority, to drive public school staffing decisions.

Researchers conducted the survey in December 2011. Respondents included registered voters in Minnesota and the total sample size was 1,000, stratified by age and gender to correspond with state population estimates.

Major findings include:

    • Minnesotans agree on how to measure teacher performance

    • Minnesotans want to make teacher layoffs based on performance

    • Minnesotans agree on how to measure principal performance

    • Minnesotans want to compensate teachers based on performance

May 2013

Geographic Focus: North America-United States (Midwestern)-Minnesota

Native American Student Achievement in Minnesota

Education and Literacy, Race and Ethnicity

Native American Student Achievement in Minnesota

This report includes information about Native American students' graduation rates in Minnesota schools, legislative gains that are helping Native Americans to succeed, profiles of successful schools, and professional development training activities to help teachers work more effectively with Native American parents and students.

November 2013

Geographic Focus: North America-United States (Midwestern)-Minnesota

See More Reports

Go to IssueLab