National Opportunity to Learn Network

Schott’s Opportunity to Learn Network (OTL) unites a nationwide coalition of Schott grantees and allied organizations working to secure a high quality public education for all students.

By creating a space to highlight and celebrate grassroots organizing, share success stories and provide resources, OTL strives to create real and substantial change in our public education system. OTL advocates for supports­-based education reform, one that provides all students with access to crucial resources and opportunities such as early education, wraparound supports, fair school discipline, well­-supported teachers, and equitable school funding. To support our network of advocates and organizers, OTL provides regular updates on current grantee campaigns, publishes policy guides, infographics and other resources, and hosts summits and other network building events, all of which can be found below.

The Latest from the OTL Network

Schott Foundation for Public Education
Saturday September 1, 2012 –
This is the 2012 edition of Schott's series of reports on the achievement of Black male students in public education. View the latest report at
CA State Superintendent of Public Instruction Tom Torlakson's Task Force on Educator Excellence
Saturday September 1, 2012 –

Need a blueprint for recruiting, developing and retaining high quality teachers in your state? Look no further than this report from CA State Superintendent Tom Torlakson's Task Force on Educator Excellence. Drawing on the expertise of educators and thought leaders like Linda Darling-Hammond, the report lays out precisely how states should invest in their teachers and their schools to ensure that every student has access to well-prepared and effective teachers.

Center for Civil Rights Remedies at UCLA's Civil Rights Project
Tuesday August 7, 2012 –

This report analyzes data from the U.S. Department of Education's Office of Civil Rights on school discipline and suspensions in the 2009-10 school year to reveal the unconscionable disparities regarding which students are pushed out of the classroom through out-of-school suspensions.The source data covers 7,000 school districts and represents 85 percent of all public school students, making this report the first and most comprehensive analysis of the impact of out nation's school discipline policies.

The Annie E. Casey Foundation
Wednesday July 25, 2012 –

The 2012 version of the Annie E. Casey Foundation's annual KIDS COUNT Data Book tracks the well-being of our nation's children with state-by-state data on children's economic well-being, educational opportunities, access to healthcare and family and community environments. The report illustrates the deep disparities between children of color and their white peers in access to the opportunities and support necessary to succeed in school and in life. 


Advancement Project, Alliance for Educational Justice, Gay-Straight Alliance Network
Friday June 29, 2012 –

While it's necessary to address the bullying that goes on in schools, we need to do so in a way that employs discipline methods that keep kids in school for all but the worst offense and that address the root problems causing the misbehavior. Of the 42 states with bullying laws, 24 of them (57 percent) rely solely on punitive measures. These zero-tolerance policies have not only failed to make schools safer, they have produced a variety of harmful outcomes including the unnecessary use of school-based arrest and juvenile court citations; the overuse and misuse of out-of-school suspense and expulsions; and aggressive, in-school security measures such as metal detectors, surveillance cameras and school security or law enforcement officials. This "dangerous cocktail of policies and practices" is criminalizing our students rather than helping them grow and develop appropriate behaviors. 

American Civil Liberties Union of Massachusetts and Citizens for Juvenile Justice
Wednesday June 27, 2012 –

Students who are arrested at school are three times more likely to drop out than those who are not, and those who do are more likely to end up in the criminal justice system than those who remain in school. While some school districts use on-site officers to apprehend students who pose a real and immediate threat to the physical safety of those around them, others predominantly use these officers to enforce their code of student conduct. In such districts, officers are encouraged to arrest, in many cases using public order offenses as a justification, students who are unruly, disrespectful, use profanity, or show "attitute." This report examines the rate at which police officers in Massachusetts' three largest school districts - Boston, Springfield and Worcester - arrest students for public order offenses and the extent to which school-based policing influences arrest rates. 

Education Law Center
Friday June 22, 2012 –

The Second Edition of the National Report Card on public school funding, Is School Funding Fair?, shows that far too many states continue to deny public schools the essential resources they need to meet the needs of the nation's 53 million students and to boost academic achievement. The National Report Card rates the 50 states on the basis of four "fairness indicators" - funding level, funding distribution, state fiscal effort, and public school coverage. The Report provides the most in-depth analysis to date of state education finance systems and school funding fairness across the nation. How does your state measure up? 

National Women's Law Center
Tuesday June 19, 2012 –

The high school dropout crisis has received significant attention from researchers, policymakers and the media. What has been generally overlooked, however is that girls, too, are dropping out of high school at dangerously high rates. One in four do not finish high school, and the numbers are worse for girls of color. This report examines the current dropout rates for female students in the U.S., the consequences - both for the female students and their communities - of dropping out, the factors that put students at risk of dropping out, and policy recommendations. 

Everyone Graduates Center
Wednesday June 13, 2012 –

Roughly 10 percent of U.S. students are chronically absent from the classroom - defined as missing 10 percent or more of the school year. Chronic absenteeism increases achievement gaps at the elementary, middle, and high school levels, particularly for low-income students. This report, from the Everyone Graduates Center, identifies the causes of students' long term absence from the classroom (illness, housing instability, involvement in the juvenile justice system and the lack of consequences for skipping) and details the dire academic consequences for chronically absent students. The report also criticizes the fact that few school districts and states bother to measure and analyzes attendance data and, consequently, overlook and do not act upon chronic absenteeism. 

Arkansas Advocates for Children and Families
Friday June 1, 2012 –

The children of immigrants - mostly Hispanic and almost all U.S. citizens - account for the majority of growth in Arkansas's child population in the last decade. Any discussion of the state's economic future is incomplete without considering the challenges these children face, such as higher rates of poverty and school drop out and lack of insurance. This report outlines how those challenge affect the children of immigrants and the policy changes Arkansas can implement to improve the opportunities available to these children.