As California considers its own contexts, needs, and priorities in ESSA implementation, the voices and experiences of families, students, and communities are crucial in protecting and advancing equity. Given the wide latitude that ESSA has allowed for states to ensure equitable access and excellence for learn more >
Monique M. Chism, Ph.D.
U.S. Department of Education
400 Maryland Avenue, SW
Washington, DC 20202
Re: Community Schools Recommendations for U.S. Department of Education, Non-Regulatory Guidance
Dear Dr. Chism,
Thank you for the opportunity to respond to the ESSA Request for Non-Regulatory Guidance.
Partners for Each and Every learn more >
On April 14, 2016, Partners for co-hosted a live webinar conversation with Ohio stakeholders to explore the implications for equity in Ohio and the role of stakeholders in implementation of the Every Student Succeeds Act (ESSA).
The webinar included presentations by Lonny Rivera, Interim Superintendent of learn more >
On March 28th, 2016 the first-ever Educator Equity Lab was held at Jackson State University in Mississippi, where more than one hundred education stakeholders made commitments to ensuring equal access to excellent teachers for the state’s students of color and students from low income backgrounds. learn more >
Produced in Collaboration with Jobs for the Future, this report was written by Pedro Noguera, Linda Darling-Hammond, and Diane Friedlaender as part of the Deeper Learning Research Series: Students at the Center.
The quality of instruction for low-income students and students of color is increasingly learn more >
On Oct. 19th, 2015, EdSource and Partners for Each and Every Child hosted a webinar featuring leading educators and experts who examined strategies for closing the achievement gap in the wake of California’s Smarter Balanced test scores, which were released in September.
Closing the Achievement Gap learn more >
LOCAL CONTROL FUNDING FORMULA IN CALIFORNIA: How to Monitor Progress and Learn from A Grand Experiment
Produced as pre-reading material for 2014’s LCFF conference at UC Berkeley, this report suggests core empirical questions that stem from key moving parts of the LCFF reform, digs deep into how eight districts frame the reform and the program models on which they will rely learn more >