We provide up to $1.25M in grant funding to our sites over a five-year period to support their collaboratively and locally-defined strategies to close the achievement gaps in their community.
Three Core Components of the Initiative
We believe that developing and strengthening partnerships among local education unions, school districts, and community organizations, is a powerful force for improving student performance and a vehicle for systemic reform. This work 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 union 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.
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 Union 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.
- Family and Community Partnerships designed to generate support from businesses, nonprofits, foundations, the district, civic authorities, and parents to achieve powerful results.
- 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.
- West Springfield team sees impact of “Learning Conversations” on students
- Best of the Cross-Site Convening: On poverty, race, global assessment, and student voice
- Huffington Post Blog: To Help Our Most Challenged Students, Listen to Them- And Embrace Who They Are
- What do Charles Blow, Linda Darling-Hammond, and Marian Wright Edelman have in common?
- Solving the Latino drop-out crisis: Educators and policymakers need diverse toolkit
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By Jesse Graytock, NEAF Grants Manager
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