Improving outcomes for children and youth will require schools to form links with community agencies and organizations to address a range of in-school and out-of-school factors that affect learning and development. The Annenberg Institute for School Reform calls this idea a “smart education system.” In England, it is national policy. This issue of Voices in Urban Education looks in depth at one local British authority that has been remarkably successful across a range of...
district redesign and leadership
“Leading indicators” in education — as in economics — can provide early signs of progress toward academic achievement and thus help district leaders and other stakeholders make informed decisions about efforts to improve student learning — before the test results come in. A new study by the Annenberg Institute, Beyond Test Scores: Leading Indicators for Education, looks at four districts — Chattanooga, Montgomery County (MD), Naperville (IN), and Philadelphia — that have developed leading...
As school systems and communities struggle to improve student learning and bring all students to proficiency, the idea of building capacity has become increasingly critical. Schools and school systems, community organizations, and other agencies need to have the ability to function effectively to ensure that all students learn at high levels. What types of abilities do these agencies and organizations need? How have effective partnerships developed such abilities? This...
While most urban school districts face rapid turnover in leadership and limited results, Boston has won national attention for its stability and success. This study from AISR and the Aspen Institute examines Boston's accomplishments and challenges and provides lessons for other large urban school districts. This study examines what the Boston Public Schools’ 10-year-long focus on instructional improvement accomplished and provides lessons for other districts on the challenges a district...
This issue of Voices in Urban Education features leading-edge perspectives on how to transform a school community into a “smart district” – one that is part of the solution to what ails public education, not part of the problem. How can districts transform out-of-date structural models and use data to become "best-in-class"? Why do districts need to rethink the way teachers are assigned to schools? How did a citywide “community covenant” and a grassroots movement in a low-...
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