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Building Smart Education Systems |
WHAT WE DO WITH SITES
TECHNICAL SUPPORT AND REVIEW
> Central Office Review for
Results and Equity
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Review
CASE STUDIES
> Emerging Knowledge
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case studies
[National League of Cities]
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Urban Education
> Communities Building Smart Education Systems
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Review
CASE STUDIES
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Forum profiles
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case studies
[National League of Cities]
ARTICLES
> Voices in
Urban Education
> Communities Building Smart Education Systems
Home >
What We Do >
Our Work with Sites
Our Work With Sites
The Annenberg Institute works with urban school districts and their partners around the country to help build their capacity to develop excellent and equitable "smart education systems" and, through Web and print publications and convenings, to broadly share lessons learned.
Akron | Birmingham | Boston | Bronx | Chattanooga-Hamilton County, TN | Dallas | Denver | Kansas City | Mobile | Nashville | New York City | State of Oregon | Portland, OR | State of Rhode Island |
Central Falls
Central Falls, a small urban district with a proud history of nurturing recent immigrants, struggled for years with high poverty and a low tax base. After twelve years of state oversight ended in 2003, the district began to reestablish governing functions and raise student achievement.
East Providence
To address low achievement in the district, East Providence focused on improving tools and resources that support literacy teaching and learning across content areas.
Newport
Newport's central office made a commitment to continuous improvement to support student achievement, especially examining practices that support the teaching and learning of reading and writing.
Pawtucket
After the district invested substantially in new mathematics curricula and professional development, student achievement in middle and high schools remained low. The district set out to examine its entire system of mathematics learning, both in and outside of the mathematics classroom.
Providence
The Institute has provided support to Providence Public Schools in many areas, such as high school redesign (as part of Carnegie Corporation's Schools for a New Society initiative), engaging the community in support of increased high school graduation requirements, and accountability and assesment.
Our Work With Sites
The Annenberg Institute works with urban school districts and their partners around the country to help build their capacity to develop excellent and equitable "smart education systems" and, through Web and print publications and convenings, to broadly share lessons learned.
Akron | Birmingham | Boston | Bronx | Chattanooga-Hamilton County, TN | Dallas | Denver | Kansas City | Mobile | Nashville | New York City | State of Oregon | Portland, OR | State of Rhode Island |
Akron
The mayor spearheaded a successful initiative to expand services and supports for student learning and healthy development by getting funding from the city's voters and the state and then developing a partnership to rebuild all the city's schools as community learning centers.
Top
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Funding and Rebuilding Schools as Community Learning Centers: Akron, Ohio
by Laraine Duncan and Donna Loomis
Voices in Urban Education: Issue 7
by Laraine Duncan and Donna Loomis
Voices in Urban Education: Issue 7
Top
Birmingham, AL
With a federal grant, community and education leaders in Birmingham have developed a bold plan to revitalize a twelve-block neighborhood in the city's center by expanding educational opportunities in the area.
Top
>
“Expanding Education Opportunities in Birmingham: A New Kind of Urban Community”
by Dennie Palmer Wolf
Voices in Urban Education: Issue 7
by Dennie Palmer Wolf
Voices in Urban Education: Issue 7
Top
Boston, MA
A long-term superintendent, a supportive mayor, a mayorally appointed school board, and key partners implemented a systemwide reform plan that raised student achievement and narrowed achievement gaps. After a decade of stable leadership, Boston is now challenged to sustain those gains after the superintendent's retirement.
Top
>
Strong Foundation, Evolving Challenges: A Case Study to Support Leadership Transition in the Boston Public Schools
[PDF: 50 pages, 3.3 MB]
[PDF: 50 pages, 3.3 MB]
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>
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“Continuous Improvement: Sustaining Education Reform Long Enough to Make a Difference”
by Thomas W. Payzant
Voices in Urban Education: Issue 9
by Thomas W. Payzant
Voices in Urban Education: Issue 9
Top
Bronx
In a low-income section of New York City, parents and community activists organized a grassroots effort to improve instruction and persuaded school officials to implement their Lead Teacher plan, which was later adopted by the NYDOE for the whole city. The Institute provides training and facilitation support and has released several case studies and articles.
