This document discusses the underperformance of the US education system and challenges facing students. It finds that only 1 in 3 US 8th graders is proficient in core subjects, many students require remedial college courses, and the US ranks below average in international assessments. It also notes poor and minority students face even greater obstacles. The document argues public charter schools can help address these issues by allowing more flexibility and family choice, and on average produce stronger student outcomes. It encourages business and community leaders to get involved by serving on charter school boards to help schools improve governance and student results.
Using Accountability to Drive Equity: Risks and Opportunities in ESSAThe Education Trust
The Education Trust's Daria Hall, vice president for government affairs and communications, spoke with U.S. chambers of commerce about what accountability in K-12 education means, why it's important, what are key principles for strong, equity-focused accountability, and opportunities and risks that the Every Student Succeeds Act poses for state accountability.
Based on ERS research and experience, this presentation presents four strategies for urban districts that offer the most promise for systemic and sustainable impact to improve instruction.
Using Accountability to Drive Equity: Risks and Opportunities in ESSAThe Education Trust
The Education Trust's Daria Hall, vice president for government affairs and communications, spoke with U.S. chambers of commerce about what accountability in K-12 education means, why it's important, what are key principles for strong, equity-focused accountability, and opportunities and risks that the Every Student Succeeds Act poses for state accountability.
Based on ERS research and experience, this presentation presents four strategies for urban districts that offer the most promise for systemic and sustainable impact to improve instruction.
The Oakland Achieves Partnership brings together community organizations with a deep commitment to public education to share expertise and resources to remove barriers to school success, expand educational opportunities, and help all learners to excel from their earliest years through adulthood.
In this second annual report on student progress in Oakland, we examine how well public education outcomes match the great potential of our children. Click here to download the report.
The report reviews a full range of data on Oakland student outcomes from cradle to career. Wherever possible, it includes data from district-operated schools and charter schools. We have added several new indicators since last year, including kindergarten readiness and Financial Aid Form completion.
More than half (or 51%) of youth aged 18–24 claimed that they did not have the financial means to pay for their tuition. Furthermore, 18% of those aged 18–24 who were not attending educational institutions indicated that their poor academic performance prevented them from participating. This is according to the “Higher Education and Skills in South Africa” report released by Statistics South Africa.
Read more here: http://www.statssa.gov.za/?p=12040
Education Series Volume III: Educational Enrolment and Achievement, 2016Statistics South Africa
The release takes a look at:
Educational attainment,
Literacy,
Average years of education received by school phases,
Enrolments,
Mode of transports used to get to educational institutions, and Intergenerational educational mobility
Download the full report here: http://www.statssa.gov.za/?page_id=1854&PPN=Report%2092-01-03&SCH=6977
The School & Classroom Program supports the development of globally minded and culturally competent students. If you are a teacher of students ages 4-18, we invite you to register your class or youth group. After registering, we will match you with the teacher of students of a similar age group in another country. Registration is open July through October each year.
The Oakland Achieves Partnership brings together community organizations with a deep commitment to public education to share expertise and resources to remove barriers to school success, expand educational opportunities, and help all learners to excel from their earliest years through adulthood.
In this second annual report on student progress in Oakland, we examine how well public education outcomes match the great potential of our children. Click here to download the report.
The report reviews a full range of data on Oakland student outcomes from cradle to career. Wherever possible, it includes data from district-operated schools and charter schools. We have added several new indicators since last year, including kindergarten readiness and Financial Aid Form completion.
More than half (or 51%) of youth aged 18–24 claimed that they did not have the financial means to pay for their tuition. Furthermore, 18% of those aged 18–24 who were not attending educational institutions indicated that their poor academic performance prevented them from participating. This is according to the “Higher Education and Skills in South Africa” report released by Statistics South Africa.
Read more here: http://www.statssa.gov.za/?p=12040
Education Series Volume III: Educational Enrolment and Achievement, 2016Statistics South Africa
The release takes a look at:
Educational attainment,
Literacy,
Average years of education received by school phases,
Enrolments,
Mode of transports used to get to educational institutions, and Intergenerational educational mobility
Download the full report here: http://www.statssa.gov.za/?page_id=1854&PPN=Report%2092-01-03&SCH=6977
The School & Classroom Program supports the development of globally minded and culturally competent students. If you are a teacher of students ages 4-18, we invite you to register your class or youth group. After registering, we will match you with the teacher of students of a similar age group in another country. Registration is open July through October each year.
Closing the gap: Shared Learnings and Shared ResponsibilitySFI-slides
Mary Jean Gallagher, Chief Student Achievement Officer of Ontario, præsentation fra SFI-konferencen "Skolen og det inkluderende samfund" den 18. november 2013.
