Local school improvement planning efforts are set to begin this upcoming fall and will have serious implications for those schools defined as “underperforming” under a given state’s accountability system. It’s imperative that communities get involved and contribute to key decision-making processes at the local level.

Yesterday, Partners for Each and Every Child released a report highlighting promising engagement processes in eight California districts. The case studies illustrate how the five pillars of engagement are integral to regular, two-way dialogue with stakeholders to support and sustain educational equity.

Our stake in the current debate around the relationship between school shootings and the guidance focuses on how the guidance was developed, what the guidance means, and why it matters for our nation’s schools.

As we reflect on the current logic model of federal support for education policy in states and districts, we may have occasion to look to advancements in medical science for a measure of inspiration and relief.

The Trump administration's decision to end DACA puts thousands of immigrant students and teachers squarely in the crosshairs of the federal government, threatening young people who are bettering themselves and their communities.

It can be tempting for those of us acting in the national policy sphere to see the Every Student Succeeds Act (ESSA) as an opportunity to start fresh. But “stakeholder engagement” is not new, and requiring that it be part of policy decision-making is not special to ESSA.

A new report from Partners for Each and Every Child shares promising practices education leaders can use to develop high-quality, meaningful stakeholder engagement processes that help advance equity and excellence in our schools.

An innovative project at San Jose State University’s Department of Justice Studies is helping bridge the gap between tomorrow’s criminal justice leaders and those affected by mass incarceration.

A college degree can break the cycle of poverty. CSU must take steps to ensure that math requirements do not pose arbitrary and discriminatory barriers.

Formerly incarcerated scholar and Soros Fellow Danny Murillo asks, what role do formerly incarcerated students play in challenging the stigma of incarceration, advocating for policy change and seeking social justice? Through the development of a statewide network, he seeks to amplify their voices to advocate and implement an equitable system of higher education for all.

Renewing Communities is dedicated to ensuring that currently and formerly incarcerated students are welcomed into and effectively served by our state's public higher education system, now and into the future. The initiative is based on two years of research and human-centered design, and will run from 2016 through the end of 2019.

Faced with high proportions of students needing remedial math courses in college, education systems across the country are prioritizing the goal of improving college readiness. Approaches include both strengthening K12 instruction and better aligning K12 and postsecondary expectations.

Improving college readiness in math is a priority for education systems nationally. In California, about three-quarters of community college students are placed into remedial math courses, and about a third of students bound for the California State University system are not considered proficient in math upon finishing high school.

Governor Brown recently signed a $171 billion budget for 2016-2017 that makes substantial investments in California’s children and education system. Learn more about the major investments from early childhood to early career, how they’ll impact each area, and where additional efforts are needed. 

On June 14, 2016, organizations from across the national education community participated in a live online conversation to explore the implications for equity and the role of stakeholders in the implementation of the Every Student Succeeds Act (ESSA).

Recent research on college remediation has revealed the limitations of traditional placement tests and practices for accurately measuring the capacity of students in mathematics. Some higher education institutions are developing new assessment policies Join host and OI Fellow Pamela Burdman for a live webinar to explore the research and implementation efforts.