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.
In May 2020, the Aspen Institute Education & Society Program shared ten recommended state actions for Fostering Connectedness in the Pandemic Era that were developed with a diverse group of education leaders.
Deciding whether to invest time and money in higher education is among the most important decisions that a young adult can make. The evidence is clear that workers who went to college earn higher incomes, on average, than those without a post-secondary degree.
The coronavirus pandemic has devastated the US economy—and staggering unemployment numbers still do not fully reflect the extent of the crisis.
This Policy Brief analyzes 15 research studies on the effectiveness of pre-K outcomes in programs across the country and finds evidence of sustaining effects beyond kindergarten.
These recommendations were developed by the Aspen Institute Education & Society Program, informed by a diverse group of education leaders that included students, families, advocates, district leaders, state chiefs, researchers, think tanks, funders, and policymakers convened on April 29, 2020.
In April 2020, Learning Heroes fielded PARENTS 2020, a nationally representative survey of parents and guardians (sample size of 3600+), designed to better understand how families are supporting their children’s academic development during school closures due to COVID-19.
Based on survey responses from 214 foundation leaders and in-depth interviews with CEOs and staff at 43 foundations, as well as survey responses from 419 nonprofit leaders on CEP’s Grantee Voice panel, Policy Influence: What Foundations Are Doing and Why shares what we learned.
This research, from Echoing Green and Bridgespan, lays bare the racial disparity in today’s funding environment and argues that population-level impact cannot happen without funding more leaders of color.
This resource describes the role that afterschool and summer programs and systems can play and offers strategies for afterschool and summer programs and school leaders to work together in support of youth, families, and the community.
The importance of school principals, reasons they leave, and policy implications for principal retention and effectiveness are explained in this report, the third in a series conducted by the Learning Policy Institute and the National Association of Secondary School Principals (NASSP).