Trends in Education Philanthropy: Benchmarking 2018-19

Children and Youth;Education and Literacy

Trends in Education Philanthropy: Benchmarking 2018-19

Grantmakers for Education's 10th anniversary edition of Trends in Education Philanthropy: Benchmarking 2018-19 offers insights on the current and evolving priorities of the education funding community. This new report identifies significant and profound shifts in education investments toward social and emotional learning and postsecondary and early education, and away from the core K-12 reforms that have largely defined the last decade of policymaking, as well as other relevant findings.

February 2019

Geographic Focus:

LA Schools Make Double-Digit Gains with Eureka Math

Children and Youth;Education and Literacy;Science

LA Schools Make Double-Digit Gains with Eureka Math

For the Partnership for Los Angeles Schools, the adoption of Eureka Math® at the elementary level five years ago was part of a broad, long-term, system-wide strategy to transform some of the city's highest-need schools and then scale up successful practices across the district.

It's working.

Data from the state's Smarter Balanced assessment show steady and major gains by all nine Partnership elementary schools using Eureka Math. Gains averaged 16 percentage points from school year 2014-2015 (pre-Eureka Math) to school year 2018-2019.

Progress was especially strong at two recent Partnership additions: 20th Street Elementary, which joined in 2015, and 107th Street Elementary, which joined in 2016. Scores are up 22.6 percentage points and 21.8 percentage points, respectively, at these schools. Both 20th Street and 107th Street benefited from what the Partnership learned from implementing Eureka Math in the network's original six elementary schools.

January 2020

Geographic Focus: North America / United States (Western) / California / Los Angeles County / Los Angeles

High hopes – few opportunities: The status of elementary science education in California

Children and Youth;Education and Literacy;Science

High hopes – few opportunities: The status of elementary science education in California

This report, produced by the Center for the Future of Teaching and Learning at WestEd, Lawrence Hall of Science at University of California, Berkeley, and SRI International, addresses how well California is doing to prepare its young people for the evolving economy and societal challenges. Specifically, it describes the status of science teaching and learning in California public elementary schools.

Among the findings:

- Forty percent of elementary teachers say they spend 60 minutes or less teaching science each week

- Only one third of elementary teachers say they feel prepared to teach science

- Eighty-five percent of teachers say they have not received any professional development in science during the last three years

- 9 in 10 principals say science education is very important and should start early

- Less than half of principals (44%) believe it is likely that a student would receive high-quality science instruction in his or her school

The reasons underlying the lack of high-quality learning opportunities in the state's elementary schools are many. For example:

- Teachers do not feel prepared to teach science—especially in comparison to their preparation to teach English language arts and mathematics.

- Districts and schools do not have the resources (staff, time, or funds) to provide the needed professional development.

- High-quality science teaching requires specialized materials, which teachers also say they lack, and districts and schools are strapped to provide these resources.

These shortcomings are rooted in part in the state and federal accountability systems that place the greatest emphasis on English language arts and mathematics, which receive the lion's share of political and practical attention. The end result? California does not have a coherent system that enables teachers and schools to consistently provide students with high-quality science learning.

January 2011

Geographic Focus: North America / United States (Western) / California

Improvement Science in Teacher Preparation at California State University: How teacher preparation partnerships are building capacity to learn to improve

Education and Literacy;Employment and Labor

Improvement Science in Teacher Preparation at California State University: How teacher preparation partnerships are building capacity to learn to improve

One of the most pressing educational problems in the United States is improving the quality of teacher preparation (Goldhaber, Liddle, & Theobald, 2013; National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007). Over the last decade the education sector has begun to learn from other sectors — especially health care — about the potential power of improvement science as an approach to improving the quality and reliability of educational systems (Bryk, Gomez, Grunow, & LeMahieu, 2015; Coburn, Penuel, & Geil, 2013; Lewis, 2015). Evidence from an effort to improve how beginning teachers are supported in three large urban districts through development and testing of feedback systems demonstrates the promise of improvement science methods for tackling persistent challenges in teaching (Hannan, Russell, Takahashi, & Park, 2015).

This Innovation Highlight describes a network-based effort — the New Generation of Educators Initiative (NGEI), funded by the S.D. Bechtel, Jr. Foundation — that applies the principles and methods of improvement science (Langley, Moen, Nolan, Nolan, Norman, & Provost, 2009) to the challenge of improving how new teachers are prepared in the California State University System. The initiative emphasizes data-driven, continuous improvement by funding teacher preparation programs to routinely collect and analyze the data needed to monitor teacher candidates' progress toward competency in prioritized skills and to use the results of that analysis to (a) inform clinical support and teaching during the school year and (b) identify meaningful programmatic changes.