Our mission at CwS, is to increase both the visibility of a variety of STEM careers and the diverse types of people doing those jobs in a way that doesn’t place additional burden on already strained educators. In doing this, we hope to introduce students to professions that they can see themselves undertaking in the future. It is not that we think everyone should be a scientist. Rather, we think everyone should be able to see himself or herself as a scientist or working in the STEM fields.
This presentation was given in Phoenix, AZ on January 23rd 2016 as part of the 21st Century STEM: Integrate to Innovate conference.
Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students Wi...Jeremy Knight
Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
Converge 2014: The Next Generation - By Dr. BRENDA HARMS
The future of adult and graduate serving institutions may look very different than the past. From the types of education offered, the delivery mode, marketing strategies, and recruitment practices, everything seems to be up for discussion. The key question is where is your institutions opportunity and how will you capitalize on it? Are you doing enough now to build your success for the future? In this session, Converge Consulting will lay a foundation that outlines the opportunity that exists for schools that are willing to push outside of their own comfort and truly engage in what’s next.
KEY TAKEAWAYS:
Clear understanding of the enrollment opportunity that exists for those schools willing to make a bold step
Insight into intentional discussions that must be had if your institution is planning to advance in serving this population
Key elements to consider in relation to marketing and recruitment in this highly competitive market
In a Fl. school district where up to 57% of 6th-8th grade students have been failing math and reading we as a community set out to force the changes we want to see in our community. This is an overview of that plan.
Similar to Webinar with Carrie Irvin of Charter Board Partners (20)
Business Forward Solutions 2020 Policy Working Groupbusinessforward
On Tuesday, June 25, Business Forward will welcome Al Fitzpayne, Executive Director of the Aspen Institute Future of Work Initiative, and Massachusetts State Senator Eric Lesser, for a Solutions 2020 Policy Working Group call on the future of work.
This is the second of the Solutions 2020 Future of Work Policy Working Group series. On this working group call, policy experts and business leaders will outline the future of work challenges facing our country and begin discussing policy solutions. This webinar will focus on designing portable benefits to bring financial security to workers in a changing economy.
Solutions 2020: Future of Work Policy Working Groupbusinessforward
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Training Webinar: Making Public Policy Issues Relatablebusinessforward
Business Forward is joined by Nat Wood as he demonstrates the best practices and language for advocacy, media, and outreach, using health care reform as a case study.
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Peter Borish, Chief Investment Strategist and Portfolio Manager, Quad Capital Management Advisors LLC, will discuss the fundamentals of the economy, consumer trends, and areas of potential growth.
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EY Principal and Cyber Threat Management Leader Anil Markose shows you best practices for cyber risk management and how to sense, resist, and react to cyber attacks on your company.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. 2
WE’RE FAILING OUR KIDS
LACKING THE BASICS
Only one in three 8th graders is proficient or
above in math, science, or reading.
THE COST OF REMEDIAL EDUCATION
More than four in 10 first-year college
students require remedial education.
These additional classes cost students
$1 billion/year. They also make it harder
for students to graduate on time.
AN INCOMPLETE EDUCATION
Only one in four high school seniors is
“college ready” in math, science, English,
and reading.
Percentage of students achieving
benchmark score on ACT (2017)2
0%
20%
40%
60%
80%
100%
English Reading Math Science Met all
Four
Percentage distribution of 8th grade students,
by National Assessment of Educational Progress (NAEP)
reading achievement level (1992-2017)1
Note: Science category does not breakout “Advanced”
0%
20%
40%
60%
80%
100%
Reading Math Science
Below Basic Basic Proficient Advanced
National rates of remedial education enrollment,
by student groups3
0%
20%
40%
60%
80%
100%
Black Latino All students White
3. 3
IT’S HURTING THEIR FUTURE
THE ODDS ARE AGAINST THEM
Students with only a HS degree are twice as
likely to be unemployed as college graduates.
CHANGING JOB REQUIREMENTS
By 2020, 65% of all jobs in the economy
will require post-secondary education and
training beyond high school.
A LACK OF UPWARD MOBILITY
4-year college graduates earn 64% more
per year than HS graduates, on average.
A college degree is worth about $2.8 million
in lifetime income.
Median annual earnings of full-time, year-round workers
ages 25-34, by educational attainment (2016)5
Unemployment rate for workers ages 25-34,
by educational attainment (2016)4
Post-secondary education
and training requirements6
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
High school diploma Bachelor's degree
0%
20%
40%
60%
80%
100%
High School Graduates College Graduates
0%
20%
40%
60%
80%
100%
1973 1992 2010 2020
Less than HS HS diploma
Some college/no degree Associate's degree
Bachelor's degree Master's degree or better
4. 4
IT’S WORSE FOR POOR AND MINORITY STUDENTS
AN UNNECESSARY DIFFERENCE
African-American 8th grade students
are three times less likely to be proficient in
reading or math as white students.
