|How Principals Can Improve Student Success||10067||GP0|#330c9173-9d0f-423a-b58d-f88b8fb02708;L0|#0330c9173-9d0f-423a-b58d-f88b8fb02708|School Leadership;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||<p>The word “landmark,” used as a modifier rather than a noun, is not one you’ll hear a lot at Wallace.  In fact, we reserve it pretty much for one thing: a slim report with a nondescript cover published in 2004.
<br> At the time, we had no idea that
<em>How Leadership Influences Student Learning</em></a> would go on to become the closest thing that Wallace has to a best-seller—more than 550,000 downloads to date, almost twice the number of our second-most downloaded report.</p><p>What makes
<em>How Leadership</em> a landmark, however, is more than its popularity. Written by a team of education researchers from the University of Toronto and the University of Minnesota, the report helped bring to light the importance of an overlooked factor in education—the role of the school principal. In short, it found that leadership is, in the phrase we’ve used innumerable times since the report’s publication, “second only to teaching among school influences on student success.” Moreover, the researchers wrote that there were “virtually no documented instances of troubled schools being turned around without intervention by a powerful leader.”</p><p> Over the years, the report has served as the bedrock rationale for Wallace’s work in education. Since 2004, the foundation has invested in an array of initiatives aimed at providing excellent principals for public schools, especially those serving the least advantaged students. Wallace spending on those efforts amounted to roughly $290 million from 2006 to 2015.</p><p>In the wake of
<em>How Leadership</em> are numerous other important Wallace-commissioned education studies, most recently a series documenting the implementation of our Principal Pipeline Initiative, in which six large school districts set out to introduce rigorous hiring, training, evaluation and other procedures to create a large corps of effective school leaders. The culminating report in that series,
<em>Building a Stronger Principalship</em></a>, published in 2016, suggested that it is indeed possible for districts to do this work—to shape the kind of school leadership, that is, which
<em>How Leadership</em> tells us is so important to the education of our nation’s children.</p>||Wallace editorial team||79||2017-09-21T04:00:00Z||Our education leadership work offers a rationale and roadmap for supporting effective principals||4/4/2018 4:40:39 PM||The Wallace Foundation / News and Media / Wallace Blog / How Principals Can Improve Student Success Our education leadership work offers a rationale and roadmap for supporting ||38||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|Summer Learning Programs Benefit Youth with High Attendance||10064||GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||<p>At first the conclusion seems almost too obvious to state: Voluntary summer learning programs benefit low-income youth in both math and reading…if children attend. </p><p> But unpack it a bit further and you begin to see both the groundbreaking nature of the research leading to this conclusion, as well as the real barriers that often keep young people, particularly those in under-resourced areas, from attending summer programs. </p><p> Research on summer programs has largely been confined to mandatory "summer school" or voluntary opportunities that many families are not able to afford. But what might happen if children elected to attend summer programs run by the school district, so educators could ensure a level of quality and continuity with the school year? Would this make an impact for kids? </p><p> We created the
<a href="/knowledge-center/Pages/VIDEO-Ready-for-Fall.aspx">National Summer Learning Project </a>to help answer these questions. As part of the project, we commissioned the RAND Corporation to study five districts with large-scale voluntary summer learning programs to help them improve their programs and then survey the impact on participating students. RAND published its cumulative findings in a 2016 publication:
<em> Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth</em>. </a>The big eye-opener was that kids who attended the five-to-six week programs for 20 or more days benefitted in both reading and math. </p><p> Other key findings thus far include: </p><ul><li> Early planning is key: According to RAND schools need to begin the planning process by January at the latest.
<br></li><li>High-quality instruction matters: Ideally, teachers should have subject matter and grade-level experience to make connections between the summer and what students are learning throughout the year.
