Blurring Boundaries: Transforming Place, Policies, and Partnerships for Postsecondary Education Attainment in Metropolitan Areas

Education and Literacy;Race and Ethnicity

Blurring Boundaries: Transforming Place, Policies, and Partnerships for Postsecondary Education Attainment in Metropolitan Areas

By 2020, more than six out of 10 U.S. jobs will require postsecondary training. Despite a slight increase in college attainment nationally in recent years, the fastest-growing minority groups are being left behind. Only 25 and 18 percent of Blacks and Hispanics, respectively, hold at least an associate's degree, compared with 39 percent of Whites. Without substantial increases in educational attainment, particularly for our nation's already underserved groups, the United States will have a difficult time developing a robust economy.

Home to 65 percent of Americans, and a majority of all African Americans and Hispanics (74 and 79 percent, respectively), the 100 largest metropolitan statistical areas (MSAs) can play a strong role in developing this nation's workforce. In fact, to reach a national attainment target that meets our workforce needs, more than half of college degrees could be generated from the these cities. The majority of degrees needed among African-American and Hispanic adults could also be produced in MSAs.

Clearly, investing in and organizing around the potential of metropolitan areas is critical, and the stakes have never been higher. Yet the current funding climate requires strategic public and private partnerships to invest in education innovation and human capital development in order to have the most robust impact on sustainable national growth. For this study, the Institute for Higher Education (IHEP) sought to follow up on its previous work examining MSA educational attainment rates by further exploring policies that either inhibit or facilitate degree production, and identifying metropolitan-level, cross-section collaborations that help local leaders contribute to national completion goals.

February 2014

Geographic Focus: North America-United States (Southern)-District of Columbia-Washington;North America-United States (Southern)-Maryland-Baltimore;North America-United States (Southern)-Tennessee-Shelby County-Memphis;North America-United States (Western)-Nebraska-Douglas County-Omaha

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

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

Evaluating Teachers More Strategically: Using Performance Results to Streamline Evaluation Systems

Education and Literacy, Employment and Labor

Evaluating Teachers More Strategically: Using Performance Results to Streamline Evaluation Systems

According to this issue brief, to improve the feedback new teachers receive districts must rethink feedback as a complex system of many parts, rather than simply a series of isolated conversations between principals and teachers. This paper is designed to guide districts through this process, helping them recognize the interconnected factors at the district, school, and classroom level that shape the nature of feedback.

January 2014

Geographic Focus: North America-United States (Midwestern)-Ohio, North America-United States (Northeastern)-Delaware, North America-United States (Southern)-Tennessee

In-Depth Portfolio Assessment: Shelby County Schools, Memphis, TN

Education and Literacy

In-Depth Portfolio Assessment: Shelby County Schools, Memphis, TN

The 2013 merger of Memphis City Schools (with 103,000 students) and Shelby County Schools (with 47,000 students) was the largest school district consolidation in American history. In its first year of operation, the new Shelby County Schools (SCS) commissioned CRPE researchers to perform a critical review of the district's readiness to implement a portfolio strategy for managing its schools. Based on interviews with internal and external stakeholders and analysis against model system progress, this report outlines CRPE's baseline measurement of where SCS stands in relation to the seven main components of the portfolio strategy. The report also provides suggestions for how SCS can seek progress over the next year, and track progress or decline at future intervals.

June 2014

Geographic Focus: North America-United States (Southern)-Tennessee-Shelby County

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

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