Minnesota public education -- from preschool to college and everything in between -- is poised for a breakthrough. Education requires fundamental and systemic change to meet the needs of an increasingly competitive and global workforce, and growing diverse populations. This is the case particularly for Minnesota where great schools can prepare all kids for thriving futures.
This poll captures the opinions of over 400 teachers and hopes to bring about change that will eliminate the current situation of nation-trailing achievement gaps and high school graduation rates.
Building off of the success of MinnCAN's 2012 statewide public opinion poll, where 1,000 Minnesotans were interviewed on public education, this report takes a similar approach to dig deeper with district school teachers through a 28-question poll. The topics discussed were: effective teaching, educator evaluations, professional development and school staffing decisions.
August 1970
Geographic Focus: North America / United States (Midwestern) / Minnesota
Education and Literacy;Employment and Labor
This program specifically focuses on innovative strategies that connected a state's adult basic education system with its community and technical college system. It purposely examines the extent to which the six Shifting Gears states gained "traction on the ground" by incorporating these innovative strategies into existing programs. Gaining this traction among adult basic education providers and community and technical colleges signals that states may be on a positive trajectory toward systems change.
By the end of the five-year period, four of the six Shifting Gears states had implemented innovative strategies to serve low-skilled adults. Illinois, Indiana, Minnesota, and Wisconsin succeeded in enrolling a total of about 4,000 low-skilled adults in their innovative programs -- a modest number that is expected to grow considerably during the next several years as these strategies and program are embraced by more organizations within the states.
Each of the four states Shifting Gears teams pursued a "career pathway framework," creating new programs to help low-skilled adults transition from adult basic education to community and technical colleges and gain credentials with economic value.
The state teams stopped using Joyce resources to finance local projects at the start of Phase Two. Instead, they financed local program development and implementation by leveraging state dollars, encouraging use of traditional funding streams and engaging other stakeholders within state government and in the community (e.g., local philanthropy, community non-profits). These funding strategies have moved the Shifting Gears initiative beyond a "boutique" effort and closer to the desired goal of systems change.
August 1970
Geographic Focus: North America / United States (Midwestern) / Illinois;North America / United States (Midwestern) / Indiana;North America / United States (Midwestern) / Minnesota;North America / United States (Midwestern) / Wisconsin
Profiles the goals, activities, implementation, and challenges of the twelve states that won Race to the Top federal funds to improve teacher quality and preparation program accountability; analyzes their strategies; and makes policy recommendations.
August 1970
Geographic Focus: North America-United States (Northeastern)-Delaware, North America-United States (Southern)-Florida, North America-United States (Southern)-Georgia, North America-United States (Southern)-Maryland, North America-United States (Northeastern)-Massachusetts, North America-United States (Northeastern)-New York, North America-United States (Southern)-North Carolina, North America-United States (Midwestern)-Ohio, North America-United States (Northeastern)-Rhode Island, North America-United States (Southern)-Tennessee, North America-United States (Western)-Hawaii, North America-United States (Southwestern)-New Mexico-Bernalillo County-Albuquerque, North America-United States (Southern)-Georgia-Fulton County-Atlanta, North America-United States (Southern)-Maryland-Baltimore, North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston, North America-United States (Northeastern)-Connecticut-Fairfield County-Bridgeport, North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Ohio-Hamilton County-Cincinnati, North America-United States (Midwestern)-Ohio-Cuyahoga County-Cleveland, North America-United States (Southwestern)-Texas-Dallas County-Dallas, North America-United States (Western)-Colorado-Denver County-Denver, North America-United States (Midwestern)-Michigan-Wayne County-Detroit, North America-United States (Southwestern)-Texas-Harris County-Houston, North America-United States (Midwestern)-Indiana-Marion County-Indianapolis, North America-United States (Southern)-Florida-Duval County-Jacksonville, North America-United States (Midwestern)-Missouri-Jackson County-Kansas City, North America-United States (Midwestern)-Nebraska-Lancaster County-Lincoln, North America-United States (Northeastern)-New York-Long Island, North America-United States (Western)-California-Los Angeles County-Los Angeles, North America-United States (Southern)-Kentucky-Louisville Jefferson County Metro Government-Louisville, North America-United States (Southern)-Georgia-Bibb County-Macon, North America-United States (Southern)-Tennessee-Shelby County-Memphis, North America-United States (Midwestern)-Minnesota-Hennepin County-Minneapolis, North America-United States (Southern)-Tennessee-Davidson County-Nashville, North America-United States (Southern)-Louisiana-Orleans Parish-New Orleans, North America-United States (Northeastern)-New York-New York County-New York City, North America-United States (Western)-Nebraska-Douglas County-Omaha, North America-United States (Western)-California-Santa Clara County-Palo Alto, North America-United States (Western)-California-Los Angeles County-Pasadena, North America-United States (Northeastern)-Pennsylvania-Philadelphia County-Philadelphia, North America-United States (Northeastern)-Pennsylvania-Allegheny County-Pittsburgh, North America-United States (Northwestern)-Oregon-Multnomah County-Portland, North America-United States (Northeastern)-Rhode Island-Providence County-Providence, North America-United States (Western)-California-Sacramento County-Sacramento, North America-United States (Western)-California-San Diego County-San Diego, North America-United States (Western)-California-San Francisco County-San Francisco, North America-United States (Western)-California-Santa Clara County-San Jose, North America-United States (Midwestern)-Minnesota-Ramsey County-St. Paul, North America-United States (Northeastern)-New Jersey-Mercer County-Trenton, North America-United States (Southwestern)-Arizona-Pima County-Tucson, North America-United States (Western)-Washington-King County-Seattle, North America-United States (Southern)-District of Columbia-Washington
Education and Literacy;Government Reform
Evaluates the Shifting Gears initiative to strengthen state postsecondary, adult basic education, and skills development systems through data, policy change, engagement, and communications. Focuses on the logic model and the policy agenda and action plan.
August 1970
Geographic Focus: Asia (Southeastern) / India;North America / United States (Midwestern) / Illinois;North America / United States (Midwestern) / Michigan;North America / United States (Midwestern) / Minnesota;North America / United States (Midwestern) / Wisconsin;North America / United States (Midwestern) / Ohio
Arts and Culture, Nonprofits and Philanthropy
Provides an overview of an initiative to expand access to integrated arts education with partnership building, advocacy, and strategic communications activities. Discusses Ford's theory of change, challenges, lessons learned, and case summaries.
August 1970
Geographic Focus: North America-United States (Western)-California, North America-United States (Southern)-Maryland, North America-United States (Midwestern)-Minnesota, North America-United States (Southern)-Mississippi, North America-United States, North America-United States (Midwestern)-Ohio, North America-United States (Southwestern)-Texas, North America-United States (Southern)-District of Columbia-Washington
Arts and Culture;Education and Literacy
The three Annenberg Challenge Arts projects (in New York City, Minneapolis, and a national consortium of schools) fostered a civic commitment to arts education in their local schools and communities, which led to an expansion in local ownership and investment in arts education. The report offers insights from arts education for school reform practitioners (build reform from within; make excellence equitable) and lessons from standards-based reform for arts educators (rethink accountability; begin with permanence in mind).
August 1970
Geographic Focus: North America / United States;North America / United States (Midwestern) / Minnesota / Hennepin County / Minneapolis;North America / United States (Northeastern) / New York / New York County / New York City
Arts and Culture;Education and Literacy
The three Annenberg Challenge Arts projects (in New York City, Minneapolis, and a national consortium of schools) fostered a civic commitment to arts education in their local schools and communities, which led to an expansion in local ownership and investment in arts education. The report offers insights from arts education for school reform practitioners (build reform from within; make excellence equitable) and lessons from standards-based reform for arts educators (rethink accountability; begin with permanence in mind).
August 1970
Geographic Focus: North America / United States;North America / United States (Midwestern) / Minnesota / Hennepin County / Minneapolis;North America / United States (Northeastern) / New York / New York County / New York City
Arts and Culture;Education and Literacy
The three Annenberg Challenge Arts projects (in New York City, Minneapolis, and a national consortium of schools) fostered a civic commitment to arts education in their local schools and communities, which led to an expansion in local ownership and investment in arts education. The report offers insights from arts education for school reform practitioners (build reform from within; make excellence equitable) and lessons from standards-based reform for arts educators (rethink accountability; begin with permanence in mind).
August 1970
Geographic Focus: North America / United States;North America / United States (Midwestern) / Minnesota / Hennepin County / Minneapolis;North America / United States (Northeastern) / New York / New York County / New York City
