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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.
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.
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.
This research, driven in partnership by the British Council and the German Academic Exchange Service (DAAD), looks at the reasons why some national governments invest in supporting outward mobility scholarship programmes. The study aims to improve our understanding of why governments sponsor these programmes; how they are designed, administered, and funded; who participates and where they study; and what impact the programmes are having.
The report contains detailed case studies of 11 countries and their approaches to national outward mobility scholarship programmes, with comparative case study analysis and recommendations for countries looking to establish or develop outward mobility scholarship programmes.
American Insitutes for Research;
This report shares findings from an impact evaluation of the GMS program and reflects on findings from implementation evaluations conducted on the program since its inaugural year. It discusses the extent to which the program has made an impact, and offers concluding thoughts on how the Foundation can maximize its investment in the higher education arena. A central argument of this report is that philanthropic activities like the GMS program can indeed play a crucial role in improving academic outcomes for high-achieving, disadvantaged students for at least three reasons.
Funding for adolescent girls has been gaining traction in recent years. While feminist funders have traditionally focused on women and young people, there has been a drive to put more flexible funding in the hands of girl-led and girl-centered organisations.
This evaluation reviews and assesses the With and For Girls Collective, the With and For Girls Award and the awards journey with a view to drawing out lessons from the Collective's experience to help encourage funders to increase flexible funding and other resources to girl-led and girl-centered organisations globally.
California Community Foundation;
This report tells the story of BLOOM, its impact, and the lessons we learned along the way. Through the initiative, Brotherhood Crusade (BHC) and Social Justice Learning Institute (SJLI) developed programs that tap into the potential of young Black males through developmental relationships with male mentors along with positive peer relationships and accountability with other young Black men. Since its launch, BLOOM has impacted the lives of nearly 800 young Black men in South L.A. Over the past six years, California Community Foundation's (CCF) commitment of $500,000 per year, totaling $3.5 million, leveraged $3.3 million from other foundations, as well as contributions from individual donors, with an additional $3.2 million pledged over the next five years.
Community Food Advocates;
Community Food Advocates has just completed a new report of the first year of the Universal School Lunch program, with a deep dive into how the program has worked in high schools - where the students have been the hardest to reach. We visited high schools in all five boroughs, totaling 132 high schools in 54 buildings. We met with school administrators, cafeteria staff and students.
Our visits to high schools helped us identify practices that can promote the program and encourage students to eat school lunch. These findings form the basis of our recommendations to the Chancellor, the Office of Food and Nutrition Services and school administrators.
We are pleased to report that high school students' participation increased by 15.2% - with little public promotion of the program. And high schools with the new Food Court-style cafeteria redesign increased participation by 31%! That is why significantly expanding the number of schools with the cafeteria redesign model remains a high priority for the Lunch 4 Learning Campaign.
This report examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement.
Community colleges have processes in place for new student orientation, counseling, assessment, and course placement. Nonetheless, students, by and large, view their matriculation process as a one-shot deal—an isolated event that happens one day with minimal to no advance information.
Yet the assessment and placement process involves very high stakes for students and can negatively impact their future success. Course placement affects not only how quickly students can earn a certificate or degree—a factor affecting the cost of their program of study—but also their likelihood of completing a credential at all.
Drawing from quantitative analyses and interviews with counselors and students, the authors uncover substantial variance in assessment and placement policies statewide, as well as confusion among both students and counselors about the policies. The authors provide recommendations directed toward making assessment and placement part of overall diagnostic and learning processes that span high school and college.
Carnegie UK Trust;
Switched On brings together recent research and evidence about key issues related to digital inclusion, with a particular focus on children and young people. Digital access is complex picture with multiple factors driving, compounding and impacting those who are included or excluded.
The report explores a number of features of the digital inclusion debate including analysing the components that comprise appropriate digital access, examines the impacts around a lack of access, maps exclusion factors in the UK and outlines the current policy and practice landscape, including successful interventions.
Youth Research & Evaluation eXchange (YouthREX);
This report is designed for practitioners working with young people living with and affected by HIV in Ontario. As resource navigators and connectors to services and programs, youth workers play an important role in the wellbeing of youth. They are uniquely positioned to support young people living with and affected by HIV and break down stigma. This report offers youth workers recommendations for best practices at the individual, interpersonal, organizational, and community levels.
The report is organized into three main sections. The first sets the context, highlighting the demographics of youth living with HIV in Canada (specifically in Ontario) and the intersecting factors that contribute to the vulnerability of youth living with and affected by HIV, through a social determinants of health lens. The next section details frameworks, evidence-based interventions, and program features that support youth living with and affected by HIV. The final section outlines recommendations for best practices and strategies that can be adopted by youth workers and youth-serving organizations.
Loyola University Chicago Center for Urban Research and Learning;
The project seeks to better understand challenges and obstacles faced by undocumented students at Jesuit universities and ways of eliminating those barriers. This project was done in collaboration with Fairfield University, Santa Clara University and Loyola University Chicago.