The purpose of this playbook is to provide a long-term, comprehensive, and sustainable framework for planning, collaborating, and executing evidence-based practices and partnerships for high-quality summer and out-of-school time (OST) experiences.
Resources
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Curated reports, deep research, informational articles, podcasts. Everything you need to stay well
informed in the world of education grantmaking.
Member Insights: Infusing Playful Learning into Everyday Places
Most kids spend just 20% of their waking hours in the classroom. How can communities harness some of the remaining 80% for meaningful and joyful opportunities to learn?
Grantmakers for Education Membership Update and FAQ
A Farewell from EdFunders' Chief Program Officer
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August 2020
Summer Learning: A Bridge to Student Success and America’s Recovery, a COVID-19 PLAYBOOK
August 2020
Remaking Tomorrow: Learning in a Post-Pandemic Future
This publication aims to build on the momentum sparked by the COVID-19 pandemic to inspire stakeholders across the greater Pittsburgh region to shape and reshape a future of learning that is just, equitable and learner-centered.
July 2020
How Did The World’s Highest Performing Education Systems Approach Distance Learning?
Almost all top-performing education systems transitioned to distance learning this year so students could continue learning during coronavirus-related school closures. In a new paper, NCEE summarizes initial takeaways from their experiences, including why top performers were initially better prepared than the U.S. to implement distance learning quickly, how they increased capacity in real time, and how they responded to key distance learning challenges.
June 2020
All of Who I Am
May 2020
Recognizing the Role of Afterschool and Summer Programs and Systems in Reopening and Rebuilding
This resource describes the role that afterschool and summer programs and systems can play and offers strategies for afterschool and summer programs and school leaders to work together in support of youth, families, and the community.
Research suggests that all people—children, youth, and adults—thrive in safe, supportive environments that are developmentally rich and identity-safe, characterized by positive relationships and relevant opportunities to learn and grow. The need for safety, support, and trusting, reciprocal relationships becomes even more important now as we work to rebuild and return stronger than before COVID-19.
May 2020
Fostering Connectedness in the Pandemic Era: Policy Recommendations to Support Social, Emotional, and Academic Development
These recommendations were developed by the Aspen Institute Education & Society Program, informed by a diverse group of education leaders that included students, families, advocates, district leaders, state chiefs, researchers, think tanks, funders, and policymakers convened on April 29, 2020. This resource is designed to help state education leaders identify potential actions focused on fostering social and emotional development and school connectedness and is not intended to offer one-size-fits-all recommendations.
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