January 28, 2016
LETTER FROM THE PRESIDENT
Happy New Year from all of us at the Stuart Foundation!
Read More December 10, 2015
The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015, and represents good news for our nation’s schools. This bipartisan measure reauthorizes the 50-year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law and longstanding commitment to equal opportunity for all students.
Read More December 2, 2015
CORE Districts (CORE) and Transforming Education (TransformEd) announced today that they will release a free, open source survey tool in Q1 of 2016 to help schools and districts assess students’ social-emotional skills.
Read More December 2, 2015
The Power of Home Visits to Connect Teachers With Kids and Their Families
The state now requires schools to make family engagement a priority, so more districts are turning to the Parent Teacher Home Visit Project in Sacramento that has been training teachers for years to visit students and families on their own turf.
Read More November 12, 2015
In the era of Wikipedia, does it really matter how much you can memorize? What’s more important is that you can take the perspective of others – whether you’re designing a new technology, or negotiating, or anticipating the uncertain. Indeed, how well we do -- whether in the classroom or the boardroom -- depends more than ever on how well we forge and navigate relationships. In this way, empathy is the new literacy: essential for us to communicate, collaborate, and lead.
Read More October 23, 2015
2015 CSBA Golden Bell Award goes to Sacramento County Office of Education
The California School Board Association (CSBA) Golden Bell Award, now in its 36th year, promotes excellence in education and school board governance by recognizing outstanding programs and governance practices of school boards in school districts and county offices of education throughout California.
Read More October 15, 2015
Building a relationship of trust between schools and parents with clear communication and shared goals for success is critical and takes time. But one model highlighted in the report, and pioneered in my former Sacramento school district, is surprisingly inexpensive and simple to implement: The Parent/Teacher Home Visit
Read More September 11, 2015
The California Department of Education on Wednesday released the much-anticipated scores for the Smarter Balanced tests, the main component of the California Assessment of Student Performance and Progress system.
Read More September 8, 2015 Using Research Evidence for Change
During the Education Funder Strategy Group’s (EFSG) quarterly meeting last week, a case study on the Stuart Foundation was shared. This case study was used to help serve as a catalyst for deep conversations about the intersections of research, policy and practice in educational philanthropy and the roles that funders can play in the development and use of research for improving education systems and outcomes.
Click here for the full case study report
Two Years of California’s Local Control Funding Formula: Time to Reaffirm the Grand Vision takes a look at early implementation of California’s new education financing system, which provides school districts with additional resources to meet the needs of students from low-income families, English learners, and foster youth. Researchers found that district officials around the state remain enthusiastic about local control, but that some mid-course corrections are needed to make the promise of the new flexibility a reality around the state. Click here to read the full report.
Charting the Course: Using Data to Support Foster Youth College Success is a landmark report with new insights into the educational experiences of foster youth attending a subset of community colleges and universities in California. This report builds on the work of the California College Pathways (CCP) initiative, a public and private partnership that supports campuses and community organizations to help foster youth succeed in post-secondary education. Click here to read the full report.
Building on a decade of work at the intersection of child welfare and education,the Stuart Foundation launched the Education Equals Partnership in 2012. The Partnership is dedicated to improving educational experiences and outcomes for students from foster care, starting with preschool and extending through college. An important component of the Education Equals Partnership's work is sharing learnings and gathering feedback on the Partnership's initiatives. The Partnership has developed a Progress Report including highlights, early outcomes, and lessons learned from the past year.
Click here to read the full report. Toward a Grand Vision: Early Implementation of California’s Local Control Funding Formula
provides the first independent look at implementation of the state’s new financing system, which provides school districts with additional resources to meet the needs of students from low-income families, English learners, and foster youth. Researchers found enthusiasm for the flexibility to make decisions based on local needs as well as a desire for time and additional information to improve upon this initial effort. Findings are based on interviews with leaders and staff from school districts, county offices of education, school board members, union representatives and parents, state policymakers, and review of over 40 Local Control Accountability Plans and related documents. Click here
to read the full report.
We are proud to announce the release of Part 2 of the Invisible Achievement Gap, developed in partnership between The Center for Teaching and Learning at West Ed and the University of California, Berkeley. The second part of this research provides a more comprehensive understanding of the experiences of youth in foster care as it relates to their educational outcomes. Specifically, the Invisible Achievement Gap, Part 2 highlights the context for this problem, noting factors that hinder positive educational outcomes, such as multiple school moves, enrollment in low performing schools, and diagnosis of learning disabilities. Click here to read the full report.