These reports, supported by the non-profit education innovation organization NewSchools Venture Fund, focus on the retention, discipline, academic growth and achievement of all students and moves the District closer to having a complete and transparent view, using the same metrics, of how different public schools serve a range of students. This is part two of two.
August 1970
Geographic Focus: North America-United States (Southern)-District of Columbia-Washington
Education and Literacy, Race and Ethnicity
Why do children of "migration background" -- whose families may have arrived in Germany as many as two generations ago but are still perceived as "foreigners" -- often perform significantly worse at school than their native German counterparts? The problem is discrimination. This report gives a face and a voice to the discrimination that many children of migration background experience in Berlin. Its purpose is to show, through concrete stories, that discrimination in schools against migrant children is widespread -- and to call on all Berliners to condemn and end it.
August 1970
Geographic Focus: Europe (Western)-Germany-Berlin
Civil Society, Education and Literacy, Women
Countries and companies can be competitive only if they develop, attract, and retain the best talent, both male and female. While governments have an important role to play in creating the right policy framework for improving women's access and opportunities, it is also the imperative of companies to create workplaces where the best best talent can flourish. Civil society, educators, and media also have an important role to play in both empowering women and engaging men in the process.
To mobilize various stakeholders and to keep track of progress, it is important that there are quantitative benchmarks widely available. Since 2006, through the "Global Gender Gap Report" series, the World Economic Forum has been quantifying them agnitude of gender-based disparities and tracking their progress over time. By providing a comprehensive framework for benchmarking global gender gaps, this report identifies countries that are role models in dividing their resources equitable between women and men, regardless of the overall resource level.
No single measure can capture the complete situation of half of the world's population. The Global Gender Gap Index seeks to measure one important aspect of gender equality: the relative gaps between women and men, across a large set of countries, and across four key areas: health, education, economics, and politics. To complement this information, the Country Profiles contain a comprehensive set of supporting information that provides the broader context on gender parity laws, social norms, policies, and outcomes within a country.
August 1970
Geographic Focus:
Children and Youth, Education and Literacy, Substance Abuse and Recovery
Beyond Zero Tolerance is a comprehensive, cost-effective approach to secondary school drug education and school discipline that is all about helping teenagers by bolstering the student community and educational environment.
This innovative model combines honest, reality-based information with interactive learning, compassionate assistance, and restorative practices in lieu of exclusionary punishment.
August 1970
Geographic Focus: North America-United States
Arts and Culture, Education and Literacy
In the early 2000s, there was considerable discussion about the role of the arts in public education, but little data about the status of arts education in all schools in Minnesota. To answer this need, the Perpich Center for Arts Education launched The Minnesota Arts Education Research Project during the 2010/2011 school year with funding provided by the Minnesota State Legislature through its Arts and Cultural Heritage Fund of the Clean Water, Land, and Legacy Amendment.
The purpose of this project was to gather, evaluate and disseminate quantitative data regarding arts education in the state. The Research Project was designed to document arts education in every school through a statewide voluntary survey, and combine the survey findings with other information to create a 360-degree view of arts education in the state.
This report is a summary of the status of arts education, education policy and delivery. The intent is to provide decision makers and the public with a clear picture of the status of arts education in Minnesota.
August 1970
Geographic Focus: North America-United States (Midwestern)-Minnesota
Children and Youth;Education and Literacy;Employment and Labor
Eduployment: The bifurcation of school and work, education and employment, college and career is out of date and meaningless. We need to use a both/and rather than an either/or framework in going forward. We call this eduployment.
August 1970
Geographic Focus: North America / United States
Arts and Culture, Education and Literacy
In the fall of 2011, Quadrant Arts Education Research, in partnership with Michigan Youth Arts, the Michigan Council for Arts and Cultural Affairs, the Michigan Department of Education, and ArtServe Michigan, began a statewide study of arts education in Michigan schools. The project was designed to create a never-before-available picture of arts education in Michigan and institute baseline information for tracking and measuring future progress. This landmark study provides essential data on student access, teacher training, assessment and accountability in arts education in K-12 schools in Michigan. The data provides the groundwork to drive future arts education policy decisions that effect all Michigan students.
The principals of 4163 schools, including 718 private and 293 charter schools, were asked to complete an online survey detailing numerous building-level specifics on arts education in their schools.
August 1970
Geographic Focus: North America-United States (Midwestern)-Michigan
Arts and Culture, Education and Literacy
This report examines the academic and civic behavior outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school.
In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not participate in those programs. Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education.
A standard weakness of the literature, however, has been a dearth of large-scale, longitudinal studies following the same populations over time, tracking the outcomes of students who received intensive arts exposure or arts learning compared with students who did not. This report is a partial attempt to fill this knowledge gap. The report's authors, James Catterall et al., use four large national databases to analyze the relationship between arts involvement and academic and social achievements.
August 1970
Geographic Focus: North America-United States
