Tom DeJardin’s Post

Afterschool, vacation, and summer programs were key beneficiaries of federal stimulus dollars. But the expiration of ESSER funds means these types of programs may be first on the chopping block for district spending. In a new op-ed, Emma Banay, manager of the Inspired Minds portfolio, points to the important role high-quality out-of-school-time programs play in children's holistic development. “What’s really special about them isn’t just the opportunity to improve academic skills. It’s that they are — simply put — fun.” Programs from grantees including FIRST, DiscoverE, Learn Fresh, National Inventors Hall of Fame, and National 4-H Council provide academic benefits while also supporting children’s social-emotional development, such as improved interpersonal skills and stronger peer-to-peer and peer-to-adult relationships. That makes them particularly important now. Read more in The 74 Media.

I want to share this incredible success story from Virginia. Check out this short article about our success in getting state funding for afterschool: [https://lnkd.in/edM_iV2P]

It may be #backtoschool season, but we know preparing for #summerlearning begins now! Led by the nonprofit FHI 360, the Wallace-funded DSLN has helped more than 100 districts across six states design, carry out, and sustain high-quality, evidence-based summer learning programs that prepare students for academic success and support their well-being. A research team at NYU Metro Center is studying the effort. The team is producing a series of “Summer Snapshots” to highlight how districts across the country are reimagining what a summer program can be. This first summer snapshot focuses on high school students faced with making up class credits over the summer. It examines how two school districts, Manchester Public School District, in Connecticut, and Oakland Unified School District, in California, have reinvented their programs to take a more holistic approach to academics and enrichment over the summer. They are moving beyond credit makeup to accelerate learning and better prepare students for the upcoming year. Read the Summer Snapshot Series here: http://bit.ly/3X5bupF #NYUMetroCenter #NYUSteinhardt #Research #PRE #CenterforPolicyResearchEvaulation #WallaceFoundation #SummerSnapshot #SummerSchool #SummerLearning #LearningLost #sutdents #YouthDevelopment ##Education #growth #Skilldevelopment #Connecticut #Oakland #AcademicSuccess #enrichment #PublicSchools

State-level opportunities for dual enrollment or free community college are not new trends but have grown in popularity in recent years. Both states and individual institutions, including private nonprofit universities, are discounting rates to show students college is affordable and within reach. Inside Higher Ed compiled five examples of programs—new, with new features or with innovative aspects—that support high school students’ enrollment and degree attainment through free courses and other supports while they’re still in high school.

Five charter public schools in western Washington have achieved a remarkable milestone, with 68% of their graduates from the class of 2024 accepted into 4-year colleges. The schools, including Summit Olympus in Tacoma, Whatcom Intergenerational High School in Bellingham, Summit Atlas, Summit Sierra, and Rainier Valley Leadership Academy in Seattle, have demonstrated their commitment to academic excellence and student success. These charter schools serve a disproportionately high percentage of Black, Indigenous, students of color, and students from low-income households, providing them with an alternative learning environment that allows them to thrive. Summit Atlas, a charter school in Seattle, has maintained strong graduation and college acceptance rates, with over 95% of its students getting accepted to a four-year college. The school focuses on ensuring that its students are set up for success beyond high school, whether they choose college, other training, or a career. Despite the success of charter schools in the state, challenges remain, including less funding than traditional public schools. However, the schools are committed to ensuring that all students are set up for life-long success, and are advocating for equitable funding to support their mission. What are your thoughts on the role of charter schools in providing alternative education options for students and their families? Do you believe charter schools should receive the same funding as traditional public schools?

Launch Michigan | $101 Million in Efficiency Grants Will Strengthen Michigan Education, Maximize Classroom Impact - representing a critical step in advancing the work that Launch Michigan has long championed: ensuring that public education funding is used to benefit Michigan students and educators. https://bit.ly/41pAue7

Did you know fewer than 3 in 10 Black and Brown students in 4th grade can read or do math at or above grade level? This is dire, and we need both in-systems solutions, like our Liberator Model, and out-of-systems solutions. That’s why The Oakland REACH’s latest work, The REACH Certified Tutoring and Family Success Coaching Pilot, will leverage an out-of-system solution to elevate families as effective change agents to increase their children's academic outcomes. This pilot will be a six-month research study. Phase 1 tutoring will kick off the first week of January. We are partnering with approximately 50 Black and Brown families from Oakland, CA, and Rochester, NY (in partnership with the National Parents Union). These families will be matched to one of our certified high-impact providers based on their family’s needs and have access to virtual, high-impact tutoring through REACH-certified K-5 literacy and math providers. REACH will pay for all tutoring costs as part of the research study. Learn more about this pilot on our website: https://lnkd.in/g_b9CtAb