THE GAP BETWEEN RICH AND POOR
Students from affluent families are
7 times more likely to earn a 4-year degree
than students from poor families.
DROPPING OUT
African-American and Hispanic
students are twice as likely to drop out
of high school as white students.8
Adjusted cohort graduation rate for
public HS students, by race/ethnicity (2015-6)9
Percentage proficient in
reading and math, by ethnicity7
Likelihood of graduating from 4-year college,
by family income10
0%
20%
40%
60%
80%
100%
Reading Mathematics
White 8th graders Black 8th graders
70%
72%
74%
76%
78%
80%
82%
84%
86%
88%
90%
White African-American Hispanic
0%
20%
40%
60%
80%
100%
Top 20% of income
(>$99K)
Bottom 20% of income
(<$33K)
5. 5
WE ARE FALLING BEHIND AS A NATION
Despite ranking 4th in per pupil spending, the U.S. ranks
24th in reading, 40th in math, and 27th in science.11
The U.S.’s per pupil spending is 29% higher than other
OECD countries.12
RANK READING MATH SCIENCE
1 SINGAPORE HONG KONG SINGAPORE
2 CANADA MACAU JAPAN
3 HONG KONG CHINESE TAIPEI ESTONIA
4 FINLAND JAPAN CHINESE TAIPEI
5 IRELAND BSJG FINLAND
6 ESTONIA KOREA MACAU
7 KOREA SWITZERLAND CANADA
8 JAPAN ESTONIA VIETNAM
9 NORWAY CANADA HONG KONG
10 GERMANY NETHERLANDS BSJG
11 MACAU DENMARK KOREA
12 NEW ZEALAND FINLAND NEW ZEALAND
13 POLAND SLOVENIA SLOVENIA
14 SLOVENIA BELGIUM AUSTRALIA
15 NETHERLANDS GERMANY GERMANY
16 AUSTRALIA IRELAND NETHERLANDS
17 DENMARK POLAND UNITED KINGDOM
18 SWEDEN NORWAY SWITZERLAND
19 BELGIUM AUSTRIA IRELAND
20 FRANCE NEW ZEALAND BELGIUM
21 PORTUGAL VIETNAM DENMARK
22 UNITED KINGDOM AUSTRALIA POLAND
23 CHINESE TAIPEI RUSSIAN FEDERATION PORTUGAL
24 UNITED STATES SWEDEN NORWAY
25 SPAIN FRANCE AUSTRIA
26 RUSSIAN FEDERATION CZECH REPUBLIC FRANCE
27 BSJG PORTUGAL UNITED STATES
28 OECD AVERAGE UNITED KINGDOM CZECH REPUBLIC
29 SWITZERLAND ITALY OECD AVERAGE
30 LATVIA OECD AVERAGE SPAIN
31 CROATIA ICELAND SWEDEN
32 CZECH REPUBLIC LUXEMBOURG LATVIA
33 VIETNAM SPAIN RUSSIAN FEDERATION
34 AUSTRIA LATVIA LUXEMBOURG
35 ITALY MALTA ITALY
36 ICELAND LITHUANIA HUNGARY
37 LUXEMBOURG HUNGARY BUENOS AIRES
38 ISRAEL SLOVAK REPUBLIC CROATIA
39 BUENOS AIRES ISRAEL LITHUANIA
40 LITHUANIA UNITED STATES ICELAND
6. 6
0
10,000
20,000
30,000
40,000
50,000
60,000
70,000
New jobs requiring
some college
New workers with
some college
IT’S HURTING OUR ECONOMY
VACANT POSITIONS
STEM jobs are growing six times faster
than non-STEM jobs. Today, employers have
3 million STEM jobs they cannot fill.
IMPORTING TALENT
As a result, employers in high-growth markets
import workers from other states, leaving
low-skilled workers underemployed.
Meanwhile, their universities import talent
to fill STEM classrooms.
LACK OF AGILITY
In fast-growing economies, local schools
cannot keep up with skilled-job growth.
