Thanks to the tireless work of local advocates and organizers, officials in the Los Angeles Unified School District voted to put an end to suspensions for "willful defiance" with the adoption of a new school discipline policy that focuses on positive alternatives that keep students in the classroom.
What's the key to building a state-level OTL Campaign in Massachusetts? That question was front and center at a recent organizing event in Boston where groups from across the state gathered to map out the education landscape in the commonwealth, dive deep into several issue areas, and ensure increased collaboration between groups as they all work to improve public education.
Mark your calendars for an exciting, free webinar on Wed. May 22nd at 7:00 p.m. (ET) hosted by the Center for Teaching Quality, OTL Campaign, National Education Association, and the Stanford Center for Opportunity Policy in Education.
National Institute for Early Education Research (NIEER) has tracked preschool enrollment and funding data in the country for over a decade. Its latest annual "State of Preschool" report presents an alarming set of "firsts" in the 2011-2012 school year: Enrollment in state-funded pre-K programs has stagnated after a decade of growth, and average funding per child has decreased below $4,000 for the first time since NIEER began collecting the data.
While the "reform" agenda of Michelle Rhee and her StudentsFirst organization has been thoroughly debunked, a new report from New Yorkers for Great Public Schools takes a look at the ineffectiveness of StudentsFirst as an advocacy group in an education reform landscape that is increasingly disillusioned with high-stakes tests and standards-based reform.
By Grandparents United for Madison Public Schools (GRUMPS)
Tuesday May 14th, 2013
Wisconsin is marching inexorably down a path toward two separate publicly-funded education systems for our K-12 students. One is our traditional public schools; the other is a system of private voucher schools largely funded by taxpayer dollars.
By John H. Jackson, President & CEO, Schott Foundation
Monday May 13th, 2013
Standards-based reform creates an inherent system of winners and losers by raising the bar and assessing who makes the cut. Supports-based reforms provide and strategically align the needed resources so each student has the opportunity to reach that bar—and surpass it.
By Chris Hill, NC Justice Center, and John H. Jackson, Schott Foundation
Monday May 13th, 2013
It’s time we recognize that students fall behind not because of inherent character flaws, but because our education policies for the past two decades have focused on implementing tough standards while failing to build support systems that address the societal factors that create barriers to academic success.
A new study released by UCLA's Civil Rights Project shows that while student enrollment in Massachusetts public schools is growing ever more diverse, the schools themselves are becoming increasingly segregated along race and class lines.
In the three years since high school student Jawaan Daniels was fatally shot at a bus stop after being suspended from school for wandering the halls, advocates and organizers in Buffalo, NY, have built a movement to reform the district's discipline policies. Their hard work paid off in April when the school board approved a new student code of conduct that limits the use of out-of-school suspensions.