<br></li><li>Attendance must be nurtured and tracked: It’s important that kids feel welcome in the program so they’ll attend, and we now know how essential high attendance is to success. </li></ul><p> Future publications from the project will include an operational guide, hand-on tool kits and resources, as well as an online recruitment guide. All research and tools link back to the primary conclusion: Good results are possible if you can get children in the door and keep them there. </p>||Wallace editorial team||79||2017-09-21T04:00:00Z||The Wallace Foundation’s National Summer Learning Project and RAND Corporation provide evidence that summer learning programs bring academic and other benefits||4/4/2018 4:58:22 PM||The Wallace Foundation / News and Media / Wallace Blog / Summer Learning Programs Benefit Youth with High Attendance Study provides evidence that summer learning programs bring ||18||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|How Do We Define Success for Young People?||10080||GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||<p>In 2013, Wallace awarded a competitive grant to the University of Chicago Consortium on Chicago School Research to answer a sweeping question: What, besides the three R’s, does a child need to succeed in life? </p><p>The Consortium authors drew on research across a range of fields and disciplines, as well as academic theory and the insights of practitioners, but before they could come to any conclusions, they had to address an even more basic question: What is success, anyway? </p><p dir="ltr" style="text-align:left;">
<img class="wf-Image-Left" alt="NAGAOKA_headshot_2017.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/How-Do-We-Define-Success-for-Young-People/NAGAOKA_headshot_2017.jpg" style="margin:5px;width:144px;" />In the realms of education scholarship and philanthropy, success is often equated with being prepared for college and career, in part because
<a href="http://www.apa.org/pi/ses/resources/publications/children-families.aspx">socioeconomic status is an important factor in overall well-being</a>, and in part because we have a decent idea of how to measure college and career readiness. But Wallace and the Consortium saw a more expansive definition. The report the Consortium released in 2015,
<em>Foundations for Young Adult Success: A Developmental Framework</em>,</a> says that, in addition to socioeconomic factors, success means “that young people can fulfill individual goals and have the agency and competencies to influence the world around them.” We talked with the report’s lead author, Jenny Nagaoka, about the thinking behind this definition of success.*</p><p>
<strong>What were the considerations that led to the Consortium’s definition of young adult success?</strong></p><p>It’s one of the fundamental questions of human existence, right? It was interesting for me because one core area of my research is the transition from high school to college, so college and career readiness is my comfort zone. Like most work in the field, the call for proposals focused on college and career, but we really shifted in our thinking when we started talking to experts. Whether they’re working in a college access program or in higher ed, they see students as human beings. They care not just about whether students have a job and a degree but how they relate to their community: Are they happy? Are they leading satisfying lives, not only professionally but personally? And how can the adults in their lives support that?</p><p>
<strong>The framework defines the key factors for success in young adulthood as agency, integrated identity, and competencies (meaning the ability to complete tasks and perform roles). What does it mean, in concrete terms, to have agency and be able to influence the world around you? </strong></p><p>It can be something as small as, if you’re a college student, and you can’t finish your paper by next week because you have three other papers due, do you realize you can talk to your professor, explain your circumstances, and get an extension, that that’s something you might actually have some control over? Or it can be as big as seeing and experiencing racial inequities and becoming engaged in a larger movement.  </p><p>
<strong>Is it possible to be successful in life without fulfilling the goals you set when you’re young?</strong></p><p>Our goals and realities are bound to change over time, but part of the idea of integrated identity is making sense of who you were, who you are now and who you might become. If you wanted to be a painter when you were younger, maybe it’s not what your career ended up being, but you might say, “That was an important part of who I was, and I still on a certain level think of myself as an artist, maybe I can figure out how to integrate that into my life going forward.” </p><p>
<strong>Now that the report is a little more than two years old, is there anything you would change about this definition of success?</strong></p><p>There are a lot of questions I don’t have a clear answer to, like, to what extent is valuing individual identity and agency specific to American culture? I’m Japanese American, and Japanese culture is more oriented toward group identity. You’re still undergoing this process of figuring out your place in the world and how to navigate it, but the unit of agency may be more about your family. </p><p>
<strong> </strong></p><p>*This interview has been edited and condensed.</p><p> </p>||Wallace editorial team||79||2017-11-02T04:00:00Z||Talking with University of Chicago Researcher Jenny Nagaoka about “One of the Fundamental Questions of Human Existence”||3/20/2018 6:42:45 PM||The Wallace Foundation / News and Media / Wallace Blog / How Do We Define Success for Young People Talking with University of Chicago Researcher Jenny Nagaoka about “One of the ||23||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|