July 2016

These webinars disussed various topics, tools and resource as part of the Time for Equity Initiative, funded by the Ford Foundation. Time for Equity worked to build the capacity of districts, communities, and partners to improve educational opportunities for the nation’s most underserved school systems. 

More on AISR's Time for Equity project.

Related Resources

Time for Equity Website
This tool presents a comprehensive set of indicators to document how expanded time and learning opportunities can transform the lives of students, the structure of schools, and the power of communities.

Voices in Urban Education: Time for Equity: Expanding Access to Learning
In this issue of VUE, under the guest editorship of Michelle Renée, a national cross-sector group of authors share their stories of using learning time in reimagined ways to bring a broad array of instructional and enrichment activities to public school students in neighborhoods of concentrated poverty.

Research Report 
Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time presents a new set of comprehensive, rich, and meaningful measures of what matters to students, schools, and systems.

Webinars

Collaborating for Equity: A Conversation with Funders about Los Angeles

2016 

Sponsors: AISR, Ford Foundation, California Community Foundation
Moderator: AISR's Angela Romans, Co-director, District & Systems Transformation
Speakers: AISR’s Tracie Potochnik, Sanjiv Rao, Program Officer at the Ford Foundation, and Peter Rivera, Senior Program Officer at the California Community Foundation
Presentation: PowerPoint slides

The fourth T4E webinar featured a conversation about the role that philanthropy plays in collaborating for educational equity in the rich Los Angeles education ecosystem and can play in a larger national movement for education justice. The discussion was based on AISR research Collaborating for Equity: A Scan of the Los Angeles Educational Ecosystem conducted in 2015 to understand the strengths and needs of the partners in Los Angeles working on community schools, Linked Learning, and Promise Neighborhood approaches, with the goal of informing partner organizations, including community-based organizations, the district, funders, and others, how to better align, support, and expand these approaches and maximize their impact. The webinar kicked off with a brief presentation of the scan’s findings, which, along with an executive summary of the report, can be found here.

Center on Education Policy's Report on Expanded Learning Time

2015

Sponsors: AISR and Center on Education Policy 
Speakers: CEP’s Jennifer McMurrer and Matthew Frizzell
CEP Report: Expanded Learning Time: A Summary of Findings from Case Studies in Four States


A new report published by the Center on Education Policy describes the strategies being used by case study sites to meet the federal requirements and encouragements for expanded learning time, and the challenges, successes, and impacts associated with this implementation process. The report is based on the findings of a series of case studies of 17 low-performing schools within 11 school districts in four states—Connecticut, Colorado, Oregon, and Virginia.

It's Time for Equity

2015

Sponsors: AISR, Ford Foundation, and WestEd
Speakers: AISR’s Michelle Renée and Jaime Del Razo

Leveraging time is one constant resource toward achieving educational equity and excellence for all students. AISR’s Time for Equity tool provides a comprehensive collection of indicators that informs the discussion on how to measure student, school, and systemic success of expanded and reimagined learning opportunities, beyond test scores.

It’s About Time

2014

Sponsors: Annenberg Institute for School Reform, Ford Foundation, WestEd, and UCLA IDEA
Speakers: IDEA's director Dr. John Rogers and postdoctoral scholar Dr. Nicole Mirra.

Learning time is an essential resource in schools, but findings from the Keeping Time project show that community stressors and chronic problems with school conditions cause far more lost instructional time in high-poverty high schools than in other high schools in California.