The NEA Foundation created the Closing the Achievement Gaps Initiative to accelerate the achievement rate for under-achieving low income and minority student groups, thereby closing the gap between these students and their higher achieving, more affluent peers. The Foundation's researched-based strategy shows that developing and strengthening partnerships among local education associations, school districts, and community organizations, is a powerful force for improving student performance and a vehicle for systemic reform.

The NEA Foundation's work in closing achievement gaps highlights the importance of engaging not only the teachers who provide instruction, but the principals who lead buildings, the superintendent who runs the district, the families who send their children to school and the teacher association leaders who negotiate the working contract for public school employees. Together, these groups are shaping learning environments and opportunities for all students to achieve at higher levels.

NEWS:  NEA Foundation’s Institute for Local Innovation in Teaching & Learning Plan Awarded $358K from Gates

WASHINGTON, DC (December 14, 2009) – The NEA Foundation announced today a $358,000 grant from the Bill & Melinda Gates Foundation to plan the creation of the Institute for Local Innovation in Teaching and Learning.  The Institute will serve as a capacity-building engine for collaboration and reform between education unions and their school districts. Read More

Other News:

• NEA Foundation Awards $1.12 M to Close Gaps

Current Programs: The NEA Foundation at the Forefront

The NEA Foundation has undertaken a $6 million, five-year, research-based effort in three districts with a high number of under-achieving low income and minority students in Hamilton County (Chattanooga), Tenn; Milwaukee, Wis; and Seattle, Wash. to close the achievement gaps. Started in 2004 in Hamilton County, with Milwaukee and Seattle added in 2005 and 2006 respectively, early results from local evaluative efforts are showing significant and positive changes in teaching and learning. New sites will be added in early 2010.

Read more about current programs

Theory of Change

Our theory of change and corresponding local interventions are based on recent research on effective schools, district redesign, external agent engagement, association capacity, curriculum and instruction, among other related areas. In brief, our work involves:

• District and Local Association Capacity and Collaboration designed to generate a shared understanding of challenges, with frequent and ongoing communication, and an agreed-upon set of strategies to address the challenges.
• District and School Capacity and Coherence designed to increase capacity at the district or system level to ensure school-level success. Districts need to have coherence (as defined by a singular focus on teaching and learning) and alignment of curriculum, assessments, and resources to achieve systemic reform.
• Family and Community Partnerships designed to generate support from businesses, nonprofits, foundations, the district, civic authorities, and parents to achieve powerful results.

Knowledge & Resources

See selected seminal and recent research on the "why" of the achievement gaps as well as strategies to close them.

Read more about knowledge & resources