Ten-year-old Roberto had failing grades and discipline problems in his Cleveland, Ohio, school, but his mother had high hopes for him — a quality education that met his particular needs and would help him to be college and career ready. Fortunately for her and Roberto, an expanding network of charter schools in Cleveland, Breakthrough Charter Schools, offered a nurturing environment in its Near West Intergenerational School, one of five new charter schools resulting from an OII Charter Schools Program (CSP) grant awarded to Breakthrough Charter Schools. Roberto’s story is the subject of a CBS News report that aired in late May.
Last year, when the Department announced 20 grants awarded for the Charter Schools Program (CSP) Non-SEA program competitions, Secretary of Education Arne Duncan said; "High-quality charter schools across the country are making amazing differences in our children's lives. These grantees serve a range of students, including those from disadvantaged backgrounds, and prepare them for college and careers." The Non-SEA (State education agency) competitions provide support for charter schools located in states that are not receiving funds from the CSP's SEA competition; currently 19 States and the District of Columbia receive SEA funding. Non-SEA grant funds support planning and implementation of program designs for new or existing charter schools or the sharing and dissemination of information about best practices for charter schools.
Last week, CSP announced the start of the 2013 competition with the publication of two Non-SEA notices inviting applicants (NIA) in the Federal Register. Since its inception, CSP has worked to increase understanding of charter schools and to support high-quality charter schools in communities nationwide. The CSP team is excited for that work to continue this year with the non-SEA competitions. The Department plans to award up to $2 million to grantees of both the Non-SEA Planning, Program Design and Implementation and the Non-SEA Dissemination competitions, and estimates making between 10 and 14 awards.
“In order to provide the best education in the world again, we must develop educational opportunities and resources that excite and prepare all our students,” is how Secretary of Education Arne Duncan sees the challenge for the teachers, school leaders, academics, advocates, and entrepreneurs who attended the Reimagining Education: Empowering Learners in a Connected World conference on May 28-29, in Washington, D.C.
Co-hosted by the Department of Education and the John D. and Catherine T. MacArthur Foundation, the convening brought together participants from many different sectors to think about and make recommendations for a future in which the latest technologies are available and are an integral part of personalized learning experiences for all students, as well as helping to deliver a major upgrade in teacher professional development and the advanced instructional tools they need. Technology alone won’t solve the challenges the U.S. must meet to be a world leader again in elementary and secondary education, but, as Secretary Duncan noted, “We cannot succeed without it.”
“We’re in the middle of the work and it’s a time to look back, also see the finish line, review data we’ve gathered, and do some reflecting,” is how Acting Deputy Secretary Jim Shelton began a May 30th Education Policy Briefing that featured three Investing in Innovation (i3) grantees whose work began two-and-one-half years ago. All are working to improve student achievement in low-performing schools with the support of national reform networks.
The grantees ─ Schools to Watch: School Transformation Network; Diplomas Now; and The Achievement Network ─ shared data and lessons learned with an audience of both ED staff and interested stakeholders that included the International Reading Association, the Learning First Alliance, the National PTA, the National Title I Association, and the Rural Education Trust.
The School Transformation Network i3 project is building on the Schools to Watch (STW) initiative of the National Forum to Accelerate Middle-Grades Reform that began in 2002 to recognize academically excellent and socially equitable middle schools. With an i3 Development grant, the National Forum is engaging 18 high-poverty, low-performing middle schools in three states to adapt some of the core ideas that drove the Schools to Watch initiative and apply them to school turnaround.
Investing in Innovation (i3) Development grant projects allow school districts and their educational partners to take a good idea and make it better. In 2008, school leaders in California's Sonoma Valley School District launched an initiative to bring not just science instruction to the elementary grades, where it had been neglected, but to also combine hands-on science with English in a novel multidisciplinary approach that they knew had significant potential to help the district's growing population of English language learners (ELLs).
In 2010, the district's partner in this venture, San Francisco's Exploratorium museum, took the lessons learned from their combined efforts at an elementary school in Sonoma with the highest percentage of ELLs, applied for and received a five-year, $3 million i3 Development grant to expand the initiative to all five of Sonoma Valley's elementary schools. With matching funds contributed by two local philanthropies that began their support in 2008, the new collaborative project became Integrating English Language Development and Science: A Professional Development Approach.