Organizations & Programs featured in The Education We Need for a Future We Can’t Predict

Alliance Schools (Texas)

page 62

            The Alliance Schools brought together community-based organizations, parents, and educators to improve their neighborhoods and schools in Texas in the Southwest in the 1990’s and 2000’s. Their approach to school improvement built on key principles and tools of community organizing, many drawing from the work of the Industrial Areas Foundation.

• How community action contributes to achievement, (Hatch, 1998)
• Organized communities, stronger schools, case studies on community organizing and school reform from the Annenberg Institute (2009)
• “Building partnerships to reinvent school culture: Austin Interfaith” (Mediratta, Shah, & McAlister, 2009)
• Parent Power: Education Organizing in NYC, 1995-2010 (Video, Annenberg Institute, 2011)
• Ernesto Cortés on Power (WestSouthwest IAF, 2006)
• Ernesto Cortés on Relational Meetings (WestSouthwest IAF, 2014)

The ATLAS Communities Project (USA)

page 44

The ATLAS (Authentic Teaching and Learning and Assessment for All Students) Project grew out of a partnership between Harvard Project Zero, the Comer School Development Program, Education Development Center, and the Coalition of Essential Schools. ATLAS launched in 1991 with funding from the New American Schools Development Corporation (NASDC).

• President George H.W. Bush and Secretary of Education Lamar Alexander announce the launch of the New American Schools Development Corporation (Video, CSPAN, 1991)
• “Carry that weight” (Viadero, 1995)
• “The differences in practice that matter in the practice of school improvement” (Hatch, 1998)
• “What does it take to break the mold: Rhetoric and reality in New American Schools” (Hatch, 2000)
• The Raw Materials of Reform: Rethinking the Knowledge of School Improvement (Hatch & White, 2002)
• “A Decade of Whole-School Reform: The New American Schools Experience” (Kirby, Berends, & Bodilly, 2002)

The Beam Center (Brooklyn, New York)

page 96

      The Beam Center engages young people in building large-scale learning productions like a giant motorized flipbook.  Beam began as a camp in New Hampshire and now includes a workshop, professional development programs, and school partnerships in New York City. 

• Beam Camp, New Hampshire
• Beam Camp Project Development Process
• BeamWorks
• FabLabs
• NYC Beam Project: FlipNYC
• Beam Center: From Summer Camp to the Core of Schools (Gerth van den Berg, 2018)

The Carnegie Foundation for the Advancement of Teaching

page 42

            The Carnegie Foundation for the Advancement of Teaching was established in 1905 to “do and perform all things necessary to encourage, uphold, and dignify the profession of the teacher and the cause of higher education.” Since that time, the Carnegie Foundation has contributed to a number of important developments in K-12 and higher education including:

• Publication of The Flexner Report which contributed to a transformation of medical education
• Establishment of the Carnegie Unit
• Pioneering work on the re-examination of scholarship, teaching and learning: Scholarship Reconsidered (Boyer, 1990);  The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach (Shulman, 2004); and The Carnegie Academy for the Scholarship of Teaching and Learning for K-12 & Teacher Education and for Higher Education
• Expansion of work on continuous improvement and networked improvement communities: Learning to improve: How America’s schools can get better at getting better (Bryk et. al., 2015); Improvement in action: Advancing quality in America’s schools (Bryk, 2020) 

The Citizens Foundation (Pakistan)

page 81

The Citizens Foundation (TCF) was established in 1995 by six friends who saw education as the key to solving a wide range of social problems. Since that time, the Citizens Foundation has built a network of over 1600 schools throughout Pakistan. It also offers pre-service and in-service programs for teachers, produces textbooks, a television show and research reports.

• What Founders say about TCF (Video, 2018)
• TCF’s 25-year Journey
• TCF’s Education Programmes
• Ilm Ka Aangan TV Show (Video, 2020)
• Mother Tongue Based Multilingual Education (MTB-MLE) Research Report (Khan, 2020)

Citizen Schools (Massachusetts, New York, and California)

page 116

Citizen Schools began in 1995 in Boston as an afterschool program and now has programs supporting hands-on learning both inside and outside schools in Massachusetts, New York, and California.

• The Catalyst Program
• Makers & Mentors Network
• The Opportunity Equation (Schwarz, 2014)
• A Conversation with Eric Schwarz about the Evolution of Citizen Schools (2014)

eduLab (Singapore)

page 77

eduLab was formed initially as a joint initiative of the Ministry of Education and the National Institute of Education and became a program with the Academy of Singapore Teachers. From 2011 – 2017 eduLab funded a wide variety of projects proposed by teachers throughout Singapore.

• Translating ideas into practice at eduLab@AST (2012)
• A new model for integrating technology in schools? The work of eduLab in Singapore (Hatch, 2017)
• Write/Formula (App)
• Academy of Singapore Teachers

IkamvaYouth (South Africa)

page 82

            IkamvaYouth runs afterschool programs in several communities in South Africa. The programs focus on tutoring, socio-emotional support and college and career guidance.

• IkamvaYouth Blog
• IkamvaYouth Impact
• IkamvaYouth Alumni Survey Report (2019)

Kliptown Youth Program (South Africa)

page 80

The Kliptown Youth Program (KYP) provides a series of programs and related services for young people in Kliptown, a township in Soweto, just outside Johannesburg. K-12 Programs focus on tutoring, but KYP also provides a meal program, library, and support for school fees and uniforms.

• About KYP
• CNN Hero: KYP Founder Thulani Madondo (Video, 2012)
• KYP Annual Report (2019)

The Learning Community Project (Mexico)

page 102

            The Learning Community Project developed a peer-tutoring approach in a handful of multi-grade elementary and middle schools between 2004 and 2008 in rural Mexico. The approach ultimately spread to 9,000 schools by 2012, after it was adopted as a central piece of a nationwide school improvement initiative.

• What Happens When Learning Breaks Out in Rural Mexico? (Elmore & The International Perspectives on Education Reform Group, 2011)
• Transforming Teaching and Learning Through Social Movement in Mexican Public Middle Schools (Rincón-Gallardo & Elmore, 2012)
• Attempting change from within: Student-centered learning in Mexico (2016)
• Large scale pedagogical transformation as widespread cultural change in Mexican public schools

Mehackit (Finland)

page 109 

Mehackit is a social enterprise that strives to make the development of technological skills more equitable. It offers offers free art and technology courses for young people, professional development for educators, and participatory workshops for museums.

• The Best Part of Maker Culture is Making Something with Your Own Hands! (Karppinen, 2019)
• Building a Sound Sculpture (Video, 2016)
• On the Road with CodeBus Africa
• Mehackit Courses
• Mehackit Maker Kit

The New Jersey Network of Superintendents (USA)

The New Jersey Network of Superintendents (NJNS) brings together superintendents and district leaders pursuing systemic strategies to create more equitable