In 2003, The Wallace Foundation began an initiative that eventually included five cities -- Boston, Chicago, New York City, Providence and Washington, D.C. -- to help them develop afterschool systems. At the time, a few cities and organizations were pioneering this approach (L.A.'s Best in Los Angeles, The After-School Corporation in New York, After School Matters in Chicago), but it was still a novelty. Five years later, Wallace examines lessons learned from this initiative, which posited two central premises:
- Children and teens can gain learning and developmental benefits by frequent participation in high-quality afterschool programs.
- A coordinated approach can increase access to, and improve the quality of, afterschool programs.
Geographic Focus: North America-United States (Northeastern)-Rhode Island-Providence County-Providence;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 (Midwestern)-Illinois-Chicago Metropolitan Area;North America-United States (DC Metropolitan Area)
Education and Literacy;Employment and Labor
Reviews research on the need for middle-skilled workers with at least an associate's degree, Massachusetts' community college system, promising models for aligning community college curricula with workforce needs, and challenges. Makes recommendations.
Geographic Focus: North America-United States (Northeastern)-Massachusetts
Arts and Culture, Disabilities, Education and Literacy
The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.
The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.)
Geographic Focus: North America-United States (Western)-California-San Francisco County-San Francisco, North America-United States (Western)-California-Los Angeles County-Los Angeles, North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston
Education and Literacy;Poverty
These "Stories From the Field" describe five Wallace-funded programs working to expand learning and enrichment for disadvantaged children, so they can benefit from the types of opportunities their wealthier counterparts have access to, from homework help to swimming classes. The report details each program's approach, successes and challenges, offering a well-rounded picture of the effort nationally to expand learning opportunities for low-income children -- and the work that remains.
Geographic Focus: North America-United States (Western)-Colorado-Denver County-Denver;North America-United States (Western)-California-Santa Clara County-San Jose;North America-United States (Southern)-District of Columbia-Washington;North America-United States (Northeastern)-New York-Kings County-New York City (Brooklyn);North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston
Education and Literacy, Nonprofits and Philanthropy, Substance Abuse and Recovery
Examines declining school time for and proficiency in science. Offers case studies of public elementary and middle schools with expanded days designed to improve science instruction and analyzes impact on test scores, attendance, and teacher satisfaction.
Geographic Focus: North America-United States (Southern)-Florida, North America-United States (Northeastern)-Massachusetts, Africa (Western)-Republic of Guinea
Education and Literacy;Human Rights and Civil Liberties;Prison and Judicial Reform
Presents findings on the effect of prison-based postsecondary education on offenders during incarceration and on post-release employment and recidivism. Explores offenders' and stakeholders' views on the value and challenges of such programs.
Geographic Focus: North America-United States (Midwestern)-Indiana;North America-United States (Northeastern)-Massachusetts;North America-United States (Southwestern)-New Mexico
Compares Boston public school teachers' compensation, working conditions, and benefits, based on the last contract, with those of other districts. Calls for realigning the pay structure to allocate greater resources to supporting student achievement.
Geographic Focus: North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston, North America-United States (Northeastern)-Massachusetts
This report takes a broad look at the overall makeup of public schools in Boston, combining results from the Boston Public Schools and the city's Commonwealth Charter schools to provide a snapshot of how school structures and student performance have been affected by reforms that have expanded autonomy to larger numbers of schools.
Geographic Focus: North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston