When Covid forced students to learn from home in spring 2020, families were left largely on their own to figure out how to fill the gaps in school structure and supports, leading to the emergence of learning pods. What supports could make it possible for learning pods to continue?
Report profiles three leaders who reset expectations for parental involvement, and adjusted systems and structures to make it easier to engage families.
Walton Family Foundation, July, 9, 2019, by Johannah Chase Report details how charter schools and parents can work together to improve outcomes for students with disabilities Parents are the experts on their children. They know the hidden strengths they possess, talents that schools might not easily unearth. They understand the unique challenges their children experience in a […]
In Better Together: Why Charter School Champions and Parent Advocates Should Partner to Better Support Students with Disabilities, Public Impact issues a call to action for charter champions—including charter associations, city-based education organizations and other reform organizations that see charters as an integral piece of a thriving system of public schools—to form and deepen partnerships […]
The 74, June 28, 2019, by Beth Hawkins When it comes to living up to their obligation to serve students with disabilities, public charter schools face a host of challenges. In addition to the perennial headache of underfunding, there are bureaucratic constraints, a woeful lack of teacher preparation in special education and difficulty finding and […]
This call to action explains why partnerships to better support students with disabilities are needed, the forms they might take, and how to get started.
Report examines Newark Opportunity Youth Network, a network of partners reconnecting youth to quality education programs and opportunity.
This book gives parents the know-how to make the best decisions about their children’s education and to help improve the schools their kids attend.
Toolkit offers assistance to community leaders who want to involve neighborhoods and families in efforts to create better schools and increase academic outcomes for children.
Report shares lessons learned about the barriers districts face in building community demand for dramatic change.
Second report in a series on “starting fresh” highlights strategies for bringing key stakeholders to the table.