Funding the Common Core State Standards: What Have We Learned the Last Three Years?

Education and Literacy;Government Reform

Funding the Common Core State Standards: What Have We Learned the Last Three Years?

Common Core Funders Working Group leaders commissioned a capstone paper to capture insights from participants in various Working Group activities, including national and regional funders and field leaders in state policy, district implementation, professional development and teacher associations. We asked questions about the turning points in Common Core implementation, about funder roles and influence and about what they believed philanthropy should take away from its support efforts to date.

The resulting report, "Funding the Common Core State Standards: What Have We Learned the Last Three Years?" summarizes our findings and offers new food for thought for funders seeking to move forward in their support of both the Common Core State Standards and other ambitious education systems change efforts.

July 2015

Geographic Focus: North America-United States

Impacts of the Teach For America Investing in Innovation Scale-Up

Education and Literacy

Impacts of the Teach For America Investing in Innovation Scale-Up

In 2010, Teach For America (TFA) launched a major expansion effort, funded in part by a five-year Investing in Innovation (i3) scale-up grant of $50 million from the U.S. Department of Education.

Using a rigorous random assignment design to examine the effectiveness of TFA elementary school teachers in the second year of the i3 scale-up, Mathematica Policy Research found that first- and second-year corps members recruited and trained during the scale-up were as effective as other teachers in the same high-poverty schools in both reading and math. To estimate the effectiveness of TFA teachers relative to the comparison teachers, we compared end-of-year test scores of students assigned to the TFA teachers and those assigned to the comparison teachers. Because students in the study were randomly assigned to teachers, we can attribute systematic differences in achievement at the end of the study school year to the relative effectiveness of TFA and comparison teachers, rather than to the types of students taught by these two different groups of teachers. In addition to the impact analysis described in this report, the evaluation included an implementation analysis that describes key features of TFA's program model and its implementation of the i3 scale-up.

March 2015

Geographic Focus: North America-United States

Districts Taking Charge of the Principal Pipeline

Education and Literacy

Districts Taking Charge of the Principal Pipeline

Six urban school districts received support from The Wallace Foundation to address the critical challenge of supplying schools with effective principals. The experiences of these districts may point the way to steps other districts might take toward this same goal. Since 2011, the districts have participated in the Principal Pipeline Initiative, which set forth a comprehensive strategy for strengthening school leadership in four interrelated domains of district policy and practice:

  1. Leader standards to which sites align job descriptions, preparation, selection, evaluation, and support.
  2. Preservice preparation that includes selective admissions to high-quality programs.
  3. Selective hiring, and placement based on a match between the candidate and the school.
  4. On-the-job evaluation and support addressing the capacity to improve teaching and learning, with support focused on needs identified by evaluation.

The initiative also brought the expectation that district policies and practices related to school leaders would build the district's capacity to advance its educational priorities.

The evaluation of the Principal Pipeline Initiative has a dual purpose: to analyze the processes of implementing the required components in the participating districts from 2011 through 2015; and then to assess the results achieved in schools led by principals whose experiences in standards-based preparation, hiring, evaluation, and support have been consistent with the initiative's requirements. This report addresses implementation of all components of the initiative as of 2014, viewing implementation in the context of districts' aims, constraints, and capacity.

January 2015

Geographic Focus: North America-United States (Western)-Colorado-Denver County-Denver;North America-United States (Southern)-North Carolina-Mecklenburg County-Charlotte;North America-United States (Southern)-Maryland-Prince George;North America-United States (Southern)-Georgia-Gwinnett County;North America-United States (Southern)-Florida-Hillsborough County;North America-United States (Northeastern)-New York-New York County-New York City

2011 Annual Report - Picturing Success: The Transformative Power of Afterschool

Education and Literacy;Nonprofits and Philanthropy

2011 Annual Report - Picturing Success: The Transformative Power of Afterschool

The Mott Foundation's 2011 Annual Report takes an in-depth look at our commitment to increasing the quality and availability of afterschool programming, including our long-standing partnership with the federal government on the 21st Century Community Learning Centers (21st CCLC) initiative. The publication includes: a narrative section that showcases five afterschool programs in communities across the country, and a message from President and CEO William S. White, in which he points out that the time spent before and afterschool can form an important "foundation for learning" for many students. White also expresses concern that federal funding for afterschool programs could end up on the chopping block, given worries over how to cut national spending

December 2012

Geographic Focus: North America / United States

James Irvine Foundation 2010 Annual Performance Report

Arts and Culture;Education and Literacy;Nonprofits and Philanthropy

James Irvine Foundation 2010 Annual Performance Report

Combines the foundation's annual report and annual performance report. Includes letter from the board chair and analyses of the foundation's 2010 grantmaking, program impact, and effectiveness.

June 2011

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

William and Flora Hewlett Foundation - 2005 Annual Report

Education and Literacy;Energy and Environment;Nonprofits and Philanthropy

William and Flora Hewlett Foundation - 2005 Annual Report

Contains mission statement, president's message, program information, grants list, financial statements, list of board members and staff, and outline of the foundation's collaborative grantmaking and knowledge sharing practices.

December 2005

Geographic Focus: North America / United States

The State We're In: A Report Card on Public Education in Illinois 2012

Children and Youth;Education and Literacy

The State We're In: A Report Card on Public Education in Illinois 2012

This report assesses Illinois' academic performance from early childhood through postsecondary, providing a snapshot of how Illinois compares to other states and nations as we collectively work to provide all students a world-class education. The analysis is divided into three parts.

The first section examines how Illinois public schools serve 2 million students by spotlighting performance on key academic milestones such as 4th-grade reading, 8th-grade math, college readiness in core subjects and postsecondary graduation.

The second section examines the interlocking set of reforms that state education leaders, legislators and advocates have crafted to lay the foundation for future academic growth since the State We're In: 2010. The report also illustrates how the various initiatives fit together to lay a strong academic foundation for Illinois going forward.

The third section contains 55 data measures that examine Illinois' standing in early education, K-12 and postsecondary readiness and success.

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

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