Here you will find the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures for school readiness, 3rd-grade reading proficiency, 10th-grade academic proficiency, high school completion, dropout rates, college enrollment and completion rates for youth and adults.

The measures for the public systems—the Boston Public Schools and Boston's Charter public schools—use the state assessments. The data is gathered from the Boston Public Schools, the Commonwealth of Massachusetts Department of Elementary and Secondary Education and the Archdiocese of Boston. Given the different sizes of the student populations in these systems, this year we have included the number of actual students represented by the percentages for each measure in each chart. We hope this will allow for a deeper and more accurate understanding of the measures, aid in interpreting rapid shifts in the percentages, whether positive or negative, and temper comparisons across systems until we have better methods for comparing measures with significantly different sample sizes. The Archdiocese of Boston uses the Northwest Evaluation Association Measures of Academic Progress (NWEA).

This report card also marks the final update on our initial goals for the Boston Public Schools in high school completion and dropout reduction. While short of our initial five-year goal of 80% for high school completion, the current 66.7% is higher than the national average for urban school systems and represents a jump of five percentage points from the baseline set in 2008. Meanwhile the annual dropout rate narrowly missed the five-year goal of less than 3%, coming in at 3.8%. Having started at 7.3%, this is a tremendous achievement. It reflects the hard work of many partners and it represents a promising start for hundreds of young people annually.

Over the coming year, we will be working with representatives of the Boston Public Schools, the Archdiocese of Boston and Boston's Charter public schools in partnership with the Boston Compact to set new five-year goals for each of the currently identified measures and collectively agree on common measures of progress. We will also work to identify a common measure for middle school, a critical time in the life of a young person that currently has no measure. These changes will enable all stakeholders—students, families, nonprofit partners and educators at all levels—to have a better understanding of the health of Boston's education pipeline and identify areas where we must redouble our efforts to ensure excellence in education for all Boston's students at all levels and in every system dedicated to serving them.

Here you will find the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures for school readiness, 3rd-grade reading proficiency, 10th-grade academic proficiency, high school completion, dropout rates, college enrollment and completion rates for youth and adults.

The measures for the public systems—the Boston Public Schools and Boston's Charter public schools—use the state assessments. The data is gathered from the Boston Public Schools, the Commonwealth of Massachusetts Department of Elementary and Secondary Education and the Archdiocese of Boston. Given the different sizes of the student populations in these systems, this year we have included the number of actual students represented by the percentages for each measure in each chart. We hope this will allow for a deeper and more accurate understanding of the measures, aid in interpreting rapid shifts in the percentages, whether positive or negative, and temper comparisons across systems until we have better methods for comparing measures with significantly different sample sizes. The Archdiocese of Boston uses the Northwest Evaluation Association Measures of Academic Progress (NWEA).

This report card also marks the final update on our initial goals for the Boston Public Schools in high school completion and dropout reduction. While short of our initial five-year goal of 80% for high school completion, the current 66.7% is higher than the national average for urban school systems and represents a jump of five percentage points from the baseline set in 2008. Meanwhile the annual dropout rate narrowly missed the five-year goal of less than 3%, coming in at 3.8%. Having started at 7.3%, this is a tremendous achievement. It reflects the hard work of many partners and it represents a promising start for hundreds of young people annually.

Over the coming year, we will be working with representatives of the Boston Public Schools, the Archdiocese of Boston and Boston's Charter public schools in partnership with the Boston Compact to set new five-year goals for each of the currently identified measures and collectively agree on common measures of progress. We will also work to identify a common measure for middle school, a critical time in the life of a young person that currently has no measure. These changes will enable all stakeholders—students, families, nonprofit partners and educators at all levels—to have a better understanding of the health of Boston's education pipeline and identify areas where we must redouble our efforts to ensure excellence in education for all Boston's students at all levels and in every system dedicated to serving them.

Here you will find the most up-to-date information available on Boston's education pipeline, from kindergarten through college graduation, including measures for school readiness, 3rd-grade reading proficiency, 10th-grade academic proficiency, high school completion, dropout rates, college enrollment and completion rates for youth and adults.

The measures for the public systems—the Boston Public Schools and Boston's Charter public schools—use the state assessments. The data is gathered from the Boston Public Schools, the Commonwealth of Massachusetts Department of Elementary and Secondary Education and the Archdiocese of Boston. Given the different sizes of the student populations in these systems, this year we have included the number of actual students represented by the percentages for each measure in each chart. We hope this will allow for a deeper and more accurate understanding of the measures, aid in interpreting rapid shifts in the percentages, whether positive or negative, and temper comparisons across systems until we have better methods for comparing measures with significantly different sample sizes. The Archdiocese of Boston uses the Northwest Evaluation Association Measures of Academic Progress (NWEA).

