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Labor/Community Strategy Center;
This report provides structural proposals to end the school-to-prison pipeline in the Los Angeles Unified School District (LAUSD) and to build a national movement to stop the mass incarceration of Black and Latino Communities. It analyzes the LAUSD and the Los Angles School Police Department's (LASPD) citation and arrest patterns for the school years of 2011-2013 through the lens of race, gender, age, and neighborhood impacts.
GLSEN (Gay, Lesbian, and Straight Education Network);
In 2011, 29.5 percent of U.S. public school districts didn't have anti-bullying policies, including many districts in states that require them, according to a report published by GLSEN. In states with such mandates, 26.3 percent of districts didn't have local policies. The report shows the gap that can emerge between the intentions of a law and the effectiveness of its implementation via policy and regulations.
In 1990 Steve Barr "rocked the vote" in America by helping to engineer an upswing in voting among 18 to 24 year olds with the help of musicians and other pop culture icons. Now the political operative and education entrepreneur is tapping into the frustrations of working-class parents in Los Angeles to rock the city's public schools to their core.
Robert Wood Johnson Foundation;
Highlights findings about participation in the USDA initiative. Compares the availability of fresh fruit, whole grains, salads, and low-fat milk, as well as salty snacks, baked goods, and ice cream by year and in participant and non-participant schools.
This paper explains how District of Columbia Public Schools (DCPS) has moved toward smarter teacher retention, mainly by raising expectations and removing consistently low-performing teachers. The report also shows that DPCS is missing some opportunities to make even more progress.
Other key findings include: 1) performance-based compensation is helping DCPS keep more top teachers; 2) many DCPS principals do not appear to be prioritizing top teacher retention; 3) many DCPS principals are struggling to create cultures and working conditions that motivate top teachers to stay; 4) irreplaceables appear less likely to teach in schools that need them most.
The report recommends that DCPS continue its current policy reforms -- especially its higher expectations for teachers -- while monitoring the distribution of top teachers across the district and doing more to help school leaders retain their best teachers.
In the United States, people generally view education through the lens of their own children and their own schools. Many Americans think a serious need for better educational performance is largely restricted to low-income children and families -- and that middle class lifestyles equate to a world-class education. While this need for low-income students is very real and very important, this report suggests that the need for better education extends deeply into America's middle class.
This three-part report highlights achievement in middle class American schools based on new analyses of math and science data from the 2009 PISA results and the results of a pilot study involving 105 American high schools that took a new test known as the OECD Test for Schools (based on PISA). The test is a school-level internationally benchmarked tool that measures reading, math and science knowledge and skills of 15-year-olds. Importantly, the OECD Test for Schools also measures key competencies such as critical thinking and problem solving as students are expected to apply their mastery of rigorous reading, math, and science content.
In the first section, the inescapable conclusion from data from the 2009 PISA study is that a large percentage of American middle class high schools have not kept pace as countries like Singapore, Finland, Korea and Germany have raised standards, invested in teachers and lifted their overall performance.The second section offers some good news -- highlighting individual U.S. schools that are global leaders. The third section summarizes some important lessons learned and the opportunities for restoring America's leadership in public education and strengthening America's competitiveness in the global economy.
The report concludes with a call for U.S. high schools across the economic spectrum to take advantage of this new international benchmarking opportunity and find out how they compare with -- and can learn from -- the world's top performing countries and schools.
W.K. Kellogg Foundation;
Contains board chair's message, CEO's message, guest essays about children's needs, financial statements, lists of board members and staff, grants list, and summaries of programs in the United States, southern Africa, Latin America, and the Caribbean.
W.K. Kellogg Foundation;
Contains board chair's and CEO's messages, financial statements, lists of board members and staff, and highlights of U.S. and international programs with a focus on education and learning; food, health, and well-being; and family economic security.
Explains how to provide excellent teachers for every child every year by better identifying excellent teachers, removing policy barriers so they can teach more students for more pay, and catalyzing schools' and districts' will to put them in charge.
Grantmakers for Education;
As social and technological forces reshape the environment, the educational landscape is being similarly transfigured as parents, employers, policymakers and students grow impatient with incremental efforts to reform a broken system. Too often such efforts have proven both slow and inadequate to the evolving needs of learners: Innovations have been inequitably distributed, promising solutions have been difficult to implement at scale. Yet the signs of widespread change are real, and there is little doubt that transformation has begun.
Pew Hispanic Center;
Provides a snapshot of the racial and ethnic composition of public schools, and tracks the changes over twelve years in the levels of concentration among African-American, white, Hispanic/Latino and Asian students, and of their exposure to other groups.
Pew Hispanic Center;
Looks at trends over the 1990s to document how the aggregate published Hispanic high school dropout rate overstates the number of Hispanics leaving U.S. secondary schools without graduating.