This report focuses on how DeLeT graduates from both programs perceive their preparedness for day school teaching, as well as how they perceive the DeLeT faculty and the programs' strengths and weaknesses. It also examines similarities and differences between the two programs and offers possible explanations for the handful of differences we identified. Such an in-depth examination of graduates' perspectives provides valuable formative feedback to both programs. In addition, we anticipate that this report will be useful to funders and faculty at other Jewish teacher education programs who may be interested in using the evaluation tools and procedures we have developed to learn about their graduates and identify areas for program improvement.

The Boston Opportunity Agenda is a public/private partnership among the City of Boston, the Boston Public Schools, the city’s leading public charities and many local foundations to ensure that all Boston residents have access to the education necessary for upward economic mobility, civic engagement, and lifelong learning for themselves and their families. We fervently believe that by combining our resources, expertise and influence around a single agenda, we will have a greater impact on Boston’s cradle-to-career educational pipeline.

While Boston has many exciting programs and organizations that focus on providing opportunities for individuals, the Boston Opportunity Agenda is a long-term partnership focused on achieving system change that will ultimately affect all Boston residents.  It is with this in mind that in 2014 the leadership of the Boston Opportunity Agenda expanded the focus of our work to include not only Boston Public Schools, but also Catholic and Charter schools located in Boston.

Over the past several years, the Boston Opportunity Agenda member organizations have used three organizing principles to guide our collective work and network structure. The partnership is governed by the CEOs of each member organization who identify strategic issues facing our educational pipeline in whole or in part, formulate the Boston Opportunity Agenda priorities and strategies, and provide a call to action for community stakeholders.

The Boston Opportunity Agenda is a public/private partnership among the City of Boston, the Boston Public Schools, the city’s leading public charities and many local foundations to ensure that all Boston residents have access to the education necessary for upward economic mobility, civic engagement, and lifelong learning for themselves and their families. We fervently believe that by combining our resources, expertise and influence around a single agenda, we will have a greater impact on Boston’s cradle-to-career educational pipeline.

While Boston has many exciting programs and organizations that focus on providing opportunities for individuals, the Boston Opportunity Agenda is a long-term partnership focused on achieving system change that will ultimately affect all Boston residents.  It is with this in mind that in 2014 the leadership of the Boston Opportunity Agenda expanded the focus of our work to include not only Boston Public Schools, but also Catholic and Charter schools located in Boston.

Over the past several years, the Boston Opportunity Agenda member organizations have used three organizing principles to guide our collective work and network structure. The partnership is governed by the CEOs of each member organization who identify strategic issues facing our educational pipeline in whole or in part, formulate the Boston Opportunity Agenda priorities and strategies, and provide a call to action for community stakeholders.

The Boston Opportunity Agenda is a public/private partnership among the City of Boston, the Boston Public Schools, the city's leading public charities and many local foundations to ensure that all Boston residents have access to the education necessary for upward economic mobility, civic engagement, and lifelong learning for themselves and their families. We fervently believe that by combining our resources, expertise and influence around a single agenda, we will have a greater impact on Boston's cradle-to-career educational pipeline.

While Boston has many exciting programs and organizations that focus on providing opportunities for individuals, the Boston Opportunity Agenda is a long-term partnership focused on achieving system change that will ultimately affect all Boston residents.  It is with this in mind that in 2014 the leadership of the Boston Opportunity Agenda expanded the focus of our work to include not only Boston Public Schools, but also Catholic and Charter schools located in Boston.

Over the past several years, the Boston Opportunity Agenda member organizations have used three organizing principles to guide our collective work and network structure. The partnership is governed by the CEOs of each member organization who identify strategic issues facing our educational pipeline in whole or in part, formulate the Boston Opportunity Agenda priorities and strategies, and provide a call to action for community stakeholders.

This study documents opportunities for diverse adolescent English learners to deeply engage with content and language in flipped learning environments. Through a linked description of teaching practices and student learning experiences in an urban New England high school, the study attempts to understand the potential of flipped instruction in preparing a traditionally underserved population for post-secondary education. Our research partner Patriot High School (PHS) is one of the New England schools implementing flipped learning. PHS represents a typical secondary school context for adolescent English learners: More than half of students speak a language other than English at home and the majority of students are from minority and low-income homes (Massachusetts Department of Elementary and Secondary Education, 2014). PHS is also an urban school committed to implementing student-centered learning strategies to meet the needs of its diverse students.

Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet their the needs and aspirations of these students. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students’ cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students.

Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet their the needs and aspirations of these students. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students’ cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students.

Boston Public Schools (BPS) commissioned companion studies as part of its efforts to address achievement gaps for Black and Latino males. The first study revealed the increasing diversity of Black and Latino males and stark opportunity gaps throughout the system that contribute in large part to wide attainment gaps for these students. We hypothesized that in schools doing comparatively better with Black or Latino males than their counterparts, educators would be strategically and comprehensively implementing evidence-based cultural, structural, and instructional practices tailored to meet their the needs and aspirations of these students. Through qualitative case studies of four schools, we identified several cross-cutting themes that provide the district and school leaders with some positive news about effective practices found in all good schools: strong school cultures, professional collaboration, differentiated instruction, and, in the elementary schools, family engagement. While we observed pockets of best practices specific to Black and Latino male education, we also brought to light unfinished business, in that none of the four case study schools had an intentional and comprehensive schoolwide approach to educating Black and Latino males. This lack of intentionality resulted in a paucity of evidence that the school administration and faculty as a whole: (a) know and value students' cultural and linguistic backgrounds; (b) adopt explicit and responsive approaches to race and gender; and (c) develop and implement a comprehensive approach to culturally responsive curriculum and instruction. We posit that lack of knowledge, intentionality, and coherence impedes further progress in educating Black and Latino males, and has implications for educators in schools, for staff members in community partner organizations, and for family members of BPS students.