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High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students

High Impact Philanthropy to Improve Teaching Quality: Focus on High-Need Secondary Students

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Over the past twenty years, despite increases in per-pupil spending, dropout rates remain alarmingly high, achievement gaps persist, and U.S. students rank behind their peers in many other countries. Researchers, educators, and funders across the political spectrum increasingly agree that change is needed, and that teachers are the single most crucial lever for accomplishing that change. This report outlines high impact philanthropic models based on our analysis of available evidence from academic research, expert advice, and practitioner information.

Over the past twenty years, despite increases in per-pupil spending, dropout rates remain alarmingly high, achievement gaps persist, and U.S. students rank behind their peers in many other countries. Researchers, educators, and funders across the political spectrum increasingly agree that change is needed, and that teachers are the single most crucial lever for accomplishing that change. This report outlines high impact philanthropic models based on our analysis of available evidence from academic research, expert advice, and practitioner information.

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Published by: Center for High Impact Philanthropy on Feb 15, 2011
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09/17/2013

 
Th Cntr fr Hih Ipct Phinthrp
School of Social Policy & Practice | University of Pennsylvania
Kate Barrett, Katherine Hovde, Zehua Li Hahn, Katherina Rosqueta
High Impact Philanthropy to Improve Teaching Quality
Fcs n Hih-N Scnr Stnts
Wintr 2011Spci Rprt
 
THe CeNTeR FoR HIgH ImPaCT PHIlaNTHRoPy
ii
Kate Barrett
  j    y   C  H I Py’  qy . P  j C, K      MKy & Cy,     y      ,   y, z ,     .
Katherine H. Hovde, MIA,
      y,    . S 990,     W B   y   j  L A, S A,  E E. I  U.S.,     C  Py R  E   Uy  Py    z     . S   M’  I A  C Uy.
Zehua Li Hahn, PhD,
         C  H I Py. P  j  C,        I Ly I, - y UNESCO  P,      Py ,       y,  ,  ,   .
Katherina Rosqueta, MBA,
       C  H I Py. Py,     MKy & Cy. P  j MKy,    y ,  ,    y.T      ...  25.57.7266.
Richard Ingersoll, PhD, Proessor, Graduate School o Education, University o PennsylvaniaCarol McLaughlin, MD, MPH, Research Director or Global Public Health, Center or High Impact Philanthropy Kathleen Noonan, JD, Clinical Associate Proessor o Law, University o Wisconsin Law SchoolHilary Rhodes, PhD, Senior Associate, Abt Associates
About the Center for high impACt philAnthropy
T  C  H I Py    2006 y W       Uy  Py’ S  S Py & P. O C  y,              . O    y , -    ,  j   y     .
SouRCeS oF INFoRmaTIoN
Field experience
 
Practitioner insights
 
Performance assessments
 
In-depth case studies
inFormed opinion
 
Expert opinion
 
Stakeholder input
 
Policy analyses
research
 
Randomized controlled trialsand quasi-experimental studies
 
Modeled analyses(e.g., cost-effectiveness)
FieldexperienceinFormedopinionresearchmost promising
      ,        ,  yz      : ,  ,   . By      ,       z    . W             .
our multi-perspeCtive, evidenCe-informed ApproAChAbout the AuthorsprojeCt Advisors
 
HIgH ImPaCT PHIlaNTHRoPy To ImPRove TeaCHINg qualITy
iii
exeCutive summAry
Wh this, wh nw?
O   y y,    - ,    y ,   ,  U.S.      y  .R, ,      y    ,            .
Wht’s in this rprt?
T         y     ,  ,  :
Part 1: Improving individual teachers’ skills
  :
 
I     y  y y,   -   y   - .
 
P    ,  -        .
 
I  ’  ,             .
Part 2: Creating an environment or great teaching 
  :
 
I    -,    ,  - , --j  y     y.
 
R  y     . T -             . I              .I     ,   :
 
Ay    .
 
D       y  .
 
M  P         ,        . T     ’ y   .A   y  z  .
Part 3: What donors should know about thebroader policy environment
:
 
G   y   ’.
 
A       y.        y  y.
 
E      ,   .
For donors seeking to improve student outcomes, the critical question is:How can my funds improve teaching quality?

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