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>
>
“A Community-Led Reform: Improving Schools
in the South Bronx ”
by Ocynthia Williams
Voices in Urban Education: Issue 5
[PDF: 8 pages, 898 KB]
by Ocynthia Williams
Voices in Urban Education: Issue 5
[PDF: 8 pages, 898 KB]
>
Top
Chattanooga
A county-wide collaboration between the school district, foundations, businesses, postsecondary education institutions, and other civic partners is building pathways of success from
high school to college and employment
Top
>
Hamilton County: Findings and Recommendations from the Central Office Review for Results and Equity
[PDF: 36 pages, 630 KB]
[PDF: 36 pages, 630 KB]
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"Hamilton County Schools Welcomes Annenberg Institute Analysis of 'Academically Focused, Service Oriented' Central Office"
[PDF: 2 pages, 28 KB]
[PDF: 2 pages, 28 KB]
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“Annenberg Central Office Study Praises 'Focus on Academics'”
[Student Scene, Chattanoogan.com, 6.22.05]
[Student Scene, Chattanoogan.com, 6.22.05]
>
“Hamilton County Education: Focus on Common Ground”
[Opinion by Joe Harmon, Chattanoogan.com, 6.22.05]
[Opinion by Joe Harmon, Chattanoogan.com, 6.22.05]
>
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Emerging Knowledge 2007: Site Profile
[PDF: 7 pages, 196 KB]
[PDF: 7 pages, 196 KB]
Top
Dallas
A citywide collaboration in Dallas between the school district, the city government, and over fifty arts and cultural organizations aims to provide equal access to arts and cultural programming to all elementary students and increase the quality of teaching and learning in classrooms.
Top
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Dallas Arts Learning Initiative (DALI)
Emerging Knowledge Forum 2007: Site Profile
[PDF: 5 pages, 170 KB]
Emerging Knowledge Forum 2007: Site Profile
[PDF: 5 pages, 170 KB]
>
“Sharing the Banquet: Linking Schools and Cultural
Institutions in Dallas”
by Giselle Antoni
Voices in Urban Education: Issue 7
(excerpt)
by Giselle Antoni
Voices in Urban Education: Issue 7
(excerpt)
Top
Denver
Denver has implemented innovative teacher compensation strategies and dedicated attention to the needs of Latino families.
Top
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“Creating Faculties that Support School Communities”
by Brad Jupp
Voices in Urban Education: Issue 5 (excerpt)
by Brad Jupp
Voices in Urban Education: Issue 5 (excerpt)
Top
Kansas City, KS
A decade-long partnership involving a school district, a foundation, and a national reform support organization offers lessons in sustaining a reform over time despite changes in district leadership.
Top
>
>
“Making a Reform the Work of the District: Lessons from
Kansas City, Kansas”
by Steve Gering
Voices in Urban Education: Issue 9 (excerpt)
by Steve Gering
Voices in Urban Education: Issue 9 (excerpt)
Top
Mobile, AL
Mobile County raised taxes for the first time in forty years in 2001 to support education reform. A local education fund played a key role in mobilizing the community to support the school district.
Top
>
Mobile County Public School System:
Findings and Recommendations from the Central Office Review for Results and Equity
[PDF: 36 pages, 500 KB]
[PDF: 36 pages, 500 KB]
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>
>
Top
Nashville
After years of mistrust between the schools and community residents, the mayor of Nashville set out to rebuild confidence by opening schools to families and city residents, and the effort has paid off in increased support.
Top
>
>
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Engaging a City: Building Public
Confidence and Support for Schools
by Bill Purcell
Voices in Urban Education:
Issue 13
by Bill Purcell
Voices in Urban Education:
Issue 13
Top
New York City
The Institute, especially through its Community Involvement Program, has conducted policy research on the crisis in New York's middle-grades education, high schools that successfully provide college access to poor and minority students, among other topics, and builds capacity among students and in the community for education organizing for school improvement. Marble Hill School for International Studies in New York participates in the Transatlantic Alliance for School Innovation, of which the Institute is a partner.
Top
>
Community Invovlement Program
Includes:
1. New York City Coalition for Educational Justice
2. Youth Organizing Institute
3. College Pathways: Schools that are Beating the Odds
4. Educating Homeless Students in NYC
5. Educational Data and Analysis
6. Impacts of Community and Youth Organizing on Public School Reform
Includes:
1. New York City Coalition for Educational Justice
2. Youth Organizing Institute
3. College Pathways: Schools that are Beating the Odds
4. Educating Homeless Students in NYC
5. Educational Data and Analysis
6. Impacts of Community and Youth Organizing on Public School Reform
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>
Top
Oregon
State of Oregon
The Oregon Department of Education asked the Institute to facilitate a process for the three major institutions that provide K–12 services in Oregon – the local school districts, the education service districts, and the state department of education – to jointly develop a new vision and strategy to improve public education in the state.
