A new report, prepared for Mayor Martin J. Walsh and the Success Boston college completion initiative, shows a remarkable increase in both the percentage and the number of Boston Public Schools graduates who complete college within six years. The report also examines college completion for students with Success Boston coaches, a major intervention launched by the Boston Foundation and its partners, including the Boston Public Schools, in 2009. Success Boston, a citywide multi-sector college completion initiative, was launched in 2008 in response to a report that found that only 35% of the BPS Class of 2000 graduates who enrolled in college earned a degree within seven years of graduating high school. The initiative is guided by the Boston Public Schools, the Boston Foundation, UMass Boston, Bunker Hill Community College, and the Boston Private Industry Council, along with dozens of colleges, universities, and nonprofit organizations. Among the initiative's ambitious goals was pushing members of the BPS Class of 2009 to a 52%six-year college completion rate. Today's report, "Reaching for the Cap and Gown: Progress Toward Success Boston's College Completion Goals for Graduates of the Boston Public Schools," finds that the six-year college completion rate of first-year college enrollees from the BPS Class of 2009 was 51.3%--within one percentage point of the 52% goal set in 2008. Equally impressive is the gain in the number of BPS graduates completing college within six years of high school graduation--1,314 from the Class of 2009, compared to 735 from the Class of 2000, the equivalent of a 79% increase. The study also finds that college completion, at 54.7%, is even higher than the goal for students who enrolled in the fall immediately after graduating from high school.

A new report, prepared for Mayor Martin J. Walsh and the Success Boston college completion initiative, shows a remarkable increase in both the percentage and the number of Boston Public Schools graduates who complete college within six years. The report also examines college completion for students with Success Boston coaches, a major intervention launched by the Boston Foundation and its partners, including the Boston Public Schools, in 2009. Success Boston, a citywide multi-sector college completion initiative, was launched in 2008 in response to a report that found that only 35% of the BPS Class of 2000 graduates who enrolled in college earned a degree within seven years of graduating high school. The initiative is guided by the Boston Public Schools, the Boston Foundation, UMass Boston, Bunker Hill Community College, and the Boston Private Industry Council, along with dozens of colleges, universities, and nonprofit organizations. Among the initiative's ambitious goals was pushing members of the BPS Class of 2009 to a 52%six-year college completion rate. Today's report, "Reaching for the Cap and Gown: Progress Toward Success Boston's College Completion Goals for Graduates of the Boston Public Schools," finds that the six-year college completion rate of first-year college enrollees from the BPS Class of 2009 was 51.3%--within one percentage point of the 52% goal set in 2008. Equally impressive is the gain in the number of BPS graduates completing college within six years of high school graduation--1,314 from the Class of 2009, compared to 735 from the Class of 2000, the equivalent of a 79% increase. The study also finds that college completion, at 54.7%, is even higher than the goal for students who enrolled in the fall immediately after graduating from high school.

The report offers a series of short essays from 18 teachers, each reflecting on what inspired and guided them into the teaching profession. Some of the highlights include:

• "I've come to realize that my learning process in the classroom actually feels a whole lot like the science I practiced at the bench: engineering experimental procedures, collecting and analyzing data, and formulating questions about next steps. It turns out that my scientific worldview can really improve learning outcomes for my students," said Kristin Milks, a biology and earth science teacher in Bloomington, IN, who enrolled in a teacher preparation program shortly after completing her Ph.D. in biochemistry.
• "What transforms someone from being a good teacher to being a great teacher is the passion to make connections with students, to constantly evaluate and adjust their practice to do what is in the students' best interest," said Catherine Ann Haney, a Virginia Spanish teacher who has recently been teaching in Santiago, Chile.
• "Enrolling in a teacher education program, instead of starting my career as a teacher first and then obtaining my master's degree after, meant I had a cohort of other soon-to-be teachers to learn with as we persevered through a very rigorous and demanding year," said Jeremy Cress, a math teacher in Philadelphia.
• "I realized that being a good math teacher does not mean explaining clearly, making kids like me, or making math fun. Rather, it means giving students the opportunity to solve problems by themselves from start to finish, to struggle and persevere, and to learn from each other's particular strengths," said Brittany Leknes, a math teacher from Sunnyvale, CA.
• "Together my students and I co-create their identities, their sense of themselves, and their understanding of their place in society. Because I believe wholly in my students' own power, I teach to disrupt school cultures that suggest that students need to be anything less than their whole selves," said Kayla Vinson, who taught social students in the Harlem Children's Zone.

