The Global Strategy Task Force created a final report documenting its findings and recommendations. The intent of this report is to provide a framework through which the University can articulate and pursue an ambitious set of institutional goals that will increase its global connectivity and impact.

To guide our work, the Task Force articulated a Global Vision for 2020:

To establish Northwestern as one of the world's premier universities. To develop a culture and an infrastructure that link our intellectual communities to larger international idea and innovation networks and enable our faculty, students, and staff to lead and to learn from global advancements in research and teaching critical to human development and understanding.

The Task Force identified three guiding principles for how we enact our vision.

1. An ambitious intellectual agenda, not an economic one, must drive Northwestern's global investments. Northwestern should hire new faculty and staff, open new facilities, and initiate new dialogues and collaborations to the extent that it has a clear and compelling intellectual mission guiding each decision.
2. Northwestern must focus on excellence to gain greater prominence in the world's leading innovation and idea networks, by identifying and investing deeply in select areas of strength and impact.
3. Being global requires a bi-directional orientation. Northwestern must, with equal focus and vigor, expand its outward horizons while integrating global perspectives into the rich intellectual life of its US campuses and activities.

This brief presents the latest information regarding early childhood expulsions and suspensions with a special emphasis on how continuing gender and race disparities violate the civil rights of many of our youngest learners and contribute to our nation’s costly achievement gap by locking our boys and African-American children out of educational opportunities and diminishing the ability of early education to provide the social justice remedy it was designed to produce.

This brief presents the latest information regarding early childhood expulsions and suspensions with a special emphasis on how continuing gender and race disparities violate the civil rights of many of our youngest learners and contribute to our nation’s costly achievement gap by locking our boys and African-American children out of educational opportunities and diminishing the ability of early education to provide the social justice remedy it was designed to produce.

This brief presents the latest information regarding early childhood expulsions and suspensions with a special emphasis on how continuing gender and race disparities violate the civil rights of many of our youngest learners and contribute to our nation's costly achievement gap by locking our boys and African-American children out of educational opportunities and diminishing the ability of early education to provide the social justice remedy it was designed to produce.

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 Foundation granted $45 million to three  premier Jewish higher education institutions--Hebrew Union College–Jewish Institute of Religion (HUC-JIR), the Jewish Theological Seminary (JTS), and Yeshiva University (YU)--(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 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; eight new certificate, leadership, and professional development programs; two new induction programs; and four new seminars within the degree programs. The Education Initiative also supported financial assistance for students in eight other advanced degree programs. The grantees piloted innovative teaching models and expanded their use of educational technology in the degree and professional development programs.

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.

The findings from the CICSC'S 2012 State of AI/AN Education in California Report confirmed the need for greater efforts to prepare, to recruit, to retain, and to graduate Native youth from institutions of higher education. In particular, the realization that AI/AN enrollment rates are declining across the CSUs was alarming. These results provided the basis to delve deeper into the program, outreach, and support at postsecondary institutions in the 2014 report to determine where enrollment and transfer numbers are decreasing or increasing; to determine what the best practices at state colleges and universities to attract, retain, and graduate AI/ANs are; and correspondingly to determine where we, as educators of AI/AN students in the state of California, need to improve.

The findings from the California Indian Culture and Sovereignty Center's 2012 report confirmed the need for greater efforts to prepare, to recruit, to retain, and to graduate Native youth from institutions of higher education. In particular, the realization that AI/AN enrollment rates are declining across the CSUs was alarming. These results provided the basis to delve deeper into the program, outreach, and support of postsecondary institutions in the 2014 report to determine where enrollment and transfer numbers are decreasing or increasing; to determine what the best practices at state colleges and universities to attract, retain, and graduate AI/ANs are; and correspondingly to determine where we, as educators of AI/AN students in the state of California, need to improve.