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.
In signing the Higher Education Act of 1965, President Lyndon B. Johnson described education as “the most important door that will ever open.” Earning a college credential can mean a better living and a better life for students and their families. But to earn that credential, students must first navigate the admissions process. Education is indeed a door, but recruitment, admissions, and enrollment policies and practices dictate how wide that door is open. Left unexamined, these policies and practices often limit opportunities for Black, Latinx, Indigenous, and underrepresented Asian American and Pacific Islander students and students from low-income backgrounds. It’s time to rethink these policies. It’s time to open the door for all of today’s students.
The State of State Standards for Civics and U.S. History in 2021 evaluates the K–12 civics and U.S. History standards adopted by the fifty states and the District of Columbia based on the quality, completeness, and rigor of their content and the clarity of its presentation.
In partnership with Leading for Kids and with funding from the Robert Wood Johnson Foundation and the Children’s Hospital Association, the FrameWorks Institute is engaging in research to understand the cultural barriers to prioritizing children in policymaking and to develop a new narrative that can help put children’s wellbeing more squarely on the public and policymaking agendas. In this strategic brief, we report findings from the first phase of this project, which centers on understanding these cultural barriers and identifying possible directions for the development of a new narrative around kids.
Since its inception 20 years ago, the Funders’ Collaborative on Youth Organizing (FCYO) has served to connect youth organizing practitioners, funders, and stakeholders to a wide range of resources designed to strengthen the field of youth organizing.
Research suggests more students have experienced more unfinished learning over the last year than ever before. With the COVID-19 pandemic waning, school systems are facing a critical choice about how to respond.
This report highlights long-term academic and financial opportunities for small colleges by attracting and retaining those students who face the highest barriers to enrollment and completion.
In this brief, the authors look at labor productivity effects from reduced in-person learning resulting from school closures and remote learning. They estimate that the learning loss from school closures reduced GDP by 3.6 percent in 2050.
The Hewlett Foundation began collecting information about the demographic makeup of its grantees in 2018 as part of our ongoing commitment to diversity, equity, and inclusion.
The push to improve postsecondary education as a path to opportunity has evolved over the past generation – from a focus on expanding access to expanding access and success and making both more equitable.
Labor-management collaboration is not an absence of conflict or disagreement. It is the ability to work together, lifting up diverse experiences and perspectives, and persevering until we address the issue at hand.