Black Male Achievement and Early School Attendance

Education and Literacy, Men, Race and Ethnicity

Black Male Achievement and Early School Attendance

Chronic absence from preschool and elementary school -- defined here as missing at least 10% of the school year, regardless of whether or not the absences are excused -- is a key contributor to poorer educational outcomes of black males later in life. The Campaign for Grade-Level Reading has partnered with the Campaign for Black Male Achievement to produce a factsheet on this topic, as well as other resources.

January 2013

Geographic Focus: North America-United States, North America-United States (Western)-California-Alameda County-Oakland

State of the Arts in Chicago Public Schools: Baseline Report 2012-2013

Arts and Culture;Education and Literacy

State of the Arts in Chicago Public Schools: Baseline Report 2012-2013

Over the past three decades, countless educational, cultural, and philanthropic leaders have worked tirelessly to improve access to the arts for all students in Chicago Public Schools. Since its inception in 2011, Ingenuity has been working in partnership with these same leaders toward the goal of an arts education for every student in every CPS school. Ingenuity underpins its work by gathering a deep set of data that provides a clear understanding of the specific arts needs of each school and the district as a whole. This report presents findings from the first year of comprehensive data collection, the 2012 -- 13 school year, and sets the baseline against which Ingenuity will annually measure district-wide efforts to expand arts instruction.

Nearly four hundred schools participated in this data collection, which makes this report the most current, comprehensive view of arts education in Chicago. This report also offers an analysis of progress on the CPS Arts Education Plan and shows data related to its implementation in schools. The key to looking at the state of arts in the city's schools is taking a closer look at some of the Plan's high-level goals, which stand out as central to its overall progress.

  • Make the arts a core subject by dedicating 120 minutes of arts instruction per week in elementary schools. (1a)
  • Create a system to track the quantity of elementary-level arts instruction. (5a)
  • Set minimum staffing requirements in the arts at one certified full-time employee per school or an improved ratio. (1d)
  • Require each school to maintain a budget for the arts. (6a)
  • Match at least one community arts partner to every school in collaboration with an arts, or other instructor. (4b)
  • Launch the Creative Schools Certification to establish school and network-level supports to help principals plan for and implement the arts. (3c)
  • Integrate the arts into the school progress report card. (5d)

July 2014

Geographic Focus: North America-United States (Midwestern)-Illinois-Chicago Metropolitan Area

District of Columbia School Equity Reports: 2013 - Part Two

Education and Literacy

District of Columbia School Equity Reports: 2013 - Part Two

These reports, supported by the non-profit education innovation organization NewSchools Venture Fund, focus on the retention, discipline, academic growth and achievement of all students and moves the District closer to having a complete and transparent view, using the same metrics, of how different public schools serve a range of students. This is part two of two.

December 2013

Geographic Focus: North America-United States (Southern)-District of Columbia-Washington

Playgrounds and Prejudice: Elementary School Climate in the United States

Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans

Playgrounds and Prejudice: Elementary School Climate in the United States

Playgrounds and Prejudice: Elementary School Climate in the United States details findings of national surveys of 1,065 elementary school students in 3rd to 6th grade and 1,099 elementary school teachers of K-6th grade. The report examines students' and teachers' experiences with biased remarks and bullying, and their attitudes about gender expression and family diversity.

January 2012

Geographic Focus: North America-United States

School Policies and Practices to Improve Health and Prevent Obesity: National Elementary School Survey Results: School Years 2006-07 and 2007-08 (Executive Summary)

Children and Youth, Education and Literacy, Health

School Policies and Practices to Improve Health and Prevent Obesity: National Elementary School Survey Results: School Years 2006-07 and 2007-08 (Executive Summary)

Summarizes findings on foods and beverages offered at lunch or sold in vending machines, physical education programming, and walking or biking to school under the federal wellness policy mandate. Outlines policy options for improvement and monitoring.

June 2010

Geographic Focus: North America-United States

Education Leads to Lower Fertility and Increased Prosperity

Education and Literacy, Energy and Environment, Parenting and Families

Education Leads to Lower Fertility and Increased Prosperity

As the world continues to add close to 80 million people each year, high population growth is running up against the limits of our finite planet, threatening global economic and political stability. To stay within the bounds of the earth's natural resources, the world's population will have to stabilize.

The United Nations' recently revised "medium" projection (http://esa.un.org/unpd/wpp/index.htm) shows world population exceeding 9 billion by 2045. In the "high" projection, which assumes high levels of fertility, world population would top 10 billion by the same year. But spreading hunger and poverty, along with the conflict and disease that come with them, could forcibly curtail growth before we reach 9 billion. Alternatively, the "low" projection suggests it is possible for world population to peak at just over 8 billion around 2045 if we voluntarily make rapid reductions in family size.

May 2011

Geographic Focus:

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