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2019-10-01
Stanford Center for Education Policy Analysis;
The My Brother's Keeper (MBK) Challenge developed by President Obama supports communities that promote civic initiatives designed to improve the educational and economic opportunities specifically for young men of color. In Oakland, California, the MBK educational initiative features the African American Male Achievement (AAMA) program. The AAMA focuses on regularly scheduled classes exclusively for Black, male students and taught by Black, male teachers who focus on social-emotional training, African-American history, culturally relevant pedagogy, and academic supports. In this study, we present quasi-experimental evidence on the dropout effects of the AAMA by leveraging its staggered scale-up across high schools in the Oakland Unified School District (OUSD). We find that AAMA availability led to a significant reduction in the number of Black males who dropped out as well as smaller reductions among Black females, particularly in 9th grade.
2019-07-26
Achieve, Inc.;
This report summarizes findings from a decade of surveys conducted after the Millennial Impact Project was launched in 2009 to explore how Americans born between 1980 and 2000 engage with causes. This research – which created the largest body of data and analysis on how U.S. millennials interact with causes – demonstrates why and how the nation's youngest generation of adults has engaged in doing good, how they have changed philanthropy, what they expect of the public, private, nonprofit and government sectors in addressing societal challenges and the consequences of ignoring their powerful influence.
2019-07-22
Convergence Partnership;
Provides background research about the current state of physical activity in the nation and highlights organizational practices and public policies to improve physical activity among children and youth. The report serves as a launching pad for action for practitioners and advocates who are interested in engaging in systems and environmental change approaches in four key arenas: schools, early childcare and education settings, out-of-school-time programs, and communities.
Commissioned by the Convergence Partnership, a national collaborative of health funders in the U.S., the report was informed by research and key informant interviews. Reflecting the Convergence Partnership's vision, the report's analysis of policy opportunities at the federal, state and local level emphasizes ways to ensure that health equity is at the forefront of collaborative efforts.
This document is part of a larger strategy to identify high-impact approaches that will move the Convergence Partnership closer to the vision of healthy people in healthy places. In addition to this document, the Partnership has released other policy briefs on topics such as the built environment and access to healthy food.
2019-07-10
Burton D. Morgan Foundation, The;
Entrepreneurship education shouldn't be a luxury. It should be a critical component in all students' academic careers. It prepares them to produce creative solutions to problems, work collaboratively toward shared goals, adapt to ever-changing conditions, and develop the grit and resilience to forge their own paths. But what is entrepreneurship education? Historically, it involved a standalone course in which students learned how to run a business. While that approach still has tremendous value in the development of entrepreneurial knowledge and skills, the field is now aligning with a variety of educational methodologies that share similar goals. Touted as avenues to cultivate 21st century skills, the ways in which we can help students think and act entrepreneurially are immeasurable, and the time to embrace them is now. As traditional jobs are replaced with advanced technology and individuals must navigate increasingly complex paths, it is vital that we prepare youth for an unpredictable landscape ahead. The four case studies presented in the Foundation's most recent Intersections publication, Connecting Entrepreneurship with 21st Century Learning, each outline a different model of excellence within our portfolio and demonstrate that championship of the entrepreneurial spirit comes in many forms.
2019-07-09
John S. and James L. Knight Foundation;
This report examines trust in media, showing that many young adults use news media to make decisions on policies and voting. It reveals that a majority of young adults are concerned about the impact of news on democracy and unity in the country, expressing that news organizations might divide and polarize citizens. Conducted by NORC at the University of Chicago, the report analyzes the findings of a survey of 1,660 adults between the ages of 18 and 34. It also surveyed large samples of African American and Hispanic participants to explore beliefs and behaviors across races and ethnicities.
The study shows that young people believe some news sources are actively hurting democracy and corroding national unity. Sixty-four percent of young adults say their least-liked news source hurts democracy and 73 percent say their least-liked news source divides the country. Only 47 percent say their favorite news source helps unite it. When comparing partisan attitudes, 51 percent of Democrats say their favorite source unites the public, while 42 percent of Republicans say the same.
2019-06-27
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than academic knowledge to transition successfully into employment and adulthood (Dupuy et al. 2018). They also need "life skills," a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. Life skills can enhance young people's agency and resilience, improve their psychosocial well-being, and predict a range of long-term outcomes, including health, job performance, and wages (Kwauk et al. 2018; OECD 2018, Kautz et al. 2014). The Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE), a donor collaborative, has invested in 18 projects to strengthen life skills in young people. This brief offers eight lessons based on the experiences of these projects—on the design, delivery, measurement, and scale-up of youth life skills programming in lowand middle-income countries (LMICs).
