Lumina Foundation for Education: Can A Champion for College Attainment Up Its Game?

Education and Literacy;Nonprofits and Philanthropy

Lumina Foundation for Education: Can A Champion for College Attainment Up Its Game?

Established in 2000, Lumina Foundation for Education's mission is defined by a specific goal: to increase the proportion of Americans with college degrees, certificates and credentials to 60 percent by 2025. Overall, NCRP's review revealed a highly focused, effective foundation with savvy policy advocacy strategies, staff that are well respected and initiatives that are progressing ahead of schedule. However, in addition to investing in policy, Lumina should invest more in the community organizations whose support and input are critical to achieving success.

August 1970

Geographic Focus: North America / United States

In-Depth Portfolio Assessment: Shelby County Schools, Memphis, TN

Education and Literacy

In-Depth Portfolio Assessment: Shelby County Schools, Memphis, TN

The 2013 merger of Memphis City Schools (with 103,000 students) and Shelby County Schools (with 47,000 students) was the largest school district consolidation in American history. In its first year of operation, the new Shelby County Schools (SCS) commissioned CRPE researchers to perform a critical review of the district's readiness to implement a portfolio strategy for managing its schools. Based on interviews with internal and external stakeholders and analysis against model system progress, this report outlines CRPE's baseline measurement of where SCS stands in relation to the seven main components of the portfolio strategy. The report also provides suggestions for how SCS can seek progress over the next year, and track progress or decline at future intervals.

August 1970

Geographic Focus: North America-United States (Southern)-Tennessee-Shelby County

Taking Stock: Five Years of Structural Change in Boston's Public Schools, A Boston Indicators Project Special Report

Education and Literacy

Taking Stock: Five Years of Structural Change in Boston's Public Schools, A Boston Indicators Project Special Report

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

Coordinating Enrollment Across School Sectors: An Overview of Common Enrollment Systems

Education and Literacy, Parenting and Families

Coordinating Enrollment Across School Sectors: An Overview of Common Enrollment Systems

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

2013 State Teacher Policy Yearbook: National Summary

Education and Literacy

2013 State Teacher Policy Yearbook: National Summary

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

Measuring Up to the Model: A Ranking of State Charter School Laws, 2014

Education and Literacy

Measuring Up to the Model: A Ranking of State Charter School Laws, 2014

This report evaluates each state's charter school law against the 20 essential components of a strong public charter school law. These 20 components are drawn from National Alliance's A New Model Law For Supporting The Growth Of High-Quality Public Charter Schools.

Over the past few years, there has been significant activity in state capitals to improve public charter school laws, and 2013 was no exception. Governors and legislators from coast to coast worked to lift caps that are constraining growth, enhance quality controls to better encourage the opening of great schools, and provide additional funding to decrease the equity gap between public charter school students and their counterparts in traditional public schools. All of this work was done with one simple goal in mind: create more high-quality public charter schools to meet the surging parental demand.

August 1970

Geographic Focus: North America-United States

Making Education Work For Latinas in the U.S.

Education and Literacy;Race and Ethnicity;Women

Making Education Work For Latinas in the U.S.

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

Analysis of Academy School Performance in the 2011 and 2012 GCSEs

Education and Literacy

Analysis of Academy School Performance in the 2011 and 2012 GCSEs

The Local Government Association (LGA) commissioned NFER to undertake statistical analysis of school level GCSE data provided by the Department of Education and accessible from their website. The purpose of the analysis was to determine whether there was any differential progress between Key Stage 2 and Key Stage 4 that can be associated with schools status. This report highlights analysis undertaken on the 2011 and 2012 GCSE results with future analysis on the 2013 and 2014 results also planned. Additional analyses looking at changes over time were also carried out.

Analysis at the school level used average attainment at Key Stage 2 as measure of prior attainment and as a way to control for schools having different pupil intakes. Pupil progress was measured between KS2 and average GCSE points score. Two measures of GCSE attainment were used, average total point score (capped) and the proportion of pupil achievbing 5+ A* to C grades. Other school level factors that may have been associated with a variation in pupil progress were also included within the models. These included the proportion of pupils on free school meals and the proportion of pupils with special educational needs, as well as geographical location.

Key Findings:

  • In 2011 and 2012 schools with academy status made, on average, more progress between KS2 and GCSE than non academy status schools.
  • Peformance, and interpretation, altered when excluding equivalent qualifications.
  • There was no long term change in performance associated with academy status.

August 1970

Geographic Focus: Europe (Western)-United Kingdom

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