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Dear
John,
As
part of our effort to
share effective ideas and practices that can expand
learning and
enrichment opportunities, The Wallace Foundation is pleased to
announce several new
publications commissioned
by the foundation and available
at www.wallacefoundation.org.
Each can be
downloaded without charge by clicking on the links below.
You can also access recent knowledge from our current focus areas
at:
Gifts
of
the Muse: Reframing the Debate About the
Benefits of the Arts
This
RAND study suggests a
new way to understand
how arts benefits society based on
understanding
individual, intrinsic benefits as the gateway to more public
benefits and argues
that current efforts to sustain the supply of the arts
should be
balanced
with a focus on building demand, particularly exposure to
meaningful arts
experiences at an early age.
Click here to
learn more >>
Buried
Treasure: Developing a Management Guide from Mountains of
School Data
School
districts can distill
data they
collect into a useful district management guide
by using seven,
evidence-based indicators of progress, according to this new
study by the Center
on Reinventing Public Education at the University of
Washington.
Click here to
learn more >>
New
on the Shelf:
Teens in the
Library
Libraries
can provide
developmental support for teens, and teens can strengthen
libraries,
according to this evaluation undertaken by the Chapin Hall Center
for Children
at the University of Chicago as
part of The Wallace Foundation's Public Libraries
as Partners
in Youth Development initiative.
Click here to
learn more >>
One
Day I Will
Make it: A Study of Adult Persistence in Library Literacy Programs
Although
research indicates
that adults with low literacy skills need 100 to 150 hours
of instruction to
advance one grade level, adults in literacy programs
typically participate
in instruction for an
average of only 70 hours per year
according to this
evaluation by Manpower Demonstration Research Corp.,
suggesting the need
to accommodate intermittent participation by students.
Click
here
to learn more >>
All
Work and No Play: Listening to What Kids and Parents Really Want from
Out-Of-School Time
In
the
ongoing debate about the purpose of out-of-school programs, the voices of
parents and kids have frequently been absent. This Public Agenda survey
commissioned by The Wallace Foundation of 609 middle and high-school students
and
1,003 parents offers a revealing
portrait of what both are seeking.
Click
here to learn more >>
How
Leadership
Influences Student Learning
In
the most
comprehensive review of the available evidence yet undertaken, a team
of researchers from
the University of Minnesota and the University of Toronto,
conclude that school
leadership is
second only to teaching among the
school-related
factors that affect student achievement.
Click here to
learn more
>>
Each
of these publications
are available in the Knowledge Center at
www.wallacefoundation.org, which we hope
you will visit regularly. In
the coming months, we
will share:
-
A
new study by
RAND commissioned by The Wallace Foundation synthesizing what is
known about
out-of-school time programs;
-
A
new Wallace
Foundation policy brief on new approaches to thinking about the
role of
city-based systems in strengthening out-of-school
time.
Thank you for your interest and please
let us know how
we can make this
newsletter more helpful to you in the future.
Lucas
Held, Director of
Communications
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