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.
The report reflects on the current state of philanthropic practice and points to a gap that frequently exists between lofty philanthropic ideas on the one hand and their implementation outside the boardroom on the other.
This policy brief summarizes the most common equity challenges that were raised in the discussion among practitioners from innovative career and technical education (CTE) programs, along with ideas that emerged for how to address them.
The report summarizes takeaways from the National Summer Learning Project, a multi-year Wallace initiative to support the summer learning efforts of five school districts and their partner organizations.
Because students from higher-income families have more educational opportunities, greater access to resources, and higher quality instruction, they’re more likely than their peers from lower-income families to reach the highest levels of academic performance.
In this report, the authors describe how arts learning experiences have the potential to promote the development of social-emotional competencies and suggest that these developmental processes can be replicable across subject areas.
The authors analyze changes in financial aid and student enrollment at historically Black colleges and universities (HBCUs) that occurred after the U.S. Department of Education increased the credit history requirements necessary to obtain Parent Loans for Undergraduate Students (PLUS).
This report, reviewing research about summer programming for children and teens, finds 43 programs that pass the evidence test for ESSA research categorization.
Despite strong evidence that high-quality early education programs can have a powerful impact on children’s future success in school, college, and the workforce, California voters rank new investments in prenatal and early childhood services below other educational priorities.
How much does money really matter in the quest for educational quality? And if it matters so much, as supporters of higher spending argue, why do taxpayers and the public seem to flinch when they’re confronted with the tab?
This report examines what would happen if America’s top 200 colleges only admitted students with the highest SAT scores. The report finds that such an admissions policy would replace 53% of incoming students, creating a less racially diverse and slightly more affluent student body.