In the Sunday Dialogue section in the New York Times, Dr. John H. Jackson, President and CEO of the Schott Foundation for Public Education, argues for a more just method for funding our nation's schools.
It's a sad day for Reading, PA, the poorest city in the U.S. As a result of cuts to the state's education budget, the city has been forced to eliminate it's pre-Kindergarten program and furlough 110 teachers in order to make ends meet.
Philadelphia's public school system is on the edge of a precipice, hammered by budget cuts from Harrisburg and an influx of market-based "reform" agendas. This disturbing investigative piece by Daniel Denvir of Philly City Paper shines a light on the often shadowy forces and political process at work — and should be a wake-up call for education advocates in every community: if it can happen here, it can happen anywhere.
City officials are recommending that Philadelphia Public Schools undergo a massive overhaul that would close 64 schools over the next five years and drastically increase the number of charter schools operating in the city.
Dust off your cameras because Youth United for Change is looking for some short video submissions for their newest campaign! The Philly-based youth advocacy group has done some great work over the years related to school discipline and restorative justice. They've just launch the "Safe to Count on Me Campaign," which aims fight the negative portrayal of young people in Philadelphia.
It's a big week for studies focused the relationship between location and educational opportunity: First, the Schott Foundation's report on education redlining in New York City public schools that revealed city policies and practices systematically deny educational opportunities to the districts and schools with high percentages of poor and students of color.
How many cookies (price: 50 cents) would you have to sell to pay for the $171,780,572 cuts in school budgets in Southwestern Pennsylvania?
In 2010, the President set a goal for the U.S. to become the global leader in postsecondary degree attainment by the year 2020. Yet, more than 7,000 students, many of whom are not proficient in reading and math, are leaving or being pushed out of U.S. schools each day. This study shows that the U.S. cannot achieve the President’s 2020 goal if our schools continue to hemorrhage large segments of our nation’s youth. Accordingly, this document is designed to serve as a blueprint for implementing a comprehensive package of policy reforms that seek to increase the quantity of students who succeed at every stage of the educational pipeline and the quality of the education they receive. Different from most calls for reform, it considers the educational pipeline in its entirety—from early childhood through postsecondary attainment—and offers evidence‐informed strategies to boost access, quantity and quality at every stage.
This report from the National Institute for Early Education Research analyzes national and state statistics and trends on the availabilty of quality Pre-K programs across the country. The report includes detailed state profiles that measure not just access access to early education opportunities but also whether available Pre-K programs meet a set of 10 benchmarks for quality.
The good news: More students than ever are enrolled in Pre-K programs in the U.S. The bad news: The rising number of Pre-K students coupled with state education budget cuts across the country has drastically reduced per-child spending on Pre-K programs.