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

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

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

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

Collaboration Paints a Bright Future for Arts Education

Arts and Culture, Education and Literacy

Collaboration Paints a Bright Future for Arts Education

In July 2010, working with a nonprofit organization called Big Thought, officials at the Dallas IndependentSchool District embarked on an approach to summer school they hoped would change the image from one of punishment and failure and engage kids. The idea was to support teachers, artists, and others to replace worksheet-style instruction with teaching animated by music, visual arts, dance, and theater.

The new arts-rich summer school program that resulted is just another sign of Dallas' initiative, spearheaded by BigThought (www.bigthought.org), to bring together schools, cultural organizations, and others to restore high-quality arts instruction to the many classrooms from which it has long been missing. "What's the goal of education: to assess kids or prepare them for life?" asks Craig Welle, executive director of enrichment curriculum and instruction for the Dallas Independent School District. "If you've taken the arts out of the education system, you are no longer preparing kids for life."

This report talks about the history of arts education funding and the success of the Dallas initiative.

February 2011

Geographic Focus: North America-United States (Southwestern)-Texas-Dallas County-Dallas

Collective Impact Case Study: E3 Alliance

Education and Literacy

Collective Impact Case Study: E3 Alliance

Imagine a community where all students enter kindergarten ready to learn. They succeed in school, earn a college degree, and then contribute to advancing regional economic prosperity. This is the vision in Central Texas, and the foundation for a collective impact initiative that is known as E3 Alliance (E3), or Education Equals Economics.

September 2013

Geographic Focus: North America-United States (Southwestern)-Texas (Central)

The Relationships between Fine Arts Course Enrollment and Middle School and High School Academic Ratings, Campus Rating Improvement and Graduation Rates in Texas Public Schools

Arts and Culture, Education and Literacy

The Relationships between Fine Arts Course Enrollment and Middle School and High School Academic Ratings, Campus Rating Improvement and Graduation Rates in Texas Public Schools

Research continues to demonstrate a correlation between the study of fine arts and overall academic achievement. To explore this relationship of fine arts participation to academic achievement in Texas schools, the Texas Coalition for Quality Arts Education, together with Texas Music Educators Association (a TCQAE participating organization) collected data regarding campus academic achievement ratings, campus rating improvement, graduation rates, and fine arts enrollment from 2006 to 2010 as reported by public schools across Texas.

March 2011

Geographic Focus: North America-United States (Southwestern)-Texas

Texas Teaching Commission: Recommendations for the Next Generation of Teaching Policy in Texas

Education and Literacy;Employment and Labor

Texas Teaching Commission: Recommendations for the Next Generation of Teaching Policy in Texas

This report presents the key findings and recommendations developed by the Texas Teaching Commission over the last year. It addresses the seven phases of the teaching continuum, grounding each phase in context (state, national and international), highlighting the challenges and issues in each phase, and presenting a series of interrelated statutory, regulatory, and district recommendations for improving the teaching continuum in Texas The goal of this report is to implement policies that will lead to improved classroom instruction and student growth.

Over the course of a year, members of the Commission deliberated and worked to build consensus around the key set of recommendations included in this report. In a few instances, however, the Commissioners were unable to reach consensus. Dissenting opinions appear in certain sections of this report. Additionally, although the report offers recommendations for each phase of the teaching continuum separately, the Commission considers these recommendations to be a package of interrelated and aligned actions that will be most effective if they are made in concert. In every section, the report divides recommendations into three categories: statutory (Texas Legislature); regulatory/administrative (education agencies -- TEA or THECB); and school district recommendations. The last section of the report presents an alignment summary of the recommendations.

Texas is ready to take the steps proposed in this report. The state has a history of bold and thoughtful action, and is the only state to achieve the full set of policies for college-and career-readiness, including aligned assessments used for accountability purposes and public reporting of statewide performance goals.

With the Commission's recommendations in place, Texas teachers will be much better supported in preparing students for the new, more rigorous assessments and accountability measures that will demand the best that teachers have to give.

December 2012

Geographic Focus: North America-United States (Southwestern)-Texas

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