The number of assistant principals has grown markedly in recent years, and with reconsideration, the AP role could do more to help foster educational equity, school improvement and principal effectiveness.
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The Future of Smart: Episode 28
Dr. Temple Lovelace, executive director of Assessment for Good, and Dr. Susan Lyons, co-founder and executive director of Women in Measurement, join The Future of Smart podcast to talk about thinking differently about measurement and systems of learning and education.
Afterschool and Summer Workforce Solutions Database
New Data on Racial Justice Grants Should Alarm—and Motivate—Education Philanthropy
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April 2021
Investments in Implicit and Explicit Dimensions of Place-Based Systems Change: A Tool for Funder Reflection and Action
April 2021
The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership
April 2021
Immigrant and U.S.-Born Parents of Young and Elementary-School-Age Children: Key Sociodemographic Characteristics
Parents play a critical role in supporting the school readiness and educational success of their children—a role that took on even greater importance with the onset of the COVID-19 pandemic and the associated shift to remote learning.
April 2021
Crowd-Sourced Data Supporting Student-Centered Learning
As the number of schools, districts and states committed to student-centered, personalized learning practices grows, so does the evidence base.
March 2021
From Outreach to Enrollment: Strategies to Engage Adults in Education Beyond High School
March 2021
15 Million Infrastructure Jobs: An Economic Shot in the Arm to the COVID-19 Recession
A $1.5 trillion infrastructure program from the Biden-Harris administration would be good medicine to nurse the economic wounds inflicted by the COVID-19 pandemic. The new report, 15 Million Infrastructure Jobs: An Economic Shot in the Arm to the COVID-19 Recession, finds that an infrastructure stimulus would create or save 15 million jobs over 10 years. A majority of the jobs would be for workers with no more than a high school diploma and some non-degreed short-term postsecondary training, while the remaining quarter of infrastructure jobs would require an associate’s degree or higher.
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