2019-06-27
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than formal or vocational education to thrive in school, work, and life. They also need life skills - a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. To leverage the growing momentum and give youth access to these vital tools for success, the Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE) supports grantee partners testing diverse approaches to strengthening life skills. The PSIPSE commissioned an in-depth study of 18 projects in 7 countries, uncovering actionable lessons on how to design, implement, assess, and scale youth life skills programming in low- and middle-income countries. The study is intended for practitioners and government officials interested in building, improving, and expanding work around life skills, as well as donors looking to advance this field and provide useful guidance to their grantees.
2019-06-27
Mathematica Policy Research, Inc.;
There is growing recognition that youth need more than academic knowledge and technical expertise to transition successfully into employment and adulthood (Dupuy et al. 2018). They also need "life skills," a set of cognitive, personal, and interpersonal strengths that position them for success in their lives and livelihoods. Life skills can enhance young people's agency and resilience, improve their psychosocial well-being, and predict a range of long-term outcomes, including health, job performance, and wages (Kwauk et al. 2018; OECD 2018; Kautz et al. 2014). The Partnership to Strengthen Innovation and Practice in Secondary Education (PSIPSE), a donor collaborative, has invested in 18 projects that focus on developing life skills among youth (see left). Mathematica, the PSIPSE's learning partner, recently conducted an in-depth study of these projects. The study used interviews with implementing organizations, an extensive review of project documents and evaluation reports, and high-level literature and landscape scans to examine project experiences, set them in context, and draw out lessons for a range of stakeholders. This brief summarizes the lessons for government officials—on how to successfully devise, roll out, scale, and strengthen life skills policies for youth in low-and middle-income countries (LMICs).
2019-06-10
Barr Foundation;
During 2018 and 2019, a working group of district and charter school leaders and other education stakeholders from urban and rural locations across the state met to explore ways to increase the effectiveness of principals leading Massachusetts schools. The Barr Foundation engaged Attuned Education Partners to facilitate this group and lead implementation of the learning agendas developed by its members. Together, they prioritized key challenges and identified solutions that research suggests are most likely to strengthen principalship and drive better outcomes for students—especially the students of color and English learners that the state is currently serving least well. This summary highlights their findings and insights. See the full report for more on the challenges and solutions—plus case studies and recommended action steps for state policymakers, school system leaders, principal preparation program providers, and funders.
2019-06-10
Barr Foundation;
In 2017, fifty-six percent of the principals hired statewide were new to the job, with high-poverty schools most likely to hire novice principals. During 2018 and 2019, a working group of district and charter school leaders and other education stakeholders from across the state met to explore ways to increase the effectiveness of principals leading Massachusetts schools. The Barr Foundation engaged Attuned Education Partners to facilitate this group and lead implementation of the learning agendas developed by its members. Together, they prioritized key challenges and identified solutions that research suggests are most likely to strengthen principalship and drive better outcomes for students—especially the students of color and English learners that the state is currently serving least well. This report presents their findings and insights—including recommended actions tailored to state policymakers, school system leaders, principal preparation program providers, and funders. It also offers a collection of case studies demonstrating potential solutions in action.
2019-06-01
Scelles Foundation;
Based on the analytical work of Observatoire international de l'exploitation sexuelle (International Observatory on Sexual Exploitation), Fondation Scelles' 5th Global report on sexual exploitation around the world aims to provide a clear vision of the current situation, suitable for furthering the awareness-raising on the issues around sexual exploitation and the reflection on the urgent answers needed.
It includes reports on 35 countries and 11 main topics from 2016-2018.The work produced comes from a wide range of sources, all of which reflect not only events related to studied issues and that happened over the last three years, but debates and controversies that have left their mark in the news.
This study was carried out by an international writing team (USA, France, Argentina, Ukraine, Zambia…) from various backgrounds (sociology, political science, international relations, human rights, international law…), and by expert practitioners (lawyers, judges, and procurers in particular).
Original report is available in French.
2019-05-31
TrustAfrica;
The NBDCK (National Book Development Council of Kenya) project aims to raise reading outcomes by offering extracurricular reading opportunities to public school children in the Kisii area of western Kenya. This is a micro level incremental innovation which originally included comparison to a control group, but this is no longer the case. Grade six students ('mentors') are trained to read with grade 1 and 2 students ('buddies') during informal small group sessions supervised by teachers trained to this end.
