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Member Insights: Infusing Playful Learning into Everyday Places
![](https://www.edfunders.org/wp-content/uploads/2024/04/PlayfulMemInsightsFeature900x450_2.jpg)
Most kids spend just 20% of their waking hours in the classroom. How can communities harness some of the remaining 80% for meaningful and joyful opportunities to learn?
Brown at 70: Reflections and the Road Forward
Measurement For Mobility: How States Can Use Data to Incentivize Postsecondary and Workforce Success in Public Education
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The State of Superintendency and Gender in Texas
This paper provides an in-depth quantitative and qualitative analysis of superintendency and gender in Texas and offers actional recommendations for responding to the data.
Policy Levers to Advance Credential Transparency
This policy brief highlights data capacity, governance and funding as key policy areas and provides considerations that states, systems and practitioners can use to develop credential transparency.
Evaluating Impact: Pre-K for PA Campaign, Learning & Insights From Eight Years of a State-Based Advocacy Initiative
This report from work with the Pre-K for PA Campaign is a guide for evaluators, funders and organizations in advancing advocacy efforts.
Advancing Educational Equity: Tools for Evidence Building
This set of measurement and evaluation tools will help education grantees generate evidence about their solutions to address education’s most persistent problems. The tools are adapated for use in many fields and by a diverse set of users, including funders.
Influence of the Coronavirus Pandemic on High School Seniors’ Views: College and Career Choices, Challenges, and Opportunities
How did the pandemic affect students’ college and career thoughts? Some indicated that it gave rise to new opportunities. Read responses from students in ACT’s report.
Kindergarten Through Grade 3 Outcomes Associated with Participation in High-Quality Early Care and Education: A RCT Follow-Up Study
This study found that from kindergarten through third grade, children who had gone to high quality care as infants and toddlers had higher academic outcomes by the end of third grade than those who didn’t.
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