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.
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