Community Schools

Source: The Brindgespan Group and National 4-H Council

Date: August 2023

Four Mindsets for Funding Economic Mobility in the Black Rural South

This report offers insights about the the power of community schools in the Deep South as a long-term strategy for economic development. Featuring perspectives from funders, researchers, and nonprofit leaders, the report also explores what philanthropy can accomplish in the region if it acts.

Class Size / School Finance and Funding

Source: Urban Institute

Date: 11/30/2023

How Will Implementing Class Size Caps in New York City Affect Funding Equity?

New York State passed a law in 2022 requiring schools in New York City (NYC) to reduce classes to 20 students in grades K–3, 23 students in grades 4–8, and 25 students in grades 9–12 by the 2027–28 school year. This new policy will require as much as $1.9 billion per year to hire additional teachers, but how this potentially inequitable policy plays out in practice will depend on how it is implemented, especially how it is funded.

 

We draw on data from the 2022–23 school year to estimate the teacher salary and benefit costs of implementing the law in grades K–5.

School Choice / School Finance and Funding

Source: EdChoice

Date: 11/27/2023

How States Protect Funding for K-12 Public Schools

In a new report package How States Protect Funding for K-12 Public Schools, EdChoice Director of Fiscal Research & Education Center Martin Lueken, along with EdChoice fellow and associate professor at the University of Missouri, St. Louis, James Shuls, explore state-by-state funding protections for public schools and their benefits and drawbacks.

 

This research provides education reform stakeholders with valuable perspectives on how expanding choice polices interact with funding protections such as declining enrollment and funding guarantees, also known as hold harmless provisions, within their states.

School Choice

Source: CRPE

Date: 11/27/2023

Teaching, reinvented: How unconventional educator roles pave the way for a more fulfilling and sustainable profession

As school systems struggle to recover from years of disruption, new programs, policies, and nontraditional organizations that support innovation in the teaching role will need to grow to support all students' learning. But what is it like to teach in new ways? What are the advantages and drawbacks? What brought educators to these unconventional roles and what might help them stay? This report addresses these questions through interviews with teachers who are serving in unconventional roles.

Review of Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review

Source: Campbell Collaboration

Reviewed by: Clive Belfield, Queens College, City University of New York

A 2018 report from Campbell Collaboration, analyzing research literature estimating the impact of class size reduction on reading and math achievement, has recently been gaining renewed attention, thanks in part to a Washington Post piece by Michael Bloomberg.

But the body of evidence the report uses is far too limited for the report to be of use to policymakers. So concludes Clive Belfield of Queens College, City University of New York, in his review of Small Class Sizes for Improving Student Achievement in Primary and Secondary Schools: A Systematic Review.

Portland Association of Teachers Reach Tentative Agreement

By: Portland Association of Teachers

Rather than posting a news article, we are providing a link to the tentative agreement posted by the Portland Association of Teachers. Please scroll to the bottom of the page for specifics. The tentative agreement includes a 13.8% cumulative cost-of-living salary increase for all educators.

GreatLakesCenter.org