September 3, 2015
Participatory Action Research challenges racism and bias by involving those most impacted by a problem in the research aimed at solving it.
May 18, 2015
To improve educational – and life – outcomes for Boston’s Black and Latino males, we must use a systemic, equity-focused approach.
February 18, 2015
The killings of Eric Garner and Michael Brown illuminate the need for scholars and educators to remain vigilant about the effects of racism and to unapologetically fight for its eradication.
October 16, 2014
New standards are needed that encourage charters to develop innovative strategies for learning while making sure they are fully transparent and accountable to the communities they serve.
September 24, 2014
To be successful and sustainable, place-based initiatives for education reform must strategically incorporate the voices of those who have the most to lose or gain.
August 27, 2014
AISR Executive Director Warren Simmons authored this commentary on President Obama's My Brother's Keeper initiative for WBUR's "Cognoscenti," the opinion page of the Boston NPR news station.
May 12, 2014
Future federal education reauthorizations must strike a balance between equity and excellence if we – as a nation – are committed to achieving the educational goals envisioned 60 years ago in Brown v. Board.
May 8, 2014
AISR Senior Scholar Norm Fruchter, a mayoral appointee to the New York City Panel for Education Policy, analyzes the mayor's progress and identifies the remaining challenges in the quest to improve the outcomes of the city's least well-served students and transform the nation's largest school system.
April 3, 2014
Strong and effective district-community partnerships are crucial to ensure that all students graduate prepared for college.
March 21, 2014
When spaces are built to support the empowered voices and ideas of young people, a raw brilliance emerges that is grounded in the experiences of our most talked about, but least consulted, constituency.
November 19, 2013
An increase in ELL funding has given Nevada's Clark County the potential to serve as a model not only within the state but also for districts and states across the nation.
November 13, 2013
This commentary first appeared on WBUR's Cognoscenti, the Boston NPR station's ideas and opinions page.
October 22, 2013
The New York City Department of Education should stop assigning disproportionate numbers of high-needs, late-enrolling students known as “over the counter” students to struggling schools.
June 28, 2013
Many current education reforms, with little input from the community, result in the dismantling of public education systems and programs. But grassroots organizers and activists are asserting their own alternative vision for improving their schools.
June 17, 2013
Affluent parents use their own resources to fund rich learning experiences for their children, both inside and outside school – an option not available for children in low-income communities of color. The need has never been greater for an equitable expansion of learning time to address this growing class and racial divide.
May 14, 2013
Democratically engaging parents and residents in low-income communities of color can build the power and public will necessary to improve struggling schools and hold public institutions accountable for better-quality services.
The Annenberg Institute at 20; Executive Director Warren Simmons Looks Back at Two Decades of School Reform
April 9, 2013
Founded 20 years ago, the Annenberg Institute for School Reform was launched in an equity-dominated era; AISR Executive Director Warren Simmons exhorts federal education policy-makers to return to an equity-driven agenda that builds stronger systems nationwide and a more promising future.
March 26, 2013
Collaborative efforts at curbing chronic absenteeism in Providence reveal the power and importance of collective impact.
February 28, 2013
The recently released report For Each and Every Child from the federally appointed Equity and Excellence Commission identifies deep disparities in educational opportunities, experiences, and outcomes for educators and students and outlines actionable recommendations for progress. However, to pursue those recommendations, significant reflection, bravery, and action will be needed by educators and other change agents.
January 3, 2013
The standards-based, market-driven reforms favored by federal education policy address important needs – but to achieve meaningful reform at scale, we need a broader approach that builds in equity, includes community stakeholders, and aims to strengthen democracy as well as the economy.
November 12, 2012
Youth – the most talked about constituency in our schools – are on the front lines of school reform, which gives them the unique expertise needed to shape reform work in a meaningful way.
October 18, 2012
Now, more than ever, organized parents and youth, in a growing alliance with organized teachers, will be at the forefront of saving and improving public schools for all children.
September 14, 2012
Teaching quality is the subject of ever-increasing national attention, but how do we define and measure it – and how do we use that information to improve student outcomes?
August 23, 2012
Districts are essential to turn around struggling schools – but districts must build their capacity to support those schools and include communities and other stakeholders in turnaround decisions.
July 30, 2012
The success of community organizing is rooted in the idea of relational power – power developed collaboratively with others, rather than power over others.
July 24, 2012
The DOE consistently ignores its own requirement that failing schools must develop ways to incorporate parents and the community in their turnarounds in exchange for progress waivers.
June 19, 2012
When secondary and post-secondary institutions share student data to pinpoint the factors leading to college readiness, they must address political, social, and cultural issues as well as technical challenges to avoid replicating old inequities with new technology.
June 14, 2012
The TIme to Succeed Coalition, endorsed by a wide range of education stakeholders, holds that well-designed expanded learning time that goes beyond simply adding hours can provide high-poverty schools with the educational and extracurricular opportunities often available as a matter of course in higher-income communities.
May 29, 2012
Today’s discussions of education reform are heavily focused on individual rewards and sanctions, but a growing body of research supports the collective capacity-building approach taken by the Metropolitan Nashville Public Schools.
April 26, 2012
The New York City Working Group on School Transformation recently released a report critical of the New York City education department's policy on school closings, citing data showing that schools targeted for closure had higher percentages of high-needs students than other NYC public schools. There are legitimate alternatives to this alarming trend.