What lessons can we learn from i3 grants about how to build the right conditions for family engagement initiatives to flourish? The authors in this issue – program directors and coordinators, district administrators, evaluators, and youth leaders, representing rural and urban communities across the country – draw on their own experiences to reveal the critical elements of successful, sustainable, and scalable family engagement programs.
This issue of VUE explores the transition from pre-K to kindergarten and beyond, highlighting the importance of systems alignment, collaboration, and community engagement.
Efforts to address school discipline disparities throughout the country are being led by a broad range of stakeholders – including community organizers, nonprofits, advocates, district leaders, teachers’ unions, researchers, funders, legislators, and other groups. Bringing these stakeholders together to examine identity-based disparities, exclusionary policies, and punitive practices – and to work collaboratively toward designing interventions – has the great potential to create positive and healthy school climates where all students can find “safe passage” from early childhood to young adulthood.
Community partners help schools and districts empower and engage a broad range of children often narrowly labeled as “English learners” – newcomers, refugees, immigrants, and children of immigrants – to support their learning and development in culturally responsive ways that go far beyond language acquisition.
In urban communities across the nation, a broad range of partners have committed to reinventing educational time together to ensure equitable access to rich learning opportunities for all young people.
How did community organizations and residents create an equity-driven education agenda and transform the public debate in the 2013 New York City mayoral campaign? The authors in this issue of VUE share the stories of the community organizations that made that happen.
AISR’s research, practitioner, and community partners reflect on lessons learned from three years of work on the College Readiness Indicator Systems project to identify students who are off track for college readiness and connect them to supports.
Rather than viewing educating English language learners as a problem, this issue calls for embracing and valuing ELLs as bicultural, bilingual leaders of the future.
The current standards- and market-based federal education policies are necessary, but not sufficient to achieve sustainable reform at scale. How can federal policy support a more robust, equitable, and comprehensive approach?
While most U.S. education stakeholders now recognize that a high school diploma is not enough to prepare students for post-secondary success, how do we know when a student is "college ready," and how do we use that information to design effective support and interventions?
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