Montana

The 2010 State of Preschool Yearbook

Publication Date: 
Wed, 2011-04-27
Type: 
reports
Category: 
early-care-education

The 2010 State of Preschool Yearbook presents data on state-funded prekindergarten programs during the 2009-2010 school year.

The report includes information on national trends in public preschool programs, state profiles with detailed program information, and comprehensive appendices of survey and program data. The report emphasizes the need for effective, high-quality early education programs which provide critical support to a child’s development. The data also shows that the recession had a significant impact on state funding for preschool programs in the 2009-2010 school year.  

 

Building a High-Quality Teaching Profession: Lessons from around the world

Publication Date: 
Fri, 2011-03-18
Type: 
reports
Category: 
highly-effective-teachers

The Same Starting Line: How School Boards Can Erase the Opportunity Gap Between Poor and Middle-Class Children.

Publication Date: 
Thu, 2011-02-10
Type: 
reports
Category: 
equitable-instructional-materials

DOWNLOAD THE REPORT

FOR IMMEDIATE  RELEASE
Thursday, January 27, 2011

Contact: Keith Rushing
202.347.7960
krushing@appleseednetwork.org

As ESEA Reauthorization Approaches School Districts Should Focus on Equalizing Resources For All Students

New Report on Teachers: Students Who Need the Most Don’t Get the Best

Publication Date: 
Thu, 2010-11-18
Type: 
reports
Category: 
highly-effective-teachers

Nearly a decade after federal law was enacted to ensure that low-income students and students of color had a fair shot at being assigned to strong teachers, students in high-poverty schools are still disproportionately taught by out-of-field and rookie teachers.

The Strengths and Challenges of Community Organizing as an Education Reform Strategy: What the Research Says

Publication Date: 
Mon, 2011-01-31
Type: 
reports
Category: 
equitable-instructional-materials

Opportunity To Learn Messaging Toolkit

Publication Date: 
Mon, 2010-10-25
Author: 
OTL Campaign
Type: 
toolkits

Tools you can use: This toolkit can help you frame the education debates/discussions in your community - to focus on systemic solutions that ensure all children have a fair and substantive opportunity to learn, instead of solutions that may be popular with some but lack a positive track record and are not scalable.

Tools you can use: This toolkit can help you frame the education debates/discussions in your community - to focus on systemic solutions that ensure all children have a fair and substantive opportunity to learn, instead of solutions that may be popular with some but lack a positive track record and are not scalable.

Talking Points: Why We Can’t Wait For Superman

Publication Date: 
Fri, 2010-10-01
Type: 
reports

Since the release of the documentary Waiting for Superman there has been much media coverage and public discussion surrounding issues raised by the film. The film poses charter schools as a panacea—even though they serve less than 4% of America’s children, and research shows the vast majority don’t outperform public schools. These Talking Points are a tool that can help you reframe the discussion in your community and networks to create an echo chamber focused on systemic solutions that will provide a fair and substantive opportunity to learn for all children, not just a few.

Since the release of the documentary Waiting for Superman there has been much media coverage and public discussion surrounding issues raised by the film. The film poses charter schools as a panacea—even though they serve less than 4% of America’s children, and research shows the vast majority don’t outperform public schools.

Our Communities Left Behind: An Analysis of the Administration’s School Turnaround Policies

Publication Date: 
Wed, 2010-07-28
Type: 
reports
The school turnaround strategies being implemented through the School Improvement Grants program are time-tested and flawed. While the Obama Administration is right to call for dramatic action and to recognize that significant progress is not possible without added resources to support school improvement, it’s time to look at new directions.

No one disputes the critical need for action to improve low-performing schools. There is no question that thousands of schools across the country can and should do better—that both internal and external obstacles get in the way of delivering what we have always promised to all our nation’s young people: a free and excellent public education.

A Proposal for Sustainable School Transformation

Publication Date: 
Wed, 2010-07-28
Type: 
reports
Education Secretary Arne Duncan is right to call for dramatic action, and to recognize that significant progress is not possible without resources. The question is not whether to intervene in our schools, but rather, what interventions offer the best promise for successful and sustainable school transformation?

For many years, parent and community-based organizations have led the way in calling for dramatic action to improve low-performing public schools. The Department of Education, through its “Blueprint” for reauthorization of the Elementary and Secondary Education Act (ESEA), and the already-implemented Race to the Top and School Improvement Grants (SIG) programs, has also called for substantive intervention, and has offered significant federal resources to improve low-performing schools.

Yes We Can: The Schott 50 State Report on Public Education and Black Males

Publication Date: 
Tue, 2010-12-21
Type: 
reports

Yes We Can highlights that the overwhelming majority of U.S. school districts and states are failing to make targeted investments to provide the core resources necessary to extend what works for Black male students. Thus, in the majority of U.S. states, districts, communities, and schools, the conditions necessary for Black males to systemically succeed in education do not exist.

Yes We Can: The 2010 Schott 50 State Report on Black Males in Public Education, reveals that there are indeed communities, school districts and even states doing relatively well in their efforts to systemically enhance the opportunity to learn and raise the achievement levels for Black male students. However, Yes We Can also highlights that the overwhelming majority of U.S. school districts and states are failing to make targeted investments to provide the core resources necessary to extend what works for Black male students. Thus, in the majority of U.S.

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