Created in 2007, the Leonore Annenberg-Woodrow Wilson Teaching Fellowship was designed to serve as the equivalent of a national "Rhodes Scholarship" for teaching. Working with Stanford University, the University of Pennsylvania, the University of Virginia, and the University of Washington, the Woodrow Wilson Foundation provided $30,000 stipends for exceptionally able candidates to complete a yearlong master's degree program. In exchange, the teacher candidates agreed to teach for three years in high-need secondary schools across the country.
The Leonore Annenberg Teaching Fellowship was funded through grants from the Annenberg Foundation and Carnegie Corporation of New York. It served as the basis for the Woodrow Wilson Foundation's successful Teaching Fellowship program, which now operates in five states (Georgia, Indiana, Michigan, New Jersey, and Ohio), operating in partnership with 28 universities. Woodrow Wilson Teaching Fellows complete a rigorous yearlong master's degree program, coupled with a robust yearlong clinical experience. Once they earn their degrees, Woodrow Wilson Teaching Fellows teach in high-need STEM classrooms, while receiving three years of coaching and mentoring.
 

The report offers a series of short essays from 18 teachers, each reflecting on what inspired and guided them into the teaching profession. Some of the highlights include:

• "I've come to realize that my learning process in the classroom actually feels a whole lot like the science I practiced at the bench: engineering experimental procedures, collecting and analyzing data, and formulating questions about next steps. It turns out that my scientific worldview can really improve learning outcomes for my students," said Kristin Milks, a biology and earth science teacher in Bloomington, IN, who enrolled in a teacher preparation program shortly after completing her Ph.D. in biochemistry.
• "What transforms someone from being a good teacher to being a great teacher is the passion to make connections with students, to constantly evaluate and adjust their practice to do what is in the students' best interest," said Catherine Ann Haney, a Virginia Spanish teacher who has recently been teaching in Santiago, Chile.
• "Enrolling in a teacher education program, instead of starting my career as a teacher first and then obtaining my master's degree after, meant I had a cohort of other soon-to-be teachers to learn with as we persevered through a very rigorous and demanding year," said Jeremy Cress, a math teacher in Philadelphia.
• "I realized that being a good math teacher does not mean explaining clearly, making kids like me, or making math fun. Rather, it means giving students the opportunity to solve problems by themselves from start to finish, to struggle and persevere, and to learn from each other's particular strengths," said Brittany Leknes, a math teacher from Sunnyvale, CA.
• "Together my students and I co-create their identities, their sense of themselves, and their understanding of their place in society. Because I believe wholly in my students' own power, I teach to disrupt school cultures that suggest that students need to be anything less than their whole selves," said Kayla Vinson, who taught social students in the Harlem Children's Zone.

Created in 2007, the Leonore Annenberg-Woodrow Wilson Teaching Fellowship was designed to serve as the equivalent of a national "Rhodes Scholarship" for teaching. Working with Stanford University, the University of Pennsylvania, the University of Virginia, and the University of Washington, the Woodrow Wilson Foundation provided $30,000 stipends for exceptionally able candidates to complete a yearlong master's degree program. In exchange, the teacher candidates agreed to teach for three years in high-need secondary schools across the country.
The Leonore Annenberg Teaching Fellowship was funded through grants from the Annenberg Foundation and Carnegie Corporation of New York. It served as the basis for the Woodrow Wilson Foundation's successful Teaching Fellowship program, which now operates in five states (Georgia, Indiana, Michigan, New Jersey, and Ohio), operating in partnership with 28 universities. Woodrow Wilson Teaching Fellows complete a rigorous yearlong master's degree program, coupled with a robust yearlong clinical experience. Once they earn their degrees, Woodrow Wilson Teaching Fellows teach in high-need STEM classrooms, while receiving three years of coaching and mentoring.
 

