for the past 21 years its organizer, the Oakland, Calif.-based nonprofit known as NewSchools Venture Fund, has also put millions of dollars into novel schools in public districts
Charter schools operate with public funding, and sometimes philanthropic support, but are managed by an outside organization that is independent from local district oversight. In California, they are run by nonprofit organizations with self-elected boards. (For-profit charters are outlawed.)
Their supporters and operators—who make up the vast majority of the 1,300-plus attendees at this year’s Summit—say the model offers the flexibility needed to introduce, test and adopt new curriculum, tools and pedagogical approaches that could better serve students, particularly in low-income and minority communities.
Rocketship Education was an early showcase for blended learning, where students rotate between working on computers and in small groups with teachers. Summit Public Schools, a network of charters that now claims a nationwide footprint, promotes project-based learning assisted by an online learning platform.
But charters have also attracted an increasingly vocal opposition, who charge them with funneling students, teachers and funds from traditional district schools. Aside from raising teacher salaries, a sticking point in the recent California teachers’ strikes in Los Angeles and Oakland has been stopping the growth of charter schools.
Detractors can point to fully-virtual charters, run by for-profit companies, that have been fined for misleading claims and graduating students at rates far below those at traditional schools. At the same time, research suggests that students attending charter schools in urban regions outperform their peers in traditional school settings.
While the first decade of this century saw double-digit percentage increase in the number of such schools, it has almost entirely plateaued (at 1 percent growth) in the 2017-2018 school year, according to data from the National Alliance for Public Charter Schools.
The Intercantonal Agreement on Harmonisation of Compulsory Education (HarmoS Agreement) is a Swiss agreement on schooling. The HarmoS Agreement harmonises the duration of the compulsory education (8 years of primary level, including two years of kindergarten or a first learning cycle and 3 years of lower secondary level), as well as the most important objectives of compulsory education, nationwide.
The HarmoS Agreement came into effect on 1st August 2009. The HarmoS Agreement applies to the cantons which have joined the agreement.
! Tasks with motivational gamified mechanics → improvement in 21st-century learning skills, technical competencies,
independence, and personal accountability for devices and their readiness
! Student-led, independent, and sophisticated use of devices increased roughly 100%
! “Gamification as a motivational tool and platform for online delivery of learning activities and resources is a critical element of
integrating technology into schools”
! Students placed a greater value on their devices being present and ready to use in order to enjoy gamified content
! The use of gamification capitalized on the curiosity aspect being at the center of intrinsic motivation — encouraging students to
explore what their devices can do for them in general and what they are capable of given the task, some direction, and a
“The Rise Fund is committed to achieving social and environmental impact alongside competitive financial returns.”
We all say that “leadership matters.” But only after I began leading a team and a company did I realize how deeply the actions and statements of a leader matter. Organizations echo and amplify the strengths and weaknesses of the people in charge. Leaders set a tone for the company.
The credibility of an organization reflects the credibility of its leader. That’s frightening power. And so everyone who works for an organization or group should demand that leaders put the broader good ahead of what has become known as “privilege.”
Principals trained and supported by New Leaders — a New York City-based nonprofit — are contributing to higher student achievement and staying in their jobs longer than those hired through other preparation programs, a new RAND Corp. study shows.
Students attending K-8 schools that have had a New Leaders principal for at least three years score at least 3% higher in math and roughly 2% higher in English language arts (ELA) than students with school leaders prepared in other ways.
The RAND researchers found that specific aspects of being a leader — specifically competencies related to instruction, and adult and team leadership — were more closely associated with increases in student achievement.
What New Leaders calls “cultural capital,” which includes skills related to “cultural leadership” and “operational leadership,” was more closely linked to retention.
A 2017 Stanford University study showed that academic growth among CPS students in grades 3-8 was increasing at a faster rate than in most districts in the nation.