This report card also marks the final update on our initial goals for the Boston Public Schools in high school completion and dropout reduction. While short of our initial five-year goal of 80% for high school completion, the current 66.7% is higher than the national average for urban school systems and represents a jump of five percentage points from the baseline set in 2008. Meanwhile the annual dropout rate narrowly missed the five-year goal of less than 3%, coming in at 3.8%. Having started at 7.3%, this is a tremendous achievement. It reflects the hard work of many partners and it represents a promising start for hundreds of young people annually.

Over the coming year, we will be working with representatives of the Boston Public Schools, the Archdiocese of Boston and Boston's Charter public schools in partnership with the Boston Compact to set new five-year goals for each of the currently identified measures and collectively agree on common measures of progress. We will also work to identify a common measure for middle school, a critical time in the life of a young person that currently has no measure. These changes will enable all stakeholders—students, families, nonprofit partners and educators at all levels—to have a better understanding of the health of Boston's education pipeline and identify areas where we must redouble our efforts to ensure excellence in education for all Boston's students at all levels and in every system dedicated to serving them.

Launched in 2010, the Jim Joseph Foundation Education Initiative supports programs at three flagship Jewish institutions of higher education: Hebrew Union College-Jewish Institute of Religion (HUC-JIR), Jewish Theological Seminary (JTS), and Yeshiva University (YU). As part of this initiative, HUC-JIR, JTS, and YU designed and piloted new programs, enhanced existing programs, and provided financial assistance to additional programs.

American Institutes for Research (AIR) is conducting an independent evaluation of the Jim Joseph Foundation Education Initiative. This report is the third in a series of five annual reports that describe progress toward accomplishing the goals of the Education Initiative.

The Jim Joseph Foundation created the Education Initiative to increase the number of educators and educational leaders who are prepared to design and implement high-quality Jewish education programs. The Jim Joseph Foundation granted $45 million to three premier Jewish higher education institutions (each institution received $15 million) and challenged them to plan and implement programs that used new content and teaching approaches to increase the number of highly qualified Jewish educators serving the field. The three grantees were Hebrew Union College–Jewish Institute of Religion (HUC-JIR), the Jewish Theological Seminary (JTS), and Yeshiva University (YU). The grant covered program operation costs as well as other costs associated with institutional capacity building. The majority of the funds (75 percent) targeted program planning and operation. The grantees designed and piloted six new master's degree and doctoral degree programs or concentrations;1 eight new certificate, leadership, and professional development programs;2 two new induction programs;3 and four new seminars within the degree programs. 4 The Education Initiative also supported financial assistance for students in eight other advanced degree programs. 5 The grantees piloted innovative teaching models and expanded their use of educational technology in the degree and professional development programs. According to the theory of change that drives the Jim Joseph Foundation's Education Initiative, five types of activities must take place if higher education institutions are to successfully enhance the Jewish education workforce. These activities include (1) improved marketing and recruitment of talented individuals into ongoing education programs, (2) a richer menu of programs requiring different commitments of time to complete and offering varying content, (3) induction programs to support program participants' transition to new employment settings, (4) well-planned and comprehensive strategies for financial sustainability, and (5) interinstitutional collaboration. As shown in Exhibit 1, the five types of activities are divided into two primary categories. The first category (boxes outlined in green) addresses the delivery of programs that provide educators and educational leaders with research-based and theory-based knowledge and vetted instructional tools. The second category (boxes outlined in orange) is not programmatic; rather, it involves sharing knowledge, building staff capabilities, enhancing management structures, and providing technological and financial support to enable the development of quality programming that is sustainable after the grant ends.

Established in 2005 by the Teagle Foundation, the College‐Community Connections (CCC) initiative funds partnerships between New York City community‐based organizations and New York City metropolitan area colleges and universities to help talented and underserved high school students prepare for and succeed in college by engaging them in academically ambitious programs.  Exhibit 1 provides an overview of the CCC partnerships.  

Established in 2005 by the Teagle Foundation, the College‐Community Connections (CCC) initiative funds partnerships between New York City community‐based organizations and New York City metropolitan area colleges and universities to help talented and underserved high school students prepare for and succeed in college by engaging them in academically ambitious programs.  Exhibit 1 provides an overview of the CCC partnerships.  

In 2015, the Teagle Foundation contracted with the Research Alliance for New York ICty Schools to explore the feasibility of a variety of approaches to evaluation CCC. This work--often called an evaluability assessment--was designed to determin ethe current potential for an experimental evaluation that could iluminate the impact of the CCC initiative, and to explore how the grantee partnerships might be better aligned to Teagle's goals in advance of that kind of evaluation. The project surfaced an array of issues and challenges that are relevant not only for Teagle and its CCC partners, but for many CBOs and multi-partner initiatives that are interested in evaluating their work. This report highlights a number of lessons for such, initiatives, particularly those working to support college access.