Resources from the Field
The views reflected in these publications are those of the authors and do not necessarily reflect the views of Grantmakers for Education.
The COVID-19 pandemic has disrupted traditional forms of education and continues to create challenges for school systems and the students they serve. Education leaders and teachers have the unenviable responsibility of making difficult decisions well into the 2020-21 school year and beyond.
TNTP partnered with four diverse school districts—Richland Parish, Louisiana; Hamilton County, Tennessee; Hartford, Connecticut; and Collier County, Florida—as they prioritized authentic community engagement.
The collapse of good labor market opportunities for workers without a college degree is the elephant in the room in higher education policy discussions today. A high school diploma no longer provides a guarantee of financial security, let alone opens the door to the middle class.
The COVID-19 pandemic has created a host of new financial and health challenges for those who intended to enroll in a program in fall of 2020. This analysis breaks down the pandemic’s effect on students’ plans in the fall.
Closing the teacher diversity gap is one of the most important steps we can take to make public education more equitable. But as many school systems across the country have prioritized the issue, one institution has largely escaped scrutiny: teacher preparation programs.
For years, afterschool programs have kept kids safe, inspired them to learn, and helped working families. America After 3PM—the largest survey on afterschool, spanning 16 years—found that unmet demand has skyrocketed. For every child in an afterschool program, 3 are waiting to get in.
The Districts Advancing Racial Equity (DARE) tool provides information about evidence-based, high-leverage aspects of schooling that school leaders can use to create systems that build on the strengths of and respond to the needs of students of color.
How, and under what conditions, can schools and out-of-school time programs partner to effectively foster social emotional learning (SEL) in students?
The largest and longest study of its kind on summer learning programs reveals short- and long-term benefits among students who consistently attended voluntary, five- to six-week summer learning programs.
This paper examines factors influencing and influenced by loan defaults among students at Valencia College in Orlando, Florida. The findings demonstrate that loan defaults and their harsh penalties are strongly associated with poorer academic persistence and completion.