Clear all

21 results found

reorder grid_view

For the Community, By the Community: The We Count LA Impact Story

February 10, 2021

Participation in the census is critical to the well-being of future generations of Los Angeles County. Census data plays an integral role in influencing the allocation of millions of dollars in federal funding for vital services and programs for our communities — from schools and hospitals to housing and roads. The census also determines the number of congressional members sent to the Capitol to represent our region, making an accurate count in Los Angeles County profoundly important.In a landmark effort, California Community Foundation (CCF) convened a powerful coalition of 115+ community-based organizations (CBOs) across the region to count historically under-counted populations, coordinated and united under one region-wide campaign: We Count LA. As trusted messengers with deep relationships and connections in their respective communities, these CBOs would be the faces and voices of the census, encouraging the diverse and vulnerable communities of Los Angeles County to participate in the 2020 Census. Amid the unforeseen global and national events of 2020, this task became seemingly impossible. Yet the unifying force of community resilience pushed the We Count LA campaign to become responsive, adaptive and innovative in trying to accomplish its goals.

No Going Back: Policies for an Equitable and Inclusive Los Angeles

September 9, 2020

Prior to the stay-at-home public health directive, civic boosters promoted Los Angeles as a metropolis that was confronting its problems and making progress. Local and state governments enjoyed budget surpluses, unprecedented investments were committed by Angelenos to respond to homelessness, and access to health care and high school graduation rates were at historically high levels, while unemployment and crime rates were at celebrated lows. But behind this glossy view of LA, a closer look at the data would have revealed a very different reality, where decades of structural and systemic racism resulted in significant social, economic, and racial inequality. Just a few months into a global pandemic, the cracks in the broken systems have become gaping holes, widening each day. Today, the calls for systemic change are loud, consequential and urgent.Early in the response to the COVID-19 pandemic, ten foundations wisely convened a diverse group of community, civic, non-profit, labor and business leaders to identify the systemic issues emerging from the crisis and to offer up a blueprint for building a more equitable and inclusive LA. Their past philanthropic work had made it clear that Los Angeles was becoming increasingly inequitable, and they feared the acceleration of disparate impact centered on income and race. The Committee for Greater LA was formed, and for the past five months, it has steered the analytical work completed by two of LA's leading institutions, UCLA and USC, supported by a team of consultants. The report that follows reflects our discourse, analysis and discovery.

Creating Learning Environments in the Early Grades that Support Teacher and Student Success: Profiles of Effective Practices in Three Expanded Learning Time Schools

April 4, 2016

The purpose of this report is to describe how schools that have converted to longer operational days—known as"expanded-time" schools—better support the development of young children. The National Center on Time & Learning (NCTL) has chosen to document the work of these three particular schools from among its network of over 60  expanded-time schools because, over the last few years, they have demonstrated in concrete, ever-evolvingways, how time can be leveraged to optimal effect in educating young students. Though the practices they have honed are not unique, these schools show a distinctive capacity both to be creative about how best to serve their youngest students and to put in place the structures that allow these innovative approaches to flourish. Still, the educatorsin these schools are quick to admit that their classrooms and other supports for students in the early grades are works in progress. As such, the insights we draw from them are intended as guideposts along a path toward excellent education in the early grades, rather than definitive portraits of the destination. 

Giving English Language Learners the Time They Need to Succeed: Profiles of Three Expanded Learning Time Schools

December 1, 2015

According to the National Center for Education Statistics, the percentage of public school students who are Englishlanguage learners (ELLs) was, at last count, 13 percent in primary schools, 7 percent in middle schools, and 5 percent in high schools. And this ELL population will likely double in the coming years. In fact, some demographers predict that by 2030 the ratio of ELL students to non-ELL students could be one in four. Meanwhile, the nation's poorest schools—those serving a population at least 75 percent lowincome students—along with the whole state of California already serve that high a proportion of ELLs.In the pages that follow, we endeavor to describe how these expanded learning opportunities take shape in three  schools that have significantly expanded learning time for all students. Though the schools have each adopted their own specific means of supporting ELL students, they share many ommon practices, and, not incidentally, an overall approach of carefully identifying individual student needs and, then, applying the educational resources necessary to meet those needs. We have selected these schools from among the over 60 schools in the NCTL network—a group of schools forwhich we have, in recent years, provided technical assistance coaching to plan and implement an expanded school day. 

Mapping the Field: A Report on Expanded-Time Schools in America

December 3, 2012

This report identifies 1,002 expanded-time schools across the United States, up from 655 schools identified the last time NCTL issued the report, in 2009 -- an increase of 53 percent. These 1,002 schools serve 520,000 students, up from 300,000 in the 2009 report. The 2012 report defines expanded-time schools as public schools that expand learning time for all enrolled students; operate with a school day of at least seven hours; and have a substantially longer day or year when compared with surrounding public schools.

Competing for School Improvement Dollars: State Grant-Making Strategies

March 20, 2012

Outlines early findings about the the revamped School Improvement Grant program's impact on states and three approaches to evaluating district and school grant applications, including the use of external reviewers and cutoff scores. Makes recommendations.

Eli and Edythe Broad Foundation, Broad Art Foundation 2011 Annual Report

January 9, 2012

Contains board's letter; program and prize information in the areas of education, scientific and medical research, and the arts; profiles of Broad institutions, residents, and researchers; 2010-11 grants list; and combined financial statement.

Getting Better at Teacher Preparation and State Accountability

December 22, 2011

Profiles the goals, activities, implementation, and challenges of the twelve states that won Race to the Top federal funds to improve teacher quality and preparation program accountability; analyzes their strategies; and makes policy recommendations.

What's Trust Got To Do With It?

December 16, 2011

Based on focus groups with parents, explores why school turnaround options such as closing failing schools and replacing principals and staff provoke community opposition. Outlines ways for leaders to build trust, address concerns, and engage parents.

Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools

October 7, 2011

Profiles best practices at high-performing expanded-time schools, including individualizing learning time and instruction based on student needs, providing a well-rounded education, and dedicating time to analyzing student data and improving instruction.

Preparing for Growth: Human Capital Innovations in Charter Public Schools

May 9, 2011

Examines charter management organizations' strategies for boosting the supply of effective leaders and teachers, including recruiting and retaining talent, growing in-house talent; extending their reach; and importing and fostering management talent.

Race to the Top and Teacher Preparation: Analyzing State Strategies for Ensuring Real Accountability and Fostering Program Innovation

March 1, 2011

Analyzes Race to the Top-funded states' plans to help improve teacher quality by adopting stricter accountability mechanisms for teacher education programs and expanding effective programs. Outlines challenges and policy suggestions for maximizing impact.