Time to Act: An Agenda for Advancing Adolescent Literacy for College and Career Success

Presents a vision for literacy instruction from fourth through twelfth grade; examines the challenges; outlines the elements of success, including professional development and use of data; and lays out a national agenda for change based on case studies

Preparing School Leaders for a Changing World: Lessons From Exemplary Leadership Development Programs

Presents eight case studies of effective school leadership training programs and provides the key characteristics of high-quality training to help states and districts address long-standing weaknesses in the way principals are prepared for their jobs

Minority University-Space Interdisciplinary Network Conference Proceedings of the Seventh Annual Users' Conference

Seventh annual conference proceedings of the Minority University-SPace Interdisciplinary Network (MU-SPIN) conference. MU-SPIN is cosponsored by NASA Goddard Space Flight Center and the National Science Foundation, and is a comprehensive educational initiative for Historically Black Colleges and Universities, and minority universities. MU-SPIN focuses on the transfer of advanced computer networking technologies to these institutions and their use for supporting multidisciplinary research

Secondary Education in the United States, PRP 155

This report reviews the state of secondary education in the United States by first summarizing the development of American high schools from the early 1800s through 2007. The report captures highlights of 21st century reform efforts, including a brief introduction to reform leaders in foundations and government. Following data about high school participation is a review of high school reform issues. The report presents summaries of high school reform models and strategies for improving the delivery of secondary education. It concludes with an overview of federal and state policies that aim to stimulate improvement in high schools and recommendations for continued progress.Public Affair

Carnegie Corporation of New York - 2004-2005 Annual Report

Contains an extensive report from the president as well as program information, grants list, and financial statements

Dominance & Survivance: Urban Latino Communities and Education in Racial Neoliberal Urbanism

U.S. Latino youth are as undereducated and underprepared today as they were in the 1960s, leading some to declare that there is a national “Latino education crisis” that is affecting the lives of millions. While this problem is national in scope there are multiple narratives that underpin this story. Of particular interest in this study is the intersection of urban Latino core communities and public schools. This dissertation is based on the Education in our Barrios Project, #BarrioEdProj, which is a digital, critical participatory action research study of urbanism and urban education in the Latino core community of East Harlem (El Barrio) in New York City. Applying a cultural political economic lens that “trabaja en ambos” (or works in both) critical theories of race and political economy, this dissertation maps the way neoliberal racial urbanism as a cultural grammar of place would remake El Barrio and its schools over the last 15 years. How, the research collaborative asked, has racial neoliberal urbanism shaped the social conditions that the people of El Barrio have experienced, and how have they navigated those conditions? Through qualitative interviews, archival research, and project collaboration, I argue that racial neoliberal urbanism has been part of a changing same wherein supposed reform policies have been central tools for culturally and materially dominating and erasing Latinos and poor people of Color in general. Through racial neoliberal containment, exploitation and political and historical disconnections, Latino core communities are dominated. I argue that at the same time that these cycles of dominance are taking place, the people of El Barrio are also engaging in varied forms of navigation and strategies of survivance to resist and survive these conditions

William and Flora Hewlett Foundation - 2004 Annual Report

Contains mission statement, president's message, program information, grants list, financial statements, list of board members and staff, and summaries of global affairs, neighborhood improvement, and philanthropy project initiatives

Teacher Voice

In many of today's education debates, "teacher voice" is invoked as a remedy to, or the cause of, the problems facing public schools. Advocates argue that teachers don't have a sufficient voice in setting educational policy and decision-making while critics maintain that teachers have too strong an influence. This study aims to bring some clarity to the contested and often ill-defined notion of "teacher voice." I begin with an original analytical framework to establish a working definition of teacher voice and a means by which to study teachers' educational, employment, and policy voice, as expressed individually and collectively, to their colleagues, supervisors, and policymakers. I then use this framework in Part I of my paper which is a historical review of the development and expression of teacher voice over five major periods in the history of public education in the United States, dating from the colonial era through today. Based on this historical interpretation and recent empirical research, I estimate the impact of teacher voice on two outcomes of interest: student achievement and teacher working conditions. In Part II of the paper, I conduct an original quantitative study of teacher voice, designed along the lines of my analytical framework, with particular attention to the relationship between teacher voice and teacher turnover, or "exit." As presented in Parts I and II and summarized in my Conclusion, teacher voice requires an enabling context. For much of the history of public education in the United States, a number of social and political factors presented conditions that inhibited teacher voice. As the state acquired more responsibility for the delivery of schooling, the required institutional context took shape allowing for the emergence of teacher voice in its various forms. Collective bargaining laws established formal procedures for the expression of teacher collective voice, originally on matters of employment but quickly spreading to issues of education and policy. Over the past thirty years, just as teacher voice gained strength at the negotiating table and in the corridors of power, the evolving institutional context has privileged choice, or "exit," over voice; a concurrent centralization of authority has made decision making less susceptible to voice efforts. At present, and despite mechanisms that promote teacher voice such as unionization and collective bargaining, teachers feel as if they do not have much of a voice in educational, employment, or policy decisions. Context matters, though, for when teachers are satisfied with their place of work, when represented by an effective union, and when the issues they raise are implemented or addressed, voice levels are at their highest. My findings also indicate that the right working conditions are associated with higher levels of teacher voice even among those educators who are inclined to leave their school. This finding suggests, and additional research is required to confirm, that promoting teacher voice can reduce unwanted turnover in schools. I conclude with thoughts on the future prospects of teacher voice. New technologies, social media, and other forms of connectivity are providing teachers with new opportunities to voice ideas amongst themselves and with supervisors and policymakers. Although it is too early to tell, there is reason to believe that these new voice pathways will serve as an effective medium for teachers to influence decisions and policies and expand the enabling context for teacher, and public, voice in education

The effect of teacher leader interactions with teachers on student achievement: a predictive study.

Research literature acknowledges the importance of teacher leadership in school reform initiatives. The literature is replete with qualitative studies describing the experience of teacher leadership in its variety of enactments. The meager amount of existing quantitative data suggests that teacher leadership may have no impact on student learning. This non-experimental, quantitative study examined the relationship between specific teacher leader interactions with teachers and student achievement. Using an online survey, participants responded to online survey questions about their interactions with teachers around five leadership constructs identified by Lambert (1998) and adapted by the researcher with permission from Dr. Lambert and the Association for Supervision and Curriculum Development (ASCD). The constructs included (a) broad-based and skillful participation in the work of leadership; (b) inquiry-based use of information to inform shared decisions and practice; (c) roles and responsibilities that reflect broad involvement and collaboration; (d) reflective practice/innovation as the norm; and, (e) high student achievement. Student achievement was measured using the 2008 School Academic Index of the Kentucky Core Content Test (KCCT). Participants in the study were teachers from Kentucky public elementary schools in the Green River Regional Educational Cooperative (GRREC). The following research question guided the study: What is the relationship between interactions between (a) teacher leaders and teachers, and (b) test scores for schools on the Kentucky Core Content Test (KCCT) after controlling for demographic factors known to negatively impact test scores? Multiple regression analysis was used to answer the research question. Because the variable correlations using data from all respondents (N = 567) were not strong enough to support a regression analysis, sub-groups of the surveyed participants were tested. Stronger correlations were found between all variables when responses from intermediate (Gr. 4-6) teachers (N = 202) were tested. The regression analysis was run using only intermediate teacher data. Identification of a teacher leader in the building negatively correlated with student achievement. Interactions related to the student achievement construct was noted as a significant predictor of student achievement as measured by the School Academic Index of the KCCT

Education and Training Report. Performance Report, FY 1997

During FY 97, 152 MUREP education and training projects were conducted at OMU institutions. The institutions conducted precollege and bridge programs, education partnerships with other universities and industry, NRTS, teacher training, and graduate and/or PI undergraduate programs. These programs reached a total of 23,748 participants, with the predominant number at the precollege level and achieved major goals of heightening students' interest and awareness of career opportunities in MSET fields, and exposing students to the NASA mission, research and advanced technology through role models, mentors, and participation in research and other educational activities. Also in FY 1997, NASA continued a very meaningful relationship with the Hispanic Association of Colleges students and Universities (HACU) through Proyecto Access, a consortium through which HACU links seven HSI's together to conduct 8-week summer programs. OMU Institutions reported 4,334 high school student in NASA programs and 3,404 of those students selected college preparatory MSET courses. Three hundred and forty-nine (349) graduated from high school, 343 enrolled in college, and 199 selected MSET majors. There were 130 high school graduates (bridge students) in NASA programs, 57 of whom successfully completed their freshman year. There were 307 teachers in teacher programs and 48 teachers received certificates. Of the 389 undergraduate students, 75 received under graduate degrees, and eight students are employed in a NASA-related field