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Philanthropy OUTlook: LGBTQ Education Issues

September 12, 2019

This infographic, produced by Funders for LGBTQ Issues in partnership with the Schott Foundation for Public Education, highlights the challenges facing LGBTQ students and analyzes trends, gaps, and opportunities in funding for LGBTQ education issues.

Education Toolkit: Knowledge and Tools to Help Parents Advocate for Children

September 7, 2019

Toolkit to help parents effectively advocate for themselves, specifically by connecting their individual needs to the systems that were created to support them & their children.

Resurgence: Restructuring Urban American Indian Education

November 1, 2017

This report – the first of its kind – highlights the challenges facing urban Native American youth in public schools and showcases seven alternative public education programs that are having a positive impact in addressing these challenges.

The New Orleans Education Equity Index: Equity Matters, A Look at Educational Equity in New Orleans Public Schools

September 1, 2017

equity-related data in a searchable and comparable format for every Eew Orleans public school

Black Girls Matter: Pushed Out, Overpoliced and Underprotected

February 4, 2015

This monumental report explores the disproportionate impact of zero tolerance policies and the criminalization of school discipline on Black girls and other girls of color. Against the backdrop of the surveillance, punishment, and criminalization of youth of color in the United States, Black Girls Matter: Pushed Out, Overpoliced, and Underprotected seeks to increase awareness of the gendered consequences of disciplinary and push-out policies for girls of color, and, in particular, Black girls. The report developed out of a critical dialogue about the various ways that women and girls of color are channeled onto pathways that lead to underachievement and criminalization.

Given Half a Chance: The Schott 50 State Report on Public Education and Black Males

July 23, 2008

Highlights the gaps in high school graduation rates between African-American men and their white counterparts and the disparities between school resources and quality. Charts the best- and worst-performing states and districts for African-American men.

Are Boys Making the Grade? Gender Gaps in Achievement and Attainment

October 3, 2006

A new study by the Rennie Center for Education Research and Policy finds that Massachusetts boys are lagging behind girls in educational achievement and attainment. The policy brief, Are Boys Making the Grade? Gender Gaps in Achievement and Attainment, was released at a public event on October 3, 2006 at the Bank of America Auditorium. The brief examines gender differences on a number of indicators including performance on the MCAS in math and English language arts (ELA), dropout rates, and placement in special education. Girls matched or surpassed boys' achievement at all grade levels in both math and ELA. A further analysis of high school enrollment patterns showed that boys, specifically Black and Hispanic boys, are most in danger of falling through the cracks in the education system.While data from national exams show that boys continue to hold a slight edge over girls in math, girls' achievement on the math MCAS equals, and in some cases, exceeds boys'. For example, on the grade four math MCAS, girls were more likely than boys to demonstrate mastery by scoring in the top two categories -- advanced and proficient. On the tenth grade math MCAS, which students need to pass in order to graduate, boys are more likely to fail than girls.Boys drop out of high school at significantly higher rates than girls. And they are almost twice as likely to be assigned to a special education classroom.The study presented individual snapshots of the ten largest urban areas in Massachusetts, but determined that gender gaps prevail in schools statewide.Because prior research has made clear that gaps also exist between racial sub-groups of students, the study examined the intersection of race and gender in high school enrollment patterns. This analysis clarified that, between ninth and twelfth grades, the enrollment of Black and Hispanic boys declines at a much steeper rate than their White male, Asian male or female peers.RecommendationsThe policy brief concluded with a series of recommendations designed to ensure that boys and girls both receive equitable educational opportunities. They included:Permit experimentation with single sex education on a small scale, such as in after school enrichment programs;Incorporate information about gender differences in cognitive development into teacher training; andPay particular attention to Black and Hispanic boys in mentoring, dropout prevention and MCAS remediation efforts.