This study, a follow-up to a 2020 report that suggested that Black Americans are less likely than others to participate in the arts, seeks to better understand cultural and creative preferences among Black communities.
Education technology experts provide early considerations for how to develop a pipeline of effective, equity-minded principals who have mastered operating in a virtual realm.
States often tread lightly when it comes to assuming a full role in improving principal quality.
Impact of effective principals even larger than previously reported, benefitting student learning and attendance, and teacher satisfaction and retention; study calls for ‘renewed attention’ to cultivating high-quality principal workforce
Interest in social and emotional learning outpaces evidence on how to cultivate it. A new study helps narrow the gap.
An expert panel kicks off publication of the report that surveys two decades of research on school leadership
Researcher/Author of new toolkit and report seeks to help arts and culture organizations add scenario planning to their strategic toolbox
The coronavirus crisis is creating unprecedented challenges and exacerbating longstanding inequities in education. In response to the pandemic, Congress passed the Coronavirus Aid, Relief and Economic Security (CARES) Act, which provides more than $2 trillion in spending, including more than $30 billion to support K-12 and higher education, as well as early childhood education.
It may seem like a truism that, in a time of crisis, the various players and institutions in a community should set aside their individual agendas and pull together for a common cause.
Principals and districts benefit when principal supervisors move beyond the role of administrator to coach and mentor, according to a new Vanderbilt University report.
A new summer learning recruitment guide offers guidance and detailed templates that districts and others can use to interest children and families in these programs and encourage their participation.
Youth-serving organizations can create and manage high-quality afterschool arts programs reflecting practices used by exemplary programs that specialize in the arts, according to a study by Research for Action and McClanahan Associates funded by The Wallace Foundation.
As funders, social innovators, policymakers and researchers pay greater attention to expanding the reach of effective programs, a new report analyzes how 45 nonprofits did just that by creating partnerships to serve more people while still maintaining program quality.
Improving school leadership by better selecting, training and evaluating principals can be an affordable option for school districts that aim to reduce turnover and improve schools, according to a new report by the nonprofit, nonpartisan RAND Corporation.
As interest in social and emotional learning (SEL) continues to grow, a new guide to 25 evidence-based programs offers detailed information about curricular content and programmatic features that practitioners can use to make informed choices about what to use to develop key skills and competencies such as self-control, attention and goal-setting; empathy; relationship building and conflict resolution; flexible mindsets; and character.
Six large urban school districts made significant progress in building stronger principal pipelines, according to a new independent study of The Wallace Foundation's Principal Pipeline Initiative.
The Wallace Foundation today released a four-part video series exploring Illinois' bold actions to revamp the way school principals are prepared. The state required all of its approved programs to reapply for accreditation under higher standards, based on research about effective principal preparation.
The Wallace Foundation has selected seven universities and their state and district partners to participate in a new $47-million initiative to develop models over the next four years for improving university principal preparation programs and to examine state policy to see if it could be strengthened to encourage higher-quality training statewide.
Study suggests: Kids who attend more thrive more
Elementary school students with high levels of attendance in voluntary summer learning programs - defined as at least 20 days of a five- to six-week program - experienced benefits in math and reading, according to new RAND Corporation findings from the largest research study ever conducted on summer learning.
The Wallace Foundation is launching a five-year, $47 million initiative to help universities improve how they prepare future principals, especially for the nation's highest-need schools, as new studies point to a concern that many programs are falling short of school district needs and expectations.
The Wallace-commissioned “Collective Impact and the New Generation of Cross-Sector Collaborations for Education: A Nationwide Scan,” finds that collaborations among school systems, state and local governments, businesses, community organizations, and nonprofit institutions improve educational outcomes for children and youth are attracting attention nationwide.
Students attending voluntary, school district-led summer learning programs entered school in the fall with stronger mathematics skills than their peers who did not attend the programs, according to a new RAND Corporation study.
Wallace Foundation is investing $30 million in a five-year effort to help 14 urban school districts improve the effectiveness of their principal supervisors so they can better work with principals to raise the quality of teaching and learning.
The Wallace Foundation is awarding a grant to researchers at Teachers College, Columbia University to study whether and how community institutions in three mid-sized cities can work together to tackle social and educational challenges in their local communities.
The Wallace Foundation is awarding a grant to the University of Chicago Consortium on Chicago School Research to synthesize what is known about how attitudes, skills and character traits, such as grit and perseverance, contribute to a young person's long-term success.
This new study looks at the expectations of urban, low-income tweens about afterschool arts programs and offers insights directly from tweens, teens, their families, teachers and leaders in arts and youth development.
