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Hartford, Conn., experiment shows challenges, rewards of diversity in schools

Liz Bowie

March 28, 2017 |

The Baltimore Sun |

Multi-Media |

Over 3000 Words

Response Location: United States, Hartford, Connecticut

Starting in the late 80s, Hartford school officials implemented programs to reverse the de facto segregation present in the district. Chief among these programs was developing 42 magnet schools, many of which provided specialized education in topics popular with students and relevant to the workplace. Currently, around half of Hartford’s students attend integrated schools.

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At College, a Guided Path on Which to Find Oneself.

Tina Rosenberg

March 28, 2017 |

The New York Times |

Text |

1500-3000 Words

Response Location: United States

Community College Students, an often overlooked demographic, often suffer from low completion rates. Colleges across the country are using a guided pathways model, emphasizing features like full time enrollment, block scheduling, and meta majors to address specific completion barriers this demographic faces.

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Within integrated schools, de facto segregation persists

Erica Green

March 25, 2017 |

The Baltimore Sun |

Multi-Media |

Over 3000 Words

Response Location: United States, Columbia, Maryland

Students in advanced classes in Howard County, Maryland schools are disproportionately white. Faculty and administration are working to identify, understand, and change the ways that implicit bias favors white students as early as elementary school. Other steps taken include the elimination of some prerequisites to advanced classes and a shift in mindset that students in advanced classes are trying to become college ready rather than already being college ready.

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When a Few Bucks Can Get a Student to the Finish Line

Tina Rosenberg

March 17, 2017 |

The New York Times |

Text |

1500-3000 Words

Response Location: United States, Atlanta, Georgia

At Georgia State University in Atlanta, a couple of hundred dollars can often be the tipping point for whether a student can graduate or not. To address this issue and to further help low income students, the college has implemented a retention grant system, providing these essential funds to get students over the finish line.

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Where busing works

Simon Montlake

February 25, 2017 |

The Christian Science Monitor |

Text |

Over 3000 Words

Response Location: United States, Hartford, Connecticut

As tensions over race and education continue to be compounded by growing economic inequality and political rhetoric, one school in Connecticut bridges an otherwise widening divide. Schools like R.J. Kinsella Magnet School of Performing Arts - once the poorest and one of the most racially segregated schools in the state - are inspiring voluntary desegregation by offering successful magnet programs and busing students safely and efficiently across neighborhoods. The successful demonstration of integration in Kinsella is serving as a positive model for other schools around the nation.

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Closing the Preschool Gap at Home

Anne Kim

February 06, 2017 |

Washington Monthly |

Text |

Over 3000 Words

Response Location: United States, Fort Belvoir, Virginia

Mounting evidence points to an increasing disparity in the educational achievements of those children who attend and complete pre-school, and those who do not. The Home Instruction for Parents of Preschool Youngsters (HIPPY) program is a national home visiting initiative for low-income families that is working to bridge the gap. They provide learning curriculum, guidance, and parenting support for disadvantaged families in their homes, so that their children can be equally prepared to succeed in school.

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School funding reform: Ideas and challenges aplenty

Jacqueline Rabe Thomas

February 06, 2017 |

The Connecticut Mirror |

Text |

1500-3000 Words

Response Location: United States, Hartford, Connecticut

Schools in Connecticut are facing serious challenges with allocation of finances and resources that have dramatically affected their ability to provide programs such as after school curriculum to students, disproportionately in poor neighborhoods. There are several potential solutions, including more just distribution of funding and increased transparency in the system.

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One town's quest to join tech revolution – and what it says about digital inequality

Kyle Spencer

January 25, 2017 |

The Christian Science Monitor |

Text |

1500-3000 Words

Response Location: United States, Greeley, Colorado

Many rural towns with limited resources are struggling to provide their students with the devices necessary to stay ahead in the digital age. In Greeley, CO, a town with significant minority and refugee populations that have little or no internet access at home, the digital divide and the wealth disparity between school districts is particularly stark. But the schools in Greeley remain determined, cobbling together old donated computers, salvaged devices, grants and fundraisers, to try and help provide better opportunities and more efficient education for all their students.

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America's Great Working-Class Colleges

David Leonhardt

January 18, 2017 |

The New York Times |

Text |

800-1500 Words

Response Location: United States, New York

CUNY has launched 6x as many students into the middle class as all the Ivy League schools combined. Dozens of colleges are vaulting thousands of low-income students into the middle class and beyond, allowing children from poorer families to enjoy brighter futures. But cuts to public funding for education may stand in their way.

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As Its Neediest Schools Struggle, What Can PA Learn From Ontario's Success?

Kevin McCorry

December 30, 2016 |

Keystone Crossroads |

Multi-Media |

1500-3000 Words

Response Location: Canada, Toronto, Ontario

Part 5 of the "Equity or Bust: Are Ontario's Public Schools a Model for Pennsylvania" Series: Ontario is widely lauded for its education system, thanks to more rigorous teacher preparation, universal pre-K, and a deeply rooted commitment to prioritizing the neediest students. Meanwhile, districts like that of Kenderton, Pennsylvania are floundering in a broken system that leaves many kids - especially minorities - behind. What can they learn from Ontario's model?

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