Every Child, Every School: Lessons from Chicago's Partnership for Instructional Leadership

Education and Literacy

Every Child, Every School: Lessons from Chicago's Partnership for Instructional Leadership

Too many students in Chicago Public Schools are performing below -- often far below -- grade level. Ideally, all students should be increasing their subject matter knowledge and critical thinking skills over time. In September 2008 a three-year initiative, the Partnership for Instructional Leadership, was created to help a group of neighborhood elementary schools in Chicago Public Schools Area 4, on the city's Northwest Side, build the internal capacity to improve school achievement for all students at all grade levels, including Pre-K and English Language Learners.**Over the course of three years, the Partnership was implemented in 11 elementary schools�six for the full three years with five more schools joining in the third year. This report summarized significant outcomes and learnings from the Partnership experience.

October 2011

Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago

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.

February 2009

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

Early Childhood Education: Frozen Funding Leads to Cracks in Foundation

Education and Literacy

Early Childhood Education: Frozen Funding Leads to Cracks in Foundation

Early childhood education is the cornerstone of our educational system. With benefits that include higher academic achievement, higher earnings as adults, a more productive civic life, high quality early childhood education is a proven-to-work strategy for all children. Yet, New York State's investment in early childhood programs and specifically in the Universal Prekindergarten (UPK) program has decreased over the years.

February 2012

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

Transforming Public Education: Pathway to a Pre-K-12 Future

Children and Youth;Education and Literacy

Transforming Public Education: Pathway to a Pre-K-12 Future

Based on interviews, research on early childhood learning, and lessons from efforts to expand pre-K access, argues for a pre-K-12 public education system. Outlines progress to date and reforms needed to improve school and life outcomes with pre-K for all.

September 2011

Geographic Focus: North America-United States

State of Preschool 2008, The

Children and Youth, Education and Literacy

State of Preschool 2008, The

Provides data on state-funded pre-K programs for the 2007-08 school year and highlights progress in expanding enrollment and raising quality standards. Includes state rankings by percentage of children enrolled, funding per child, and benchmarks met.

April 2009

Geographic Focus: North America-United States

Matter of Degrees: Preparing Teachers for the Pre-K Classroom, A

Children and Youth;Education and Literacy

Matter of Degrees: Preparing Teachers for the Pre-K Classroom, A

Reviews the research on how pre-K teacher preparation affects learning and program quality. Explores the potential costs and benefits of raising preparation standards, expected challenges, and strategies states and localities have used to address them.

March 2010

Geographic Focus: North America-United States

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