New study sheds light on extent of afterschool coordination by large cities
This report from the RAND Corp. details the key steps school districts can take to implement effective summer learning programs.
Even though schools are cutting back on arts education, young people are following their artistic passions outside of traditional programs, fueled by new technologies, according to a new report.
The Wallace Foundation’s Board of Directors today announced the appointment of William I. Miller, a business leader and philanthropist, as president, effective July 1. He succeeds M. Christine DeVita, who a year ago announced plans to retire in June.
This important briefing will examine a crucial but often overlooked issue in education reform: school leadership.
Joseph W. Polisi, president of The Juilliard School since 1984, has been elected to the Foundation’s Board of Directors.
The study, “Hours of Opportunity,” examines the coordinating efforts put into place by five cities that sought to improve and widen the reach of out-of-school-time programs -- after-school programs, summer school and other efforts offered outside standard classroom hours.
A new study released today, the largest of its kind, offers important new evidence affirming the strong connection between what school leaders do and student achievement - and sheds new light on what effective leadership involves.
With an initial investment of $9 million, The Wallace Foundation today announced it is launching an initiative to provide disadvantaged urban students with more time for high-quality learning – both through improved summer learning opportunities, and through extending the school day and school year.
Central offices of urban school districts have been able to shift their focus from administration and compliance to improvement of teaching and learning district-wide by making five key changes, according to a new report by University of Washington researchers.
Five key features characterize after-school programs that succeed in recruiting and retaining teenagers, according to a new study by researchers at the Harvard Graduate School of Education’s Harvard Family Research Project and Public/Private Ventures, a national nonprofit organization.
To help support the testing of innovations in public education that aim to improve student learning, The Wallace Foundation is joining with a group of foundations to support the efforts of creative people across the country who are applying to the Investing in Innovation (i3) fund of the U.S. Department of Education.
An innovative model in Providence, Rhode Island to coordinate after-school programs to attract middle-school youth through neighborhood hubs has succeeded in enrolling over 40 percent of the student population in the seven participating middle schools.
Effective summer programs can reduce summer learning loss among children – a leading cause of the achievement gap between low-income youth and more affluent students – but widespread improvement will require coordinated federal and state policies and continued attention to quality.
The Principal Story, by award-winning filmmakers Tod Lending (“Omar & Pete” POV, 2005) and David Mrazek, has its national broadcast premiere Tuesday, Sept. 15, 2009, at 10:30 p.m. on PBS as part of the 22nd season of POV (Check local listings.) The documentary goes inside public schools in Chicago and Springfield, Illinois to follow two principals’ challenges and victories over the course of a school year.
The Wallace Foundation has announced that Stanford University Professor Linda Darling-Hammond, one of the nation's leading scholars in education and leader of President Obama's education policy transition team, has joined the Foundation's Board of Directors.
The study, commissioned by The Wallace Foundation from The Finance Project and Public/Private Ventures, offers new knowledge and tools for policymakers to use in planning for quality out-of-school time programs.
The Wallace Foundation, the Washington State Arts Commission and the Mayor's Office of Arts & Cultural Affairs today announced an innovative, four-year arts funding partnership designed to foster growth in public arts attendance and to identify, develop and share useful lessons on how arts organizations can reach more people. Nine Seattle arts organizations will receive $6.1 million in grants, and another $1.6 million will support audience building throughout the region.
The Wallace Foundation has announced a grant to the Minneapolis Public School's Comprehensive Arts Office to underwrite a year-long planning process to strengthen coordinated arts learning efforts, and to bring high-quality arts experiences to more young people in Minneapolis.
The Wallace Foundation has announced grants to two Los Angeles arts learning initiatives (Los Angeles County Arts Commission (LACAC) & Los Angeles Unified School District (LAUSD)) to support activities crucial to strengthening coordinated arts learning efforts and to bring high-quality arts experiences to more young people in Los Angeles County. Both initiatives will be studied by the Foundation to document and share lessons with the field about how communities can improve arts learning throughout school districts.
Policymakers have underestimated the critical role of arts learning in supporting a vibrant nonprofit cultural sector, according to a new RAND Corporation study commissioned by The Wallace Foundation.
Organizations providing out-of-school time (OST) services for children need additional investment in administrative management capacity in order to most effectively support, develop and expand their programs, according to a new report just released by The Wallace Foundation.
The Wallace Foundation commissioned this study from the RAND Corporation to provide objective information about the strengths and challenges of coordinated approaches that draw on the contributions of schools, arts organizations, community-based organizations, and community leaders to strengthen arts learning for young people.
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