Colorado’s annual growth in skilled
job demand and skilled workers14
Percent job growth in the last decade13
Foreign students as a %
of graduate STEM programs15
0%
20%
40%
60%
80%
100%
STEM jobs Non-STEM jobs
0%
20%
40%
60%
80%
100%
ElectricalEngineering
C
om
puterScience
IndustrialEngineering
M
echanicalEngineering
C
ivilEngineering
C
hem
icalEngineering
A
griculturalEngineering
7. 7
-
10,000
20,000
30,000
40,000
50,000
60,000
70,000
80,000
Start HS Graduate HS or
obtain GED
Graduate HS in four
years
Attend college Obtain a certificate or
better
Obtain 2-yr degree or
better
Obtain a 4-yr degree
or better
Obtain a masters or
better
BUSINESS LEADERS APPROACH SCHOOL REFORM AS A “PIPELINE” PROBLEM
At each step, students fall out of the pipeline. The payoff for plugging the holes in this pipeline are enormous.
Colorado business leaders’ effort to increase HS
graduation rates for poor students from 75 to 93 percent
could help those students earn $5 billion more over ten
years – and increase CO’s 10-year GDP by $7 billion.
Projected educational attainment of each
12th-grade class in Colorado16
8. 8
PUBLIC CHARTER SCHOOLS PERFORM BETTER, ON AVERAGE
CRITICAL DECISION MAKING
In a traditional school, the principal controls
less than 1% of her budget. She and
her teachers have little control over the
curriculum or the length of the school day
and year. A father can’t move his daughter
to a different school that matches her
background, interests, or learning style.
With public charter schools, families decide
what’s best for their kids. Teachers have more
control over their lessons. Principals have more
control over their budgets. Schools can
specialize (and stay open longer). High-per-
forming charter schools grow; and
underperforming schools are replaced.
More than 6,900 charter schools serve 3.2
million students across 44 states. They educate
10% or more of the student population
in 200 school districts.19
Charters receive 72 cents on the dollar
compared with traditional public schools.
That’s a $3,500 difference, per student.
CLOSING THE GROUP GAP
Black and Hispanic charter school students
are twice as likely to be proficient in math than
their district school counterparts, and 50%
more likely to be proficient in English.
MORE LEARNING EVERY YEAR
Charter school students, on average,
obtain 40 days of additional learning in math
and 28 days in reading over students at
traditional schools in their area.
Additional days of learning of urban charter
students over urban district students, by subject17
Additional days of learning of urban charter
school students, compared to urban district students,
by subgroup and subject18
0
10
20
30
40
50
Math Reading
0
20
40
60
Black Hispanic ELL Poverty
Mathematics Reading
9. 9
ABOUT CHARTER BOARD PARTNERS
1. Nonprofit organization committed to strengthening the governance and quality of public
charter schools
2. Recruits leaders with valuable skills, experience, perspective, expertise, and resources that
public schools often have a hard time accessing
3. 14 years, 14 states, hundreds of schools, hundreds of new board members, thousands of
board members trained
4. Partner with charter school boards, charter support organizations, charter management or-
ganizations, state departments of education, authorizers, and quarterback organizations
5. Diversity, equity, and inclusiveness are top priorities
10. 10
CHARTER BOARD’S ROLE
1. Set targets for improving student outcomes and monitor progress regularly
2. Recruit and hire talented leaders, hold them accountable for results, retain, and support strong leaders
3. Set strategic vision, help set goals, measure progress regularly, and adapt strategy as needed
4. Ensure resources are allocated towards achieving goals, and ensure organization is well run
5. Advocate for the school, and for equitable access to good schools, with decision makers, elected officials,
funders, and policymakers
6. Help raise funds for special programming, enhanced offerings, and facilities
7. Ensure that the board is strategically composed, high functioning, and providing tight oversight
12. 12
CHOOSING A SCHOOL
1. It is easy to find a school that matches your interests.
• By teaching method
• By student body
• By mission
2. Age of students
3. Lifecycle
• Start-up
• Turnaround
• Successful
• Successful, growing
• Transition (transferring management)
13. 13
WHAT TO EXPECT
1. Recommend larger boards (13-15) to limit workload for each member
2. 8-10 hours/month; terms last 1 to 3 years, typically renewable
3. Committees allow you to focus on what you’re good at, or learn a new skill
• Core
o Budget/audit
o Communications/fundraising
o Governance
o Performance/academics
• Specialized
o Real estate
o Gala
4. Fundraising
5. Liability
14. 14
HOW CHARTER BOARD PARTNERS AND BUSINESS FORWARD CAN HELP
1. Assessing the best school and board role for you
2. Identify schools that match your interests
3. Training you in board governance, budgeting, and education policy
4. Ongoing support throughout your term on the board:
• Connect you with other boards to share strategies, identify resources, get advice
• Provide tools, templates and tips so you don’t have to reinvent the wheel
• Support your board to help them improve effectiveness and make better use of board members’ time
• Introductions to stakeholders that can be helpful to the school