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This report from AISR and the Southern Education Foundation advocates for a proven, alternative approach to turning around failing schools that involves those most affected: students, teachers, and families.
This issue of VUE explores how bringing multiple stakeholders together to address school discipline disparities can create positive and healthy school climates for all students.
This study looks at three approaches (community schools, Linked Learning, and Promise Neighborhoods), highlighting how to align, support, and expand their use within LA schools.
Beautiful Accents: Empowering and Supporting English Learners through School and Community Partnerships (VUE 41)
This issue of VUE focuses on community partners, schools, and districts empowering and engaging students labeled as “English learners,” framing diverse backgrounds as an asset.
Based on research in Central Falls (RI), these tools measure two important district-level collaborations: family leadership and partnerships with higher education institutions.
Leading by Example: Principal Leadership Institutes as a Driver for Change in Metro Nashville Public Schools
This report evaluates MNPS' twice-yearly Principal Leadership Institutes, conducted for 140 school principals and central office leaders over two to three days beginning in 2009.
This study evaluates 20 English language learner (ELL) summer academies in Massachusetts, summarizing student gains and making recommendations for additional supports for ELLs.
Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males
This report offers findings and recommendations to help Boston Public Schools eliminate gaps in educational access, opportunity, and achievement for Black and Latino males.
This report presents data on college attainment rates in Rhode Island, and provides strategies and recommendations for increasing low college attainment levels among Latinos.
This study finds that New York City’s non-geographically-based Children First Networks system to administer and support schools has not met the needs of students and communities.