Greater Power, Lasting Impact: Effective Grantmaker Strategies from the Communities for Public Education Reform Fund (CPER)

CPER (also referred to here on as the "Fund") is a national funders' collaborative committed to improving educational opportunities and outcomes for students -- in particular students of color from low-income families -- by supporting community-driven reforms led by grassroots education organizing groups. CPER originated in discussions among funders active in Grantmakers for Education's Working Group on Education Organizing.They launched the collaborative in 2007, in partnership with NEO Philanthropy (then Public Interest Projects), the 501 (c)(3) public charity engaged to direct the Fund. CPER's founding funders saw that, in the education debates of the day, the perspectives of those closest to the ground were often left out. These funders recognized that students and families have a crucial role to play in identifying, embracing, and sustaining meaningful school reform. Students and families know their own needs and see first-hand the inequities in schools. Organizing groups help them get a seat at the decision-making table and develop workable solutions, building on community assets that are vital to addressing the cultural and political dimensions of reform. These grassroots groups are essential to creating the public accountability and will needed to catalyze educational reforms and ensure they stick. They can be the antidote to the ever-shifting political conditions and leadership turnover that plague reform efforts. At the same time, they help community members develop leadership and a grassroots base, building individual civic capacity and community power that strengthens our democratic infrastructure for the long term. Because educational improvement requires tackling persistent inequities in race and income, supporting leaders in low-income communities of color also helps build the social capital needed to solve integrally related social challenges. CPER was initially conceived to run for a minimum of three years -- a timeline consistent with most foundation grants but short for the transformative kinds of changes the Fund hoped to achieve. CPER's lifespan eventually stretched to eight years because of the recognized power of its supported work. Over this period, NEO Philanthropy engaged a highly diverse set of 76 local and national funders in the CPER collaborative. Incentivizing new resources through matching dollars, CPER raised close to $34 million and invested nationally in some 140 community groups and advocacy allies in national coalitions and in six target sites of varying scale (California, Chicago, Colorado, Mississippi, New Jersey, and Philadelphia). These groups, in turn, developed local leadership, national coalitions, and cross-issue alliances that helped to achieve over 90 school-, district, and state-level policy reforms that strengthen educational equity and opportunity. CPER's history of impact illustrates the efficacy of community organizing as an essential education reform strategy, along with the more commonly supported strategies of policy advocacy, research, and model demonstration efforts. But CPER's story is also more broadly instructive. In this period of "strategic philanthropy " when focused, foundation-led agendas are increasingly seen as the surest route to achieving desired ends, CPER offered a very different, bottom-up, multi-issue alternative that proved effective. In sharing CPER's story, we hope to deepen understanding of the value of community organizing for education reform while contributing to the larger conversation about how grantmakers can effectively support social movements to strengthen opportunity and justice

Does “Evaluating Journal Quality and the Association for Information Systems Senior Scholars Journal Basket…” Support the Basket with Bibliometric Measures?

We re-examine “Evaluating Journal Quality and the Association for Information Systems Senior Scholars Journal Basket…” by Lowry et al. (2013). They sought to use bibliometric methods to validate the Basket as the eight top quality journals that are “strictly speaking, IS journals” (Lowry et al., 2013, pp. 995, 997). They examined 21 journals out of 140 journals considered as possible IS journals. We also expand the sample to 73 of the 140 journals. Our sample includes a wider range of approaches to IS, although all were suggested by IS scholars in a survey by Lowry and colleagues. We also use the same sample of 21 journals in Lowry et al. with the same methods of analysis so far as possible. With the narrow sample, we replicate Lowry et al. as closely as we can, whereas with the broader sample we employ a conceptual replication. This latter replication also employs alternative methods. For example, we consider citations (a quality measure) and centrality (a relevance measure in this context) as distinct, rather than merging them as in Lowry et al. High centrality scores from the sample of 73 journals do not necessarily indicate close connections with IS. Therefore, we determine which journals are of high quality and closely connected with the Basket and with their sample. These results support the broad purpose of Lowry et al., finding a wider set of high quality and relevant journals than just MISQ and ISR, and find a wider set of relevant, top quality journals

Case Study: School Discipline Reform in California

At the core of The California Endowment's (TCE) work is their Health Happens Here strategy. Health Happens in Neighborhoods, in Schools, and with Prevention -- and Health Happens with All Our Sons and Brothers. TCE sponsored a case study of school discipline reform in California, and engaged Nancy Latham (LFA's Chief Learning Officer) and two other consultants (Tia Martinez and Arnold Chandler) to research and write the study. The case study tells the story of how community and youth organizers, public interest lawyers, and statewide advocates came together to support school discipline reform. In a remarkably short period of time during 2011 and 2012, this issue went from the fringes to the center of policy debate -- with ten bills introduced, seven passed, and five ultimately signed into law. These new policies are an important milestone in the effort to back away from overly punitive "zero tolerance" school discipline that fuels high drop-out rates among young people of color. These policies will make it easier for schools to support and educate, rather than marginalize, our sons and brothers

Quality Enhancement Themes: the First Year Experience. Curriculum Design for the First Year

