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 DQC and the EDCD created this report to propose best practices in the process of linking the limited data on early childhood and K-12 education. Once this linked data can be accessed and engaged effectively, it can be used for crucial conversations about the success of education programs and policies.
The report highlights practices that have been shown to significantly increase the number of students completing college and close attainment gaps for low-income and underserved populations.
This report shows how K-12 teachers in 19 states worked in study groups to integrate global children’s and adolescent literature to develop international understanding among students and teachers.
The Pritzker Children’s Initiative of the J.B. and M.K. Pritzker Family Foundation and The Bridgespan Group released a new paper that estimates that 1 in 4 kindergarteners nationwide – 1 million total – come from low-income families and enter school not fully ready to learn.
Earlier in 2015, Grantmakers for Effective Organizations (GEO) and the Collective Impact Forum came together around the question of, "How can grantmakers instill an equity lens within their collaborative efforts?"
This report looks the status of early childhood higher education offerings in California and how these programs have evolved over the last decade.
Written with longtime philanthropy advisor Tom David, this report explores core elements of organizational culture and shares examples and stories from specific foundations to demonstrate just how important having a productive culture can be to your effectiveness as grantmakers.
This paper from KnowledgeWorks explores what kinds of educator roles might be appropriate to an expanding learning ecosystem, especially one that aims to be vibrant for all learners, and what kinds of issues education stakeholders will need to manage as educator roles diversify.
In Failing Our Brightest Kids: The Global Challenge of Educating High-Ability Students, Chester E. Finn, Jr. and Brandon L. Wright argue that for decades, the United States has focused too little on preparing students to achieve at high levels. There are two core problems.
A new report, Not Golden Yet: Building a Stronger Workforce for California’s Children, examines California's policies for teachers and other professionals in child care, pre-K, transitional kindergarten, and the early grades of the public schools.