Close, but No Degree: Removing Barriers to Degree-Completion and Economic Advancement in New Jersey

Education and Literacy;Employment and Labor;Women

Close, but No Degree: Removing Barriers to Degree-Completion and Economic Advancement in New Jersey

Examines current policies, programs, and initiatives designed to facilitate degree completion by offering the option through employment and workforce development services. Recommends increased system alignment, funding, student supports, and flexibility.

Geographic Focus: North America-United States (Northeastern)-New Jersey

Accountability Equals Quality: From Pre-K to Graduating High School

Education and Literacy

Accountability Equals Quality: From Pre-K to Graduating High School

The move to standards-based education reform created a set of federal and state standards by which student performance is defined in an attempt to create more accountability. The intent of these high-stakes test is to promote accountability and learning. Student success on standardized testing is meant to be a measure of the quality of education and student learning, an assumption that is also not always accurate. Students do better on standardized tests when they have had quality education from the time their academic characters are formed, from the age of three (Perry preschool Study; Abecedarian Study). Students do well when they have high quality teachers that can help them overcome potential obstacles they may face (Illinois experience). Students do well when their teachers, schools, and school districts use methods and techniques that have been proven successful (NYSED). And lastly, students do well when their schools are adequately funded and their teachers well paid. A comprehensive approach to accountability using all of these components has the best chance of closing New York State's achievement gap.

This report summarizes laws and programs that have been implemented in other states, which could be used to achieve a more comprehensive accountability system in New York. There are three interrelated parts to the present report. The first presents accountability laws and systems from the states of Maryland, New Jersey, and New York. The second part describes the North Carolina preschool program More at Four, the Abbott Preschool in New Jersey, and the New York Universal Pre-Kindergarten program. The third part describes initiatives to hire and retain high-quality teachers that have been implemented in Illinois.

Geographic Focus: North America-United States (Midwestern)-Illinois;North America-United States (Northeastern)-New Jersey;North America-United States (Northeastern)-New York;North America-United States (Southern)-Maryland;North America-United States (Southern)-North Carolina

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.

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

Robertson v. Princeton Case: Too Important to Be Left to the Lawyers, The

Education and Literacy;Nonprofits and Philanthropy

Robertson v. Princeton Case: Too Important to Be Left to the Lawyers, The

Offers comments from eleven contributors on the Robertson family's donor rights suit against the Woodrow Wilson School of Public and International Affairs for violation of donor intent. Explores its effects on and implications for the nonprofit sector.

Geographic Focus: North America-United States;North America-United States (Northeastern)-New Jersey

Uncommon Schools: Turning Urban Schools Into Springboards to College

Education and Literacy;Race and Ethnicity

Uncommon Schools: Turning Urban Schools Into Springboards to College

This report illustrates the successful college preparatory practices of Uncommon Schools, a network of 38 public charter schools in New York, New Jersey and Massachusettsthat serves nearly 10,000 low-income students and students of color. During the 2013 Broad Prize for Public Charter Schools review process, a panel of national education experts chose Uncommon Schools as the best among the nation's 27 largest urban charter management organizations in closing achievement gaps, graduating its students and preparing them for college. The policies and practices highlighted in this report were drawn from a week-long site visit to Uncommon Schools conducted by RMC Research Corporation in November 2013 and a review of Uncommon's quantitative student achievement data from 2008-09 through 2011-2012.

Geographic Focus: North America-United States (Northeastern)-New York;North America-United States (Northeastern)-New Jersey;North America-United States (Northeastern)-Massachusetts

New Jersey Charter Schools: A Data-Driven View, Part I

Education and Literacy

New Jersey Charter Schools: A Data-Driven View, Part I

Policy makers cannot make informed decisions about the regulation of charter schools without first considering the characteristics of the students who are enrolled in these schools. This report -- the first in a three-part series on New Jersey charter schools -- uses publicly available data to explore the differences found between the student populations of charter schools and those of their host districts.

Geographic Focus: North America-United States (Northeastern)-New Jersey

Can Teacher Training in Classroom Management Make a Difference for Children's Experiences in Preschool? A Preview of Findings from the Foundations of Learning Demonstration

Education and Literacy

Can Teacher Training in Classroom Management Make a Difference for Children's Experiences in Preschool? A Preview of Findings from the Foundations of Learning Demonstration

Early evaluation results from Newark, NJ, show that Foundations of Learning improved teachers' classroom management and productivity, reduced children's conflict with peers, and engaged students in the learning tasks of preschool. The intervention was implemented in Head Start programs, community-based child care centers, and public schools.

Geographic Focus: North America-United States (Northeastern)-New Jersey-Essex County-Newark

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