Recent Publications

Large urban school districts across the country face the daunting challenge of deciding what kind of system will best administer and support schools with widely differing needs, resulting in high achievement for all students. In New York City, the best system structure has been debated for decades. A new AISR study has found that the current system – the non-geographically based Children First Networks (CFN) – has not met the needs of students and communities: student and school demographics...

Public school students in neighborhoods of concentrated poverty do not have access to the broad array of additional instruction and enrichment activities in and out of school that more-affluent families take for granted – and that significantly contribute to learning. In this issue of Voices in Urban Education, a national cross-sector collection of authors – researchers, funders, school...

This web-based tool provides school and district leaders, reform support partners, researchers, and community organizations with a wealth of information about how to effectively measure the process and impact of expanding and reimagining learning time. The Time for Equity Indicators Tool is an information clearinghouse on twenty-four different benchmarks of education conditions, access, and impact. The tool...

Disparities in educational access, opportunity, and achievement between Black and Latino males and their peers have been the focus of education reform initiatives for several decades. But in large cities across the nation, these students still tend to consistently have the lowest academic performance on virtually every measure – a dire and unacceptable statistic that recently motivated the multi-funder, cross-sector federal initiative ...

In the last two decades, charter schools have grown into a national industry with 2.5 million students, more than 6,000 schools, and a burgeoning market of management services, vendors, policy shops, and advocacy organizations. State laws and charter authorizing standards have not kept up with this explosive growth. Although most charter operators work hard to meet the needs of their students, the lack of effective oversight means no guarantee of academic innovation or excellence, too many...

School communities across the country are working hard to comply with new state and federal policies requiring that all students be prepared for success in college. Technological advances and new reporting requirements make data on students and schools more accessible than ever—but more and better data alone are not enough to meet the challenges posed by the troubling opportunity and achievement gaps that keep many students from reaching their goals after high...

As states begin to implement the Common Core State Standards, there will be a greater need for collaboration between districts and their partners to support students, especially as many school districts are simultaneously facing a time of increased budget austerity. While prior research has focused on after-school and higher-education collaborations with districts, there has been less written about collaborations that are specifically focused on college readiness. This study provides useful...

This issue of VUE reflects on the lessons learned from three years of work on AISR’s College Readiness Indicator Systems project. Collectively, the articles frame our current understanding of college readiness and show how college readiness indicator systems are being infused into the day-to-day work and culture of the project sites. We hope that the lessons shared might help other school communities navigate the challenges and realize the promise of the new national...

Each year between 2008 and 2011, more than 35,000 late-enrolling, high-need students were disproportionately assigned by the New York City Department of Education (DOE) to struggling public high schools, essentially setting up the students and schools for failure, according to a study from Brown University’s Annenberg Institute for School Reform (AISR) detailed in this report.

The beginning of a new presidential term in 2013 provides an opportunity to reflect on what’s working and what needs improvement in education reform policies. The year 2013 also marks AISR’s twentieth anniversary of research and capacity building in support of equity and excellence in urban public education. Informed by those two decades of work, this issue of VUE – featuring, for the first time, AISR authors for all the articles and...