The Every Student Succeeds Act (ESSA) is the most recent reauthorization of the Elementary and Secondary Education Act and replaces the No Child Left Behind Act (NCLB). The law focuses on using research evidence to improve teaching and learning and at the same time passes considerable authority from federal to state policymakers. This means that responsibility largely falls on states and localities to effectively make sense of and use research evidence in their decisions around school improvement, teacher preparation, principal recruitment, and family engagement. With support from the Annie E. Casey Foundation, Overdeck Family Foundation, and the William T. Grant Foundation, the Florida Center for Reading Research (FCRR) has developed Guides for Identifying Evidence-Based Interventions for School Improvement.

The Every Student Succeeds Act (ESSA) is the most recent reauthorization of the Elementary and Secondary Education Act and replaces the No Child Left Behind Act (NCLB). The law focuses on using research evidence to improve teaching and learning and at the same time passes considerable authority from federal to state policymakers. This means that responsibility largely falls on states and localities to effectively make sense of and use research evidence in their decisions around school improvement, teacher preparation, principal recruitment, and family engagement. With support from the Annie E. Casey Foundation, Overdeck Family Foundation, and the William T. Grant Foundation, the Florida Center for Reading Research (FCRR) has developed Guides for Identifying Evidence-Based Interventions for School Improvement.

The Every Student Succeeds Act (ESSA) is the most recent reauthorization of the Elementary and Secondary Education Act and replaces the No Child Left Behind Act (NCLB). The law focuses on using research evidence to improve teaching and learning and at the same time passes considerable authority from federal to state policymakers. This means that responsibility largely falls on states and localities to effectively make sense of and use research evidence in their decisions around school improvement, teacher preparation, principal recruitment, and family engagement. With support from the Annie E. Casey Foundation, Overdeck Family Foundation, and the William T. Grant Foundation, the Florida Center for Reading Research (FCRR) has developed Guides for Identifying Evidence-Based Interventions for School Improvement.

While access to higher education has grown considerably for low-income students and students of color over the past decades, the rates at which those students succeed in completing or transferring to a four-year university remain low and have been slow to improve. This report describes how four successful community colleges have cultivated robust, cross-sector partnerships to create seamless educational pathways for students, and highlights three specific strategies the institutions have used to help eliminate structural barriers that perpetuate student success gaps along racial/ethnic and socioeconomic lines. Development of this guide was supported by the Lumina Foundation.

The Global Strategy Task Force created a final report documenting its findings and recommendations. The intent of this report is to provide a framework through which the University can articulate and pursue an ambitious set of institutional goals that will increase its global connectivity and impact.

To guide our work, the Task Force articulated a Global Vision for 2020:

To establish Northwestern as one of the world’s premier universities. To develop a culture and an infrastructure that link our intellectual communities to larger international idea and innovation networks and enable our faculty, students, and staff to lead and to learn from global advancements in research and teaching critical to human development and understanding.

The Task Force identified three guiding principles for how we enact our vision.

1. An ambitious intellectual agenda, not an economic one, must drive Northwestern’s global investments. Northwestern should hire new faculty and staff, open new facilities, and initiate new dialogues and collaborations to the extent that it has a clear and compelling intellectual mission guiding each decision.
2. Northwestern must focus on excellence to gain greater prominence in the world’s leading innovation and idea networks, by identifying and investing deeply in select areas of strength and impact.
3. Being global requires a bi-directional orientation. Northwestern must, with equal focus and vigor, expand its outward horizons while integrating global perspectives into the rich intellectual life of its US campuses and activities.

The Global Strategy Task Force created a final report documenting its findings and recommendations. The intent of this report is to provide a framework through which the University can articulate and pursue an ambitious set of institutional goals that will increase its global connectivity and impact.

To guide our work, the Task Force articulated a Global Vision for 2020:

To establish Northwestern as one of the world’s premier universities. To develop a culture and an infrastructure that link our intellectual communities to larger international idea and innovation networks and enable our faculty, students, and staff to lead and to learn from global advancements in research and teaching critical to human development and understanding.

The Task Force identified three guiding principles for how we enact our vision.

1. An ambitious intellectual agenda, not an economic one, must drive Northwestern’s global investments. Northwestern should hire new faculty and staff, open new facilities, and initiate new dialogues and collaborations to the extent that it has a clear and compelling intellectual mission guiding each decision.
2. Northwestern must focus on excellence to gain greater prominence in the world’s leading innovation and idea networks, by identifying and investing deeply in select areas of strength and impact.
3. Being global requires a bi-directional orientation. Northwestern must, with equal focus and vigor, expand its outward horizons while integrating global perspectives into the rich intellectual life of its US campuses and activities.

The Global Strategy Task Force created a final report documenting its findings and recommendations. The intent of this report is to provide a framework through which the University can articulate and pursue an ambitious set of institutional goals that will increase its global connectivity and impact.

To guide our work, the Task Force articulated a Global Vision for 2020:

To establish Northwestern as one of the world's premier universities. To develop a culture and an infrastructure that link our intellectual communities to larger international idea and innovation networks and enable our faculty, students, and staff to lead and to learn from global advancements in research and teaching critical to human development and understanding.

The Task Force identified three guiding principles for how we enact our vision.

1. An ambitious intellectual agenda, not an economic one, must drive Northwestern's global investments. Northwestern should hire new faculty and staff, open new facilities, and initiate new dialogues and collaborations to the extent that it has a clear and compelling intellectual mission guiding each decision.
2. Northwestern must focus on excellence to gain greater prominence in the world's leading innovation and idea networks, by identifying and investing deeply in select areas of strength and impact.
3. Being global requires a bi-directional orientation. Northwestern must, with equal focus and vigor, expand its outward horizons while integrating global perspectives into the rich intellectual life of its US campuses and activities.

This brief presents the latest information regarding early childhood expulsions and suspensions with a special emphasis on how continuing gender and race disparities violate the civil rights of many of our youngest learners and contribute to our nation’s costly achievement gap by locking our boys and African-American children out of educational opportunities and diminishing the ability of early education to provide the social justice remedy it was designed to produce.