The report offers a series of short essays from 18 teachers, each reflecting on what inspired and guided them into the teaching profession. Some of the highlights include:

• "I've come to realize that my learning process in the classroom actually feels a whole lot like the science I practiced at the bench: engineering experimental procedures, collecting and analyzing data, and formulating questions about next steps. It turns out that my scientific worldview can really improve learning outcomes for my students," said Kristin Milks, a biology and earth science teacher in Bloomington, IN, who enrolled in a teacher preparation program shortly after completing her Ph.D. in biochemistry.
• "What transforms someone from being a good teacher to being a great teacher is the passion to make connections with students, to constantly evaluate and adjust their practice to do what is in the students' best interest," said Catherine Ann Haney, a Virginia Spanish teacher who has recently been teaching in Santiago, Chile.
• "Enrolling in a teacher education program, instead of starting my career as a teacher first and then obtaining my master's degree after, meant I had a cohort of other soon-to-be teachers to learn with as we persevered through a very rigorous and demanding year," said Jeremy Cress, a math teacher in Philadelphia.
• "I realized that being a good math teacher does not mean explaining clearly, making kids like me, or making math fun. Rather, it means giving students the opportunity to solve problems by themselves from start to finish, to struggle and persevere, and to learn from each other's particular strengths," said Brittany Leknes, a math teacher from Sunnyvale, CA.
• "Together my students and I co-create their identities, their sense of themselves, and their understanding of their place in society. Because I believe wholly in my students' own power, I teach to disrupt school cultures that suggest that students need to be anything less than their whole selves," said Kayla Vinson, who taught social students in the Harlem Children's Zone.

Created in 2007, the Leonore Annenberg-Woodrow Wilson Teaching Fellowship was designed to serve as the equivalent of a national "Rhodes Scholarship" for teaching. Working with Stanford University, the University of Pennsylvania, the University of Virginia, and the University of Washington, the Woodrow Wilson Foundation provided $30,000 stipends for exceptionally able candidates to complete a yearlong master's degree program. In exchange, the teacher candidates agreed to teach for three years in high-need secondary schools across the country.
The Leonore Annenberg Teaching Fellowship was funded through grants from the Annenberg Foundation and Carnegie Corporation of New York. It served as the basis for the Woodrow Wilson Foundation's successful Teaching Fellowship program, which now operates in five states (Georgia, Indiana, Michigan, New Jersey, and Ohio), operating in partnership with 28 universities. Woodrow Wilson Teaching Fellows complete a rigorous yearlong master's degree program, coupled with a robust yearlong clinical experience. Once they earn their degrees, Woodrow Wilson Teaching Fellows teach in high-need STEM classrooms, while receiving three years of coaching and mentoring.
 

This report presents findings from a survey of female community college students in Mississippi conducted by the Institute for Women's Policy Research (IWPR) and commissioned by the Women's Foundation of Mississippi. The survey is designed to identify supports and practices that can help women succeed in community college and attain economic security. It explores women's motivations for pursuing college, their personal and career goals, their support needs, and the economic, health, and time challenges that they experience. The survey was designed as a part of the Institute for Women's Policy Research's Student Parent Success Initiative, which provides information and tools to promote the success of student parents in postsecondary education.

Student-centered learning (SCL) is an approach to learning that emphasizes authentic instruction, mastery-based assessment, and engaging students in real-life experiences that take their learning beyond the school walls and school day -- all in an effort to connect students' learning to their experiences, strengths, and interests. This report offers the first detailed look into how districts and schools deal with funding issues when they adopt the SCL approach. Researchers examined district spending on SCL by comparing spending at SCL high schools to traditional high schools with similar characteristics. The researchers also performed a statistical analysis using New York City's high schools, which included 79 SCL schools. The report finds that districts don't need to spend more on these schools if they fund all schools fairly, and then allow schools to make choices about how they use their resources. The report's policy recommendations include encouraging SCL school leaders to think about spending tradeoffs to keep budgets in balance and supporting principals' efforts to secure resources from the community.