Resources from the Field
The views reflected in these publications are those of the authors and do not reflect the views of Grantmakers for Education. For more resources and to post your own, remember to visit GFE Connects, our online member community.
Oral language skills are essential to the future literacy of students in kindergarten and first grade, especially emergent bilinguals (EBs). Yet, U.S.
Education assessment can play a crucial role in identifying these learning and related challenges, allowing policy leaders to direct resources to where the needs are the greatest.
New Profit’s #InclusiveImpact Resource Guide is part of their #InclusiveImpact digital dialogue series from New Profit’s network of social entrepreneurs, philanthropists, and other changemakers committed to driving equity in America.
A new “4 for the Fall” guide from NCAN outlines four key steps for district and school leaders, school counselors, teachers, and community partners to take to keep seniors on track for a postsecondary pathway.
How much should we spend? This is an essential question for foundations, and one of the most complex, particularly in moments of change or turmoil.
This Policy Brief provides an overview of state strategies to promote literacy in kindergarten through third grade. It also includes current state examples that incorporate research-based approaches and policy takeaways for consideration.
As school districts across the country braced themselves for the immensely complicated task of preparing reopening and recovery plans amid a global pandemic, practices have been identified as particularly strong and replicable.
Through a series of letters from the future, this booklet envisions a tomorrow where learning is a lifelong pursuit, caring is a shared value, equity is how we measure success, innovation is driving us forward, and our connections to each other are keeping us whole.
Health funders have identified trauma as an emerging issue of significant interest for continued learning and networking.
This study of the unique contribution organizing plays in a young person’s development is based on a two-year inquiry into 500 young people’s experiences using rigorous pre- and post-test methods to compare the developmental outcomes of young people engaged in organizing with those engaged in mor