MarYam G. HamedaniXinhua ZhengLinda Darling-Hammond
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To understand what effective social and emotional learning practice looks like at the high school level, this study examines implementation and student outcomes at three schools across the country: Fenway High School, El Puente Academy for Peace and Justice, and International School of the Americas.
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Our schools are among the most unequally funded in the industrialized world, with some states or districts spending more than double what others spend per pupil. Money properly spent on the right educational resources for students who need them the most — especially on well-qualified educators and keeping classes at reasonable sizes — can make a huge difference.
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The Escuela Nueva (New School) model, introduced in Colombia 40 years ago, is almost unknown in the U.S., despite international accolades for its learning-by-doing approach. Teachers, parents, and students also have a say in how the school is run. While most of the students are poor and live in rural communities, they do as well on reading and math tests as their middle-class urban counterparts. A move is afoot to bring the model here.
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On the 2013 National Assessment of Educational Progress, the average reading and math scores of 8th-grade black boys were barely higher than those of 4th-grade white girls, and Latino boys did only marginally better. The male adolescents who participated in a program called Match, where teenage students work two-on-one with a math tutor, ended up as much as two years ahead of a control group. Here is why.
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A cross-case analysis of four California schools—Life Academy of Health and Bioscience, Impact Academy of Arts and Technology, Dozier-Libbey Medical High School, and City Arts and Technology High School—demonstrates the policies needed for student-centered learning, as well as this approach’s positive impacts.
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This in-depth study of four elementary schools achieving strong educational outcomes with students of color from low-income backgrounds explores common characteristics and implications for creating systems that support the learning of all students.
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This cross-case analysis examines how the California Linked Learning District Initiative has played out in the Pasadena, Porterville, and Sacramento school districts. It synthesizes lessons that cut across these districts, including insights drawn from the experiences of their leaders.
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Researchers take a longitudinal look at 45 new small schools in operation in Oakland, California, including an analysis of six in-depth case studies. The report offers insight into how well small schools perform over time and policy strategies that can build on current successes and address needs.
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Researchers explore five urban high schools in California that are interrupting the status quo by providing opportunities for students of color from low-income backgrounds to become critical thinkers and leaders for the future. The study offers policies that can create a system that supports all students’ learning.
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Austin Independent School District began redesigning all 11 of its high schools in 2005. This report summarizes the events, activities, workshops, community engagement, and lessons learned during the yearlong strategic planning process for this redesign initiative.
