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Columbia University Center for Public Research and Leadership;
This paper synthesizes the existing research on improvement networks in education and on how such networks can facilitate meaningful improvements in teaching and learning and ultimately in student outcomes. The paper's findings are drawn primarily from a critical literature review of empirical studies on education improvement networks, as well as from interviews with experts in the fields of professional networks and learning. By focusing on the networks most aligned to the NSI model, the paper is designed to provide a knowledge base for a formative evaluationof the NSI strategy, which BMGF has engaged the Columbia University Center for Public Research and Leadership (CPRL) to conduct over the next two years.
Taking personalized learning to scale in a school or district requires the difficult work of changing the way human beings do their work. Navigating the complicated relationships between students, teachers, parents, administrators, the public, and the local and state agencies is challenging enough on any given day, but aligning them all behind a new vision of how students can learn, and keeping them aligned long enough to implement that vision, is a challenge of an altogether different order. To understand and share how this journey plays out, we documented the implementation journeys of three different institutions, including their successes and challenges, their unexpected setbacks, and their sudden epiphanies.
Earning an income is a struggle for the residents of Za'atari refugee camp in Jordan, and women's economic participation is extremely low. Oxfam initiated the Lel-Haya (For Life) project in Za'atari to build the capacities of Syrian refugee women, both in vocational training and soft skills. A small number of women involved in the project were subsequently employed by a garment factory in northern Jordan. This briefing note highlights these women's experiences, the challenges they have faced and how they have overcome them.
Public-private partnerships (PPPs) in education are increasing in profile as countries grapple with serious challenges of educational access and quality—and as donors such as the World Bank turn to this approach as they advise countries on potential solutions to these barriers. Evidence is still limited on the impacts of this policy approach, however, and the academic literature that looks at equity and inclusion raises profound concerns.
This study seeks to understand the impact of the PPP initiative in Punjab province, Pakistan, on key dimensions of equity, education quality, and democratic and social accountability. It was conducted over a period of two months, through field visits in a sample of 31 schools across five districts of the province (in both rural and urban/slum areas) and all four programs run by the Punjab Education Foundation (PEF).
The study provides an in-depth view of how the sample schools are operating and are incentivized within the framework of the PEF programs, raising serious concerns about equity, quality, and accountability that need to be considered more broadly in the push to expand PPPs.
Migration Policy Institute;
This fact sheet examines predicted DACA expirations, as well as offers estimates for the educational and workforce characteristics of the nearly 690,000 current DACA holders. Among the national and state-level estimates offered: school enrollment and educational attainment, labor force participation, and top industries and occupations of employment.
The Intensive Partnerships for Effective Teaching initiative, designed and funded by the Bill & Melinda Gates Foundation, was a multiyear effort to dramatically improve student outcomes by increasing students' access to effective teaching. Participating sites adopted measures of teaching effectiveness (TE) that included both a teacher's contribution to growth in student achievement and his or her teaching practices assessed with a structured observation rubric. The TE measures were to be used to improve staffing actions, identify teaching weaknesses and overcome them through effectiveness-linked professional development (PD), and employ compensation and career ladders (CLs) as incentives to retain the most-effective teachers and have them support the growth of other teachers. The developers believed that these mechanisms would lead to more-effective teaching, greater access to effective teaching for low-income minority (LIM) students, and greatly improved academic outcomes.
Beginning in 2009–2010, three school districts -- Hillsborough County Public Schools (HCPS) in Florida; Memphis City Schools (MCS) in Tennessee (which merged with Shelby County Schools, or SCS, during the initiative); and Pittsburgh Public Schools (PPS) in Pennsylvania -- and four charter management organizations (CMOs) -- Alliance College-Ready Public Schools, Aspire Public Schools, Green Dot Public Schools, and Partnerships to Uplift Communities (PUC) Schools -- participated in the Intensive Partnerships initiative. RAND and the American Institutes for Research conducted a six-year evaluation of the initiative, documenting the policies and practices each site enacted and their effects on student outcomes. This is the final evaluation report.
Marguerite Casey Foundation;
The Foundation's 2012 Impact Assessment Report focuses on the impact of the multi-year, general operating support provided to organizations nationally, and in our four regions of grantmaking.
Rockefeller Archive Center;
The University of the Philippines (UP) Institute of Hygiene contributed greatly to the country's biopolitical landscape in the 1950s. At the helm of the public health system was a corps of Filipino sanitarians who advocated state-directed health programs as important recipes for the country's postcolonial development and modernization. Affiliated with the Institute of Hygiene in one way or another, this new class of public health officials combined ideas of health citizenship with their own nationalist moorings, but was nonetheless highly receptive to new health technologies coming out of the U.S.'s participation in the Second World War. In 1950, a Rockefeller Foundation (RF) commissioned study assessed the post-WWII Philippines as having a "more favorable standing" compared to Indonesia, Korea, Taiwan, and the People's Republic of China, because of the large number of Filipino doctors in active practice, a large percentage of which was employed by the government. Filipino sanitarians, therefore, was a phenomenon by itself that calls for a serious historical examination. My research report is an initial effort at writing a history of Filipino sanitarianism. I do this by looking into the UP Institute of Hygiene's early pre-WWII history, as well as the Rockefeller Foundation's role in its establishment and institutional life. Using data sources gathered from a research trip at the Rockefeller Archive Center (RAC) in March 2018, I offer some provisional views on the Institute's influence to this corps of Filipino sanitarians, as well as the Institute's location in the history of colonial and postcolonial biopower in the Philippines.
Tow Center for Digital Journalism, Columbia University Graduate School of Journalism;
In this report, we explore this question through the lens of the International Consortium of Investigative Journalists (ICIJ) and its explosive project, "Evicted and Abandoned," in which a collaborative reporting project of more than fifty reporters and fifteen organizations in twenty-one countries took on the World Bank. The investigation found that, over the last decade, projects funded by the World Bank have physically or economically displaced an estimated 3.4 million people; that the World Bank and the International Finance Corporation have financed governments and companies accused of human rights violations; and that, from 2009 to 2013, World Bank Group lenders invested fifty billion dollars into projects graded with the highest risk for "irreversible or unprecedented" social or environmental impacts.
This report provides a summary of the status of menstrual hygiene management (MHM) in schools in South Asia. It describes the context for MHM in schools and recent progress in implementation of MHM services. It identifies progress and gaps in achieving sustainable and inclusive MHM services in schools at scale and draws together opportunities for further promoting and mainstreaming MHM in schools in South Asia.
This summary is accompanied by:* Eight country snapshots that provide a brief overview of the status of MHM in schools in Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka.* A synthesis report on the overall status of MHM in schools in South Asia. The analysis is based on an extensive literature review and key informant interviews with MHM practitioners and advocates in each of the eight South Asia Association for Regional Cooperation (SAARC) member countries and working at the regional or global level.