July 7, 2015 In their latest online publication, Edsource.org highlighted a few of the Stuart Foundation's grantees and their impact on student success and achievement through project-based learning (PBL). Big kudos and congrats to Bob Lenz for his new position, Executive Director at the Buck Institute for Education.
July 1, 2015 June 25, 2015
Chicago Public Schools has created a network of 14 SEL specialists to provide development and guidance to its 664 schools. With explicit social and emotional skills instruction focusing on school culture and climate, SEL is the umbrella for multi-tiered systems of support, student behavior and mental health, restorative practices, and adjudication of expulsions.
Stuart Foundation welcomes Brooke Harken, Administrative Assistant.
June 17, 2015 June 5, 2015
In 2014 as part of our periodic process to gather feedback on the Stuart Foundation’s work, we commissioned The Grantee Perception Report® (GPR) from The Center for Effective Philanthropy. The GPR provides comparative, anonymous feedback from our grantees, giving us a valuable candid assessment of our impact, relationships and processes that we might not otherwise receive. We invite you to review our most recent Grantee Perception Report. Click here for the full report
GEO 2015 LEARNING TOGETHER: ACTIONABLE APPROACHES FOR GRANTMAKERS
This publication takes an in-depth look at what it means to open our learning and evaluation practices to grantees, other funders, community members, government agencies and others involved in the work. It addresses some of the big questions that grantmakers face in designing success shared learning approaches and shares five case studies of how GEO members are putting these ideas into practice.
May 29, 2015
Stuart Foundation welcomes Glenda Monterroza, Program Associate.
May 26, 2015
Stuart Foundation announces new open position:Special Assistant, Office of the President.
May 20, 2015
Oregon Scientists Say Preparing Foster Kids for School Lessens Impact on Moves
A new study clarifies the impact of school moves experienced by children in foster care but also points to how to limit the damage, say researchers of the University of Oregon and the nonprofit Oregon Social Learning Center.
May 6, 2015 More news..
May is Foster Youth Awareness Month
The Stuart Foundation had the opportunity to experience the museum of Lost Childhoods last month when the traveling exhibit was displayed in our office. This exhibit is a project of the California Youth Connection and is comprised of youth-led and curated educational exhibits which provide an intimate window into the experience of foster youth. Read More
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.