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.
August 1970
Geographic Focus: North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston
Education and Literacy, Parenting and Families
Families in many portfolio districts can choose from a variety of charter and district schools for their children. But to make these choices, parents often must fill out multiple application forms and navigate schools that may have different requirements, deadlines, and selection preferences such as sibling attendance or proximity to the school. Once parents complete the applications and schools make offers, some families receive multiple offers and often hold on to them until the last minute, while other families receive few or no offers, remaining on waitlists well into the fall. Not only is this process difficult for families, it favors families with the time and knowledge to navigate its inherent complexities.
In order to make applying to a choice school less complicated, some cities are building common enrollment systems that streamline enrollment across all types of schools. These cities are adopting a transparent matching process that systematically assigns students to schools based on both school and student preferences. Families are asked to rank the schools they prefer for their child (regardless of whether the school is operated by the district or is a charter school) in a single application process. Families then receive a match that takes into account their preferences and the priorities and admission standards set by the schools in the city.
Proponents of common enrollment believe that it is more equitable for families and schools and can lead to a more predictable and less tumultuous matching process overall. Common enrollment systems can also benefit cities and districts by eliminating the need to authenticate results from multiple charter lotteries, and by providing data on school demand throughout the city that might inform strategic decisions about managing the school supply. Even so, some detractors worry that centralized enrollment systems will erode the autonomy of schools and require administrative capacity that is rarely found in existing oversight agencies (typically school districts). Common enrollment also doesn't directly address the fact that most cities don't have enough high-quality seats to serve all of their students.
August 1970
Geographic Focus: North America-United States (Western)-Colorado-Denver County-Denver, North America-United States (Southern)-Louisiana-Orleans Parish-New Orleans
This paper articulates the case for a renewed role for business in global education through the lens of shared value. It is intended to help business leaders and their partners seize opportunities to create economic value while addressing unmet needs in education at scale. The concepts we describe apply across industries and to developed and emerging economies alike, although their implementation will naturally differ based on context
August 1970
Geographic Focus:
This project arose from a simple premise. Despite what many -- including, at times, the states themselves -- have argued, state governments have the strongest impact on the work of America's more than three and a half million public school teachers. With that as our framework, the National Council on Teacher Quality (NCTQ) began in 2007 what has become an annual 360-degree analysis and encyclopedic presentation of every policy states have on their books that affects the quality of teachers, specifically state efforts to shape teacher preparation, licensing, evaluation and compensation. Our goal has been to provide research-based, practical, cost-neutral recommendations to states on the best ways to improve the teaching profession in their states.
August 1970
Geographic Focus: North America-United States
Education and Literacy, Men, Race and Ethnicity
Chronic absence from preschool and elementary school -- defined here as missing at least 10% of the school year, regardless of whether or not the absences are excused -- is a key contributor to poorer educational outcomes of black males later in life. The Campaign for Grade-Level Reading has partnered with the Campaign for Black Male Achievement to produce a factsheet on this topic, as well as other resources.
August 1970
Geographic Focus: North America-United States, North America-United States (Western)-California-Alameda County-Oakland
Aging, Children and Youth, Education and Literacy
By tracking and analyzing trends in areas that affect quality of life, Compass gives everyone in Minnesota-- policymakers, business and community leaders, and concerned individuals who live and work in the area-- a common foundation to act on issues to improve their communities
August 1970
Geographic Focus: North America-United States (Midwestern)-Minnesota
Education and Literacy;Race and Ethnicity;Women
This study examines the existing knowledge base about promoting Latina educational success, defined as completing high school and then going on to secure a college degree. It also adds to existing research by examining two large data sets - one national, and one California-based for predictors of successful educational outcomes for representative samples of Latina youth who have recently been in high school and college. Finally, after identifying important predictors of success from the existing literature, and the examination of current data, the study incorporates case studies of seven young Latinas who illustrate pathways of women who are finding their way to educational success through high school, community college, and four year universities. Their stories provide a deeper understanding of the challenges that young Latinas encounter in our culture, as well as the promise they represent.
August 1970
Geographic Focus: North America / United States
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.
August 1970
Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago
