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Opportunity gaps and the opportunities to close them

Opportunity gaps and the opportunities to close them. Reinventing School: The 6,000-Hour Learning Gap Stops Here October 31, 2013 Will Miller President. Today’s presentation. The Wallace approach The growing opportunity gap A possible bridge: rethinking the school day TASC’s take

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Opportunity gaps and the opportunities to close them

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  1. Opportunity gaps and the opportunities to close them Reinventing School:The 6,000-Hour Learning Gap Stops Here October 31, 2013 Will Miller President

  2. Today’s presentation The Wallace approach The growing opportunity gap A possible bridge: rethinking the school day TASC’s take Philanthropy’s role

  3. The Wallace Approach(Our theory of change) Understand the Context (Engage with the external environment to identify knowledge gaps, field interest, and time lines) Catalyze Broad Impact (Improve practice and policy nationwide) Generate Improvements and Insights (Build promising new approaches and new evidence/knowledge)

  4. Today’s presentation The Wallace approach The growing opportunity gap A possible bridge: rethinking the school day TASC’s take Philanthropy’s role

  5. Spending on education 1984-2012 Source: Bureau of Labor Statistics

  6. Spending on enrichment1972-2008 Source: Whither Opportunity?, 2011, Greg Duncan and Richard Murnane, ed., p. 11

  7. The opportunity gap today Source: U.S. Census Bureau

  8. The achievement gap At age 17, African-American and Latino students read and do math at the level of white 13-year-olds Of 100 white students, 37 will get B.A. degrees; African-Americans, 20; Latinos, 12 As of 2005, U.S. one of only two OECD countries where children’s educational attainment did not exceed their parents’

  9. Today’s presentation The Wallace approach The growing opportunity gap A possible bridge: rethinking the school day TASC’s take Philanthropy’s role

  10. It’s complicated • It’s not just about time; quality matters • How can we make time count? • How much time to add? • How to balance academics and enrichment? • Who’s paying for this?

  11. Schools can’t do it alone Paul Reville “We have seen that school reform is necessary and enormously potent in boosting student success, but that, on average, it is insufficient to the task of closing achievement gaps. I believe that our experience demonstrates, as Richard Rothstein and others have argued, that schools alone, conceived in our current early-20th-century model, are too weak an intervention, if our goal is to get all students to high levels of achievement. … What's needed is a new model of child development and education—a learning system that makes sense for the 21st century.” -- Paul Reville, former Massachusetts, Secretary of Education, professor of education, Harvard Graduate School of Education, Education Week, June 4, 2013

  12. But collaborations are not easy • Problems can stem from: • Insufficient resources • Activities tangential to mission • Tension between partners

  13. Today’s presentation The Wallace approach The growing opportunity gap A possible bridge: rethinking the school day TASC’s take Philanthropy’s role

  14. Early results in NYC Attendance is up

  15. Early results – Gains in achievement

  16. What we can learn from TASC • Broadening the curriculum, not just extending it • Cost effectiveness • Expanded time by 35 percent for 10 percent of the cost of the school day • Scale and sustainability TASC has demonstrated its willingness to help us learn

  17. Today’s presentation The Wallace approach The growing opportunity gap A possible bridge: rethinking the school day TASC’s take Philanthropy’s role

  18. Social risk capital -- Helmut K. Anheier and Diana Leat, Creative Philanthropy • “Free of market and political constraints, [foundations] are uniquely able, if they choose, to think the unthinkable, ignoring disciplinary and professional boundaries. They can take risks, consider approaches others say can’t possibly work – and they can fail with no terminal consequences.”

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