This post is about two initiatives to get school choice dollars to follow the student (including homeschool and private schools, faith-based and secular) in Oregon. They have 60 days to gather 130,000 signatures to get it on the ballot. The initiatives are in phase 3. If it doesn't get on the ballot this time, they have to start all over again and it will be another couple of years before we get the chance again. It would be a miracle, for sure, but who doesn't want to be a part of a miracle? A year ago, I learned about this initiative but hesitated to get involved because I thought it was a very one-sided political endeavor. Now, I feel differently and I'm urging you to take a closer look as well. If you'd like to sign but don't want to figure out how to print, sign, and send, let me know. I will arrange to get you an opportunity to sign a group sheet. The issue of School Choice Funds sparks intense debate, raising questions about the use of public school funds. It's a significant conversation, and if these initiatives make it to the ballot, I'll prioritize facilitating discussions. I was hesitant, as many independent homeschoolers may also be because I hear the saying, "Government funds = government strings." Concerns about government control over funding are valid, but these initiatives offer a unique approach, placing power directly in the hands of parents. Unlike other states, this approach aims to eliminate government influence over funds. Options for Education values school choice for ALL, advocating for every parent's right to choose the best educational path for their children. While I've refrained from involving political groups in our events to respect diverse viewpoints, I firmly believe that these initiatives benefit all Oregonians, irrespective of political affiliations. Donna Kreitzberg, the volunteer attorney behind these initiatives, is tirelessly rallying support to give Oregon parents a voice. While many volunteers are motivated by a desire for faith-based education, bipartisan support is crucial for progress. I urge my liberal friends to consider, engage, and hopefully support this initiative so that we all have the opportunity to vote. __________________________________________________ From Donna: Please check out LetThemLearnOregon.com to learn about two education measures that will enable families to afford choice in their children’s education. The Open Enrollment and School Choice measures will give all Oregon students access to the school setting that meets their learning needs. There are 60 days left to gather enough petition signatures to put the two measures on the Nov ballot to be voted on by all Oregon voters. Feel free to contact the executive director with any questions: Donna Kreitzberg Education Freedom for Oregon Executive Director 503-707-4617. Donna@educationfreedomfororegon.com https://lnkd.in/gWhA6H2C 

We’re left with some big questions as we’ve entered a new school year. What changes do we need to see in education? How do we close the gap between where we are now and where we need to be? And most importantly, how do we build schools that truly get our kids https://lnkd.in/gpnRgWeS

The EdVestors "School on the Move" award ceremony on Tuesday morning was quite uplifting, bringing lots of often unheard voices to the forefront and honoring hardworking BPS schools and their communities: the Josiah Quincy Elementary School, Boston Adult Technical Academy, and the Mattahunt Elementary School. As an advocate for using complexity theory to inform systems change, I want to highlight the fact that the three persons from these "finalist" schools who were asked to explained the success of their schools by offering a one-word description of their efforts, all represented their work in ways that could be conceptualized through complexity theory. The three words candidates offered were "contagious," "unpredictable," and "community"--all descriptors deeply intertwined with aspects of complexity theory. First, when systems begin operating effectively, ideas and practices spread, almost spontaneously because the interactions among systems elements now generate positive developments throughout the system. What happens then often surprises people. Accordingly, the experience is also “unpredictable.” And that holds true because people often don’t really know the full potential of their school “system,” because they likely have never had an opportunity to witness that full potential in action. School personnel are often isolated and uncertain how to generate broad interactions, though such interactions emerged as schools worked collectively to educate their students, the number 1 priority at each school. And that ties in with the third word, community. Once people begin working together, through an enhanced sense of relational trust, their interactions become enriched and more frequent. Ultimately, they generate a sense of community which hadn’t been experienced before and this can enliven the school “system” and promote change. So that’s a quick analysis from a complexity point of view regarding the three words award-winning school representatives volunteered on Tuesday morning. For me, they all suggest institutions grounded in rich systemic environments and that is what made them candidates to be a “school on the move.” I encourage other schools to consider similar strategies and embrace comparable ideals. Might check out my forthcoming book from Routledge co-authored with researchers from the Lynch Leadership Academy at Boston College: Complexity Theory and Educational Leadership in Schools.