Top
The Oregon Department of Education asked the Institute to facilitate a process for the three major institutions that provide K–12 services in Oregon – the local school districts, the education service districts, and the state department of education – to jointly develop a new vision and strategy to improve public education in the state.
>
Better Supports for Better Oregon Schools
Increasing Quality, Alignment, and Focus among the Oregon Department of Education, the Education Service Districts, and Local School Districts
[PDF: 32 pages, 376.8 KB]
Increasing Quality, Alignment, and Focus among the Oregon Department of Education, the Education Service Districts, and Local School Districts
[PDF: 32 pages, 376.8 KB]
Top
Portland, OR
The district, supported by its community partners, has committed to improving student learning opportunities through higher standards, better curricula, and expanded professional development for educators. After five years of reform, student reading and mathematics test scores increased in every grade level tested.
Top
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>
Portland Public Schools: Findings and Recommendations from the Central Office Review for Results and Equity
[PDF: 18 pages, 263 KB]
[PDF: 18 pages, 263 KB]
>
>
>
>
Findings and Recommendations from the Teaching and Learning Review in Portland Public Schools
[PDF: 55 pages, 704 KB]
[PDF: 55 pages, 704 KB]
>
>
Emerging Knowledge Forum 2005: Site Profile
[PDF: 3 pages, 126 KB]
[PDF: 3 pages, 126 KB]
Top
Rhode Island
State of Rhode Island
The Institute contributes time and resources to support both local and statewide reform in Rhode Island. The Institute has provided technical assistance to several school districts and the Rhode Island Department of Education and has provided research and convening support and created print and Web products to disseminate the work of other state-level initiatives.
The Institute contributes time and resources to support both local and statewide reform in Rhode Island. The Institute has provided technical assistance to several school districts and the Rhode Island Department of Education and has provided research and convening support and created print and Web products to disseminate the work of other state-level initiatives.
>
Final Report of the
Task Force on Groups Underrepresented in Rhode Island Public Higher Education
Rhode Island Board of Governors for Higher Education
[PDF: 52 pages, 1.51 MB]
Rhode Island Board of Governors for Higher Education
[PDF: 52 pages, 1.51 MB]
>
"Coming Together: Looking across Sectors for Answers to the Dropout Question"
Monica Teixeira de Sousa et al., Racial Justice Task Force Subcommittee on Education in Rhode Island (excerpt)
Voices in Urban Education:
Issue 11
Monica Teixeira de Sousa et al., Racial Justice Task Force Subcommittee on Education in Rhode Island (excerpt)
Voices in Urban Education:
Issue 11
>
>
"Bringing Measurement to District-Based Accountability: The Challenge for State Education Departments"
David Abbott, Rhode Island Department of Elementary and Secondary Education
Voices in Urban Education:
Issue 6
[PDF: 10 pages, 304 KB]
David Abbott, Rhode Island Department of Elementary and Secondary Education
Voices in Urban Education:
Issue 6
[PDF: 10 pages, 304 KB]
Central Falls
Central Falls, a small urban district with a proud history of nurturing recent immigrants, struggled for years with high poverty and a low tax base. After twelve years of state oversight ended in 2003, the district began to reestablish governing functions and raise student achievement.
>
East Providence
To address low achievement in the district, East Providence focused on improving tools and resources that support literacy teaching and learning across content areas.
>
Newport
Newport's central office made a commitment to continuous improvement to support student achievement, especially examining practices that support the teaching and learning of reading and writing.
>
Pawtucket
After the district invested substantially in new mathematics curricula and professional development, student achievement in middle and high schools remained low. The district set out to examine its entire system of mathematics learning, both in and outside of the mathematics classroom.
>
Providence
The Institute has provided support to Providence Public Schools in many areas, such as high school redesign (as part of Carnegie Corporation's Schools for a New Society initiative), engaging the community in support of increased high school graduation requirements, and accountability and assesment.
>
>
|
Annenberg Institute for School Reform Brown University, Box 1985 Providence, RI 02912 |
Telephone: 401.863.7990 Fax: 401.863.1290 |
AISR_info@brown.edu
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