This report outlines the work and outcomes of a practice-focused development project 'Curriculum design for the first year'. The project was one of nine funded by the Quality Assurance Agency for Higher Education (QAA) under the First-Year Experience Enhancement Theme of the Scottish quality enhancement agenda. The stages of this curriculum design project included: completing a literature review; running staff workshops to gather and disseminate information; holding student focus groups to gather students, views and experiences of the curriculum; collecting case studies of interest to the sector; and reporting findings to the sector. Key findings from the literature are presented in this report. They include the need to adopt student-centred active learning strategies (Harvey, Drew and Smith, 2006; Oliver-Hoyo and Allen, 2005; Barefoot, 2002) and the importance of providing early formative feedback to students (Davidson and Young, 2005; Barefoot, 2002). Many suggestions for improving learning and teaching strategies have been adopted at module level, but could be implemented strategically across the breadth of a programme curriculum. Kift and Nelson (2005) supported this view and argued that it is equally important to support these principles with systemic university-wide change, including administrative and support programmes that are also integrated with the curriculum and student needs

Evaluation of the School Administration Manager Project

Examines the results to date of a Wallace-supported project to help principals delegate some administrative and managerial tasks to school administration managers and spend more time interacting with teachers, students and others on instructional matters

Lessons from the Past and Future Directions for Corporate Real Estate Research

This study seeks to answer several questions about corporate real estate research. The first, Where should corporate real estate research be focused in the future? is addressed by a proposed alternative corporate real estate research framework that differs from what has been followed in the past. A second question that follows from the first is then addressed: Given such an alternative research framework, what types of corporate real estate issues merit research consideration? Finally, a third closely related question is then examined: Which research methodologies, databases and statistical tools are likely to prove useful to academic researchers seeking promotion and tenure, as well as corporate executives and others interested in better understanding the impacts of corporate real estate decisions?

A conceptual model for EAI adoption in an e-government environment

The non-integrated nature of Local Government Authority (LGA) Information Systems (IS) is strongly associated with the inconsistency and duplication of data, reduction in data integrity and quality, and high operational and maintenance cost. The reason is that legacy IS within the LGAs are usually tailored to support particular business processes and functions and are as a consequence usually difficult to integrate. This gives rise to a strong need for an integrated architecture that facilitates reuse of existing applications and flexibly implementing business processes across the functional boundaries within the LGAs. This paper examines a potentially important area of IS integration in the United Kingdom (UK) LGAs through Enterprise Application Integration (EAI) technology. A review of the literature indicates that EAI has been a focal technology for several organisations in solving their integration problems. However, is new in the LGAs; thus research literature around it is limited. Yet the effect of IS integration using EAI technology remains under explored, as little research has been conducted to comprehend the LGAs perception of integration that influences their decisions and actions. The author demonstrates that it is of high importance to investigate this area within LGAs and result in research that contributes towards successful EAI adoption. Therefore, resulting in the development of a conceptual model that may be used to assist the government decision-making process for EAI adoption in an electronic Government (e-Government) environment

Participation Versus Procedures in Non-Union Dispute Resolution

This study examines the resolution of conflict in non-union workplaces. Employee participation in workplace decision making and organizational dispute resolution procedures are two factors hypothesized to influence the outcomes of conflicts in the non-union workplace. The adoption of high involvement work systems is found to produce an organizational context in which both triggering events for conflict, such as disciplinary and dismissal decisions, and dispute resolution activities, such as grievance filing and appeals, are reduced in frequency. Dispute resolution procedures have mixed impacts. Greater due process protections in dispute resolution procedures in non-union workplaces are associated with increased grievance filing and higher appeal rates but do not have significant impacts on the precursors to conflict. This study provides evidence of substantial organizational level variation in non-union conflict resolution, suggesting the importance of expanding the predominant individual and group-level focus of current conflict management research to include more organizational-level factors. It also supports the importance to non-union employee representation of direct participation strategies involving employee involvement in the workplace, in addition to procedures that provide for off-line representation

Systems thinkers think About systems education under the April 2010 (volcanic ash) clouds of Austria

The fragmented nature of systems education with multiple traditions expressed in very different ways at different institutions with ultimate confusing effects on the community of learners (students, managers, policy makers, etc), led to a group of Systems Thinkers to discuss and create generic curricula for education and learning about systems for the generalist and specialist tracks. An active network of systems educators and stakeholders who can benefit from enhanced systems education in having to deal with complex issues, was also explored. In this presentation some guidelines for designing introductory and advanced courses will be discussed. The Introduction to Systemic Thinking and Practice course is intended as an introductory course for students from all disciplines. The Advanced Systemic Thinking and Practice course is intended as a more advanced course for students who are faced with complex issues that require a trans-disciplinary and integrated approach. The designs contain a set of key systems concepts and frameworks relevant to the appropriate level, along with some indicative tools and methods which will enable students to explore the concepts. The value of a Global Network of Systems Educators will also be discussed and how this network could help to fulfil the needs of managers, policy makers and society in general. An example will be given of how the integration of this network with the UQ-UNESCO/MAB Global Learning Laboratories NET could lead to more people (decision-and policy makers in Governments, managers, businesses, etc.) having the ability to practice systems thinking – all of these contributing to Systems Thinking becoming a more mainstream part of a sustainable society