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Bryan Hassel co-authored two articles with Patrick J. Wolf about making the nation’s special education system more outcome-oriented and less procedure oriented. The first, Effectiveness and Accountability (Part 1): The Compliance Model and the second, Effectiveness and Accountability (Part 2): Alternatives to the Compliance Model both appear in the book jointly published by the Progressive Policy Institute and the Thomas B. Fordham Foundation.
In 2008, Ohio added a new “value-added” component to its accountability system, which examines the academic gains made by students over the course of the school year. This 12 page primer, written by Bryan Hassel and Jacob Rosch for the Thomas B. Fordham Institute, is designed to help non-specialists such as journalists, policymakers and the general public understand the basics of value-added, and what it means for schools and children in Ohio.
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This paper by Bryan C. Hassel explores two cutting-edge trends that have revolutionized organizations in other sectors: mining the mountain of data generated by the daily activities of employees and customers, and tapping the “wisdom of crowds.” Appearing in the Thomas B. Fordham Institute’s volume A Byte at the Apple: Rethinking Education Data for the Post-NCLB Era, the chapter highlights the experience of organizations ranging from Amazon.com and Google to Wal-Mart, Capital One, and the NYC Police Department to describe how these techniques have made quantum leaps possible in other sectors. Potential education applications include learning from the “clicktrails” that students leave behind as they engage in software-based activities; inexpensive randomization of instructional techniques to spur more rapid learning about “what works”; and tapping the wisdom of teachers nationwide to enable the best lesson plans to rise to the top. View Fordham’s webcast of the release event here.
This report, developed by Dana Brinson, Bryan Hassel and Jacob Rosch for the education program at the Annie E. Casey Foundation, explores some of the efforts districts, foundations and nonprofit organizations have made at reconnecting vulnerable youth who have fallen off track. It covers the rationale behind and development of multiple pathways to graduation and provides examples from municipalities that have developed promising programs to engage youth in school and social networks that will prepare them for careers and post-secondary education.
Nearly every young adult who experiences long-term disconnection—from work, school, and community—falls into one or more of the following groups before age 19: teen in foster care, juvenile justice involved, teen mother, or high school dropout. This report, developed by Jacob Rosch, Dana Brinson and Bryan Hassel for the education program at the Annie E. Casey Foundation, is an update of Michael Wald and Tia Martinez’s 2003 Connected by 25 research. This data update provides the most-recent available estimates of these four teen populations and shares additional information about the changes in these populations, possible trends for the future, and the impact of these changes on the services designed to intervene with and support these vulnerable youth.
This report of the May 2004 meeting “Creating New Schools: Promising Strategy for Change?” was published by Grantmakers for Education and The Philanthropy Roundtable. This meeting convened over 40 donors and grantmakers from foundations across the country to consider the effectiveness of a “new schools” strategy for philanthropy. With support from the Annie E. Casey Foundation and the Bill & Melinda Gates Foundation, the meeting offered two days of conversation and reflection on the rationale for a new schools strategy, emerging evidence on its viability and the challenges grant-makers need to confront to support successful new schools initiatives.
Co-authored by Bryan Hassel and Amy Way as a chapter in Frederick Hess’s 2005 volume With the Best of Intentions: How Philanthropy is Reshaping K-12 Education (Harvard Education Press). The chapter aims to shed light on the question: How extensive is choice-related philanthropy in the United States? By evaluating the top 50 donors in K-12 education for the extent and nature of their financial support for school choice we determined a successful movement will focus on creating high quality options for students and finding ways to reach the scale needed to make up a significant portion of the educational market. To achieve this we need a broader set of donors willing to enter into this controversial movement.