The NGEI-funded teacher preparation programs also receive support from WestEd and SRI, which have developed a multipronged technical assistance strategy that is informed by improvement science. The technical assistance includes in-person trainings, cross-site webinars, monthly coaching calls with each site, annual convenings, and occasional site visits.

The first section of this Innovation Highlight explains the theory of improvement science and how approaches that are informed by improvement science differ from other improvement efforts. The second section describes how NGEI has put this theory into practice through improvement science technical assistance for the NGEI grantees. Examples from the NGEI grantees are included throughout to illustrate how improvement science principles have been applied in the teacher preparation context.

October 2018

Geographic Focus: North America / United States (Western) / California

Examining Classroom Observation Rubric Data: Issues emerging from classroom observation rubric data submitted August 2017

Education and Literacy;Employment and Labor

Examining Classroom Observation Rubric Data: Issues emerging from classroom observation rubric data submitted August 2017

Observational rubrics should be designed to measure candidate progress toward prioritized skills in a valid and reliable way. Importantly, the observational rubric must accurately capture variation between the dimensions of teaching included on the rubric, among candidates, and over time. In August 2017, the Foundation asked NGEI campuses to submit observation rubric data from all or a subset of candidates enrolled in funded programs from the most recent semester from which data was available and to write a brief reflection on their rubric data. Campuses could choose to submit data from one or more points in time. The Foundation requested that WestEd/SRI analyze the data submitted by NGEI sites.

The purpose of this memo is to provide an overview of the data campuses submitted, highlight patterns in the data, and identify issues that can inform changes in how campuses use their rubrics to support candidates.

August 2017

Geographic Focus: North America / United States (Western) / California

Approaches to Improving Clinical Practice: Describing how NGEI sites are reforming clinical placement experiences and candidate feedback systems

Education and Literacy;Employment and Labor

Approaches to Improving Clinical Practice: Describing how NGEI sites are reforming clinical placement experiences and candidate feedback systems

WestEd and SRI International are conducting a formative evaluation to track New Generation of Educators Initiative (NGEI) implementation and outcomes at the campuses that received comprehensive grants in Phase 1. Periodically, we produce Evaluation Cycle Reports to synthesize current work across campuses and, at the system level, highlight best practices, and provide information on how the initiative as a whole is progressing toward the Key Transformation Elements (KTEs). The first Evaluation Cycle Report, released in December 2015, summarized initial reforms of grantees (i.e., campuses and their district partners) relative to the teacher pipeline and the KTEs. The current report describes selected continuing grantees' approaches to improving clinical practice during NGEI Phase 1 (July 2015–June 2016).

November 2016

Geographic Focus: North America / United States (Western) / California

A System of Measures to Support Improvement in Teacher Preparation

Education and Literacy;Employment and Labor

A System of Measures to Support Improvement in Teacher Preparation

As efforts have mounted to reform how teachers are prepared for their profession, so have calls for data that would provide insights into whether teacher preparation programs are producing desired outcomes, and for data that would inform continuous improvement efforts. The New Generation of Educators Initiative (NGEI) at California State University (CSU), funded by the S. D. Bechtel, Jr. Foundation, seeks to strengthen the current teacher preparation system in California so that new teachers enter the workforce prepared to implement the Common Core State Standards and the Next Generation Science Standards. Building on the efforts of CSU teacher preparation programs (TPPs) that have been working toward improved outcomes, this paper offers a perspective on how TPPs can use data that indicate how key parts of their systems are performing.

January 2019

Geographic Focus: North America / United States (Western) / California

Developing Systems for High-Quality Feedback to Teacher Candidates: Lessons Learned from 11 California State University Teacher Preparation Programs

Education and Literacy;Employment and Labor

Developing Systems for High-Quality Feedback to Teacher Candidates: Lessons Learned from 11 California State University Teacher Preparation Programs

This paper shares information and lessons learned from sites that are attempting to transform their teacher preparation systems toward practice-based approaches that feature high-quality feedback for teacher candidates. The paper is based on qualitative data collected from 2016 through 2018 in 11 sites where partnerships between California State University (CSU) teacher preparation programs and local school districts are working to improve how they prepare new teachers. Each partnership received a grant from the New Generation of Educators Initiative (NGEI).

January 2019

Geographic Focus: North America / United States (Western) / California / Butte County / Chico;North America / United States (Western) / California / Fresno County / Fresno;North America / United States (Western) / California / Kern County / Bakersfield;North America / United States (Western) / California / Sacramento County / Sacramento;North America / United States (Western) / California / San Luis Obispo County / San Luis Obispo;North America / United States (Western) / California/ Orange County / Fullerton

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