Building Leaderful Organizations: Succession Planning for Nonprofits

Shares three approaches to planning for new leadership -- ongoing leadership development, planning for emergencies, and planning for a departure announced well in advance. Discusses the challenges nonprofits face, and lists tools and resources

2008 Annual Performance Report

Analyzes Irvine's 2008 program impact -- grantmaking, outcomes, and lessons learned and refinement -- and institutional effectiveness -- leadership, constituent feedback, and financial and organizational health. Summarizes evaluations

Making the Most of Interim Assessment Data: Lessons from Philadelphia

Under No Child Left Behind, urban school districts have increasingly turned to interim assessments, administered at regular intervals, to help gauge student progress in advance of annual state exams. These assessments have spawned growing debate among educators, assessment experts, and the testing industry: are they worth the significant investment of money and time? In Making the Most of Interim Assessment Data: Lessons from Philadelphia, Research for Action (RFA) weighs in on this issue. The School District of Philadelphia (SDP) was an early adopter of interim assessments, implementing the exams in 2003. Unlike teachers in some other regions, Philadelphia elementary and middle grades teachers rated these 'Benchmark' assessments highly. However, the study found that enthusiasm did not necessarily correlate with higher rates of student achievement. What did predict student success were three factors -- instructional leadership, collective responsibility, and use of the SDP's Core Curriculum. The report underscores the value of investment in ongoing data interpretation that emphasizes teachers' learning within formal instructional communities, such as grade groups of teachers. This research was funded by the Spencer Foundation and the William Penn Foundation

Macalester College Bulletin

This publication is the Macalester College Bulletin, 1975-76 Supplement. Annual college catalog listing courses of study, historical sketch, calendar, honorary degrees, admission requirements, descriptions of departments, lists of faculty and board of trustee committees, summary of students, and lists of faculty and trustees

Risk Adjustment and Reinsurance: A Work Plan for State Officials

Outlines the decisions and actions states need to take to implement the risk adjustment and reinsurance provisions of the 2010 health reform law, including risk adjustment model, reinsurance parameters, stakeholder engagement, and program administration

The 2017 Session of the Nevada Legislature and the Failure of Higher Education Reform

Executive Summary This report analyzes 11 bills introduced during the 79th Session of the Nevada Legislature that proposed to reorganize, reform, and realign various aspects of the state’s higher education system. The analysis reveals the following: Despite bipartisan support for higher education reform, nearly all of the reform bills failed, including two bills vetoed by Governor Brian Sandoval. The failure to enact meaningful reform stands in contrast to the implementation of bills appropriating more resources for higher education. Opposition to reform legislation was strongest among those most invested in legitimizing and perpetuating current arrangements. The report also considers the institutional and cultural factors that reinforce these outcomes. These factors include: The mismatch between legislative capacity and the demand for policy reform. The selective manner in which higher education officials engaged in the Legislature. Misconceptions about the components of the state’s land-grant institution and the Board of Regents’ constitutional carve out prohibiting legislative action. The report concludes with policy recommendations for the Nevada Legislature. Foremost among these are: The second passage of AJR 5, an override of the AB 407 veto, and reintroduction and passage of the failed reform bills. Separation of the governance of the two- and four-year colleges from the branches of the state university, reduction in the size of the Board of Regents, and reorganization of the administration of higher education. Developing separate funding formulas for the universities and the two- and four-year colleges, and adding funding weights for courses completed by first generation, minority, and Pell Grant eligible students. Creation of the Assembly and Senate Higher Education and Economic Development Committees to improve legislative oversight and coordination. Elevation of Great Basin College to a four-year institution and realignment of the two and four-year colleges’ service areas to facilitate regional economic integration

Urban School Decentralization and the Growth of "Portfolio Districts"

In the latter half of the past decade, school districts in several large cities, including New York, Chicago, Washington, D.C., and post-Katrina New Orleans, have implemented an urban school decentralization model generally known as "portfolio districts." Others, including those in Denver and Cleveland, are following suit in what appears to be a growing trend. The portfolio strategy has become increasingly prominent in educational policy circles, think tank and philanthropy literature, and education news reporting. As CEO of the Chicago Public Schools, Arne Duncan embraced the portfolio district model. His appointment as U.S. Secretary of Education suggests the Obama administration also supports the approach. The premise of the portfolio strategy is that if superintendents build portfolios of schools that encompass a variety of educational approaches offered by different vendors, then over time school districts will weed out under-performing approaches and vendors; as a result, more children will have more opportunities for academic success. This brief examines the available evidence for the viability of this premise and the proposals that flow from it.The portfolio district approach merges four strategies: 1) decentralization; 2) charter school expansion; 3) reconstituting/closing "failing" schools; and 4) test-based accountability. Additionally, portfolio district restructuring often involves firing an underperforming school's staff in its entirety, whether or not the school is reconstituted as a charter school. In this model, the portfolio district is conceptualized as a circuit of "continuous improvement." Schools are assessed based on test scores; if their scores are low, they are subject to being closed and reopened as charters. The replacement charters are subsequently subject to test-based assessment and, if scores remain disappointing, to possible closure and replacement by still other contractors. The portfolio district concept implements what has been since the 1990's discussed in educational policy literature as market-based "creative destruction" or "churn."1 This perspective considers public schools to be comparable to private enterprise, with competition a key element to success. Just as businesses that cannot turn sufficient profit, schools that cannot produce test scores higher than competitors' must be "allowed" to "go out of business." The appeal of the portfolio district strategy is that it appears to offer an approach sufficiently radical to address longstanding and intractable problems in public schools.Although the strategy is being advocated by some policy centers, implemented by some large urban districts, and promoted by the education reforms proposed as part of the Obama administrations Race to the Top initiative, no peer-reviewed studies of portfolio districts exist, meaning that no reliable empirical evidence about portfolio effects is available that supports either the implementation or rejection of the portfolio district reform model. Nor is such evidence likely to be forthcoming. Even advocates acknowledge the enormous difficulty of designing credible empirical studies to determine how the portfolio approach affects student achievement and other outcomes. There are anecdotal reports of achievement gains in one portfolio district, New Orleans. The New Orleans results, however, have been subjected to serious challenge. Extrapolation of research on the constituent elements of the model is not helpful because of the complex interactions of these elements within the portfolio model. Moreover, even when the constituent elements are considered as a way to predict the likely success of the model, no evidence is found to suggest that it will produce gains in either achievement or fiscal efficiency. Finally, the policy writing of supporters of the portfolio model suggests that the approach is expensive to implement and may have negative effects on student achievement.In light of these considerations, it is recommended that policymakers and administrators use caution in considering the portfolio district approach. It is also highly recommended that before adopting such a strategy, decision makers ask the following questions.What credible evidence do we have, or can we obtain, that suggests the portfolio model offers advantages compared to other reform models? What would those advantages be, when might they be expected to materialize, and howmight they be documented?If constituent elements of the model (such as charter schools and test-based accountability) have not produced advantages outside of portfolio systems, whatis the rationale for expecting improved outcomes as part of a portfolio system?What funding will be needed for startup, and where will it come from?What funding will be necessary for maintenance of the model? Where will continuation funds come from if startup funds expire and are not renewed?How will the cost/benefit ratio of the model be determined?What potential political and social conflicts seem possible? How will concerns of dissenting constituents be addressed

Uncommon Schools: Turning Urban Schools Into Springboards to College

This report illustrates the successful college preparatory practices of Uncommon Schools, a network of 38 public charter schools in New York, New Jersey and Massachusettsthat serves nearly 10,000 low-income students and students of color. During the 2013 Broad Prize for Public Charter Schools review process, a panel of national education experts chose Uncommon Schools as the best among the nation's 27 largest urban charter management organizations in closing achievement gaps, graduating its students and preparing them for college. The policies and practices highlighted in this report were drawn from a week-long site visit to Uncommon Schools conducted by RMC Research Corporation in November 2013 and a review of Uncommon's quantitative student achievement data from 2008-09 through 2011-2012

Staying Engaged, Stepping Up: Succession Planning and Executive Transition Management for Nonprofit Boards of Directors

Provides a set of tools and resources to help boards prepare for leadership transitions. Includes case studies of two nonprofit organizations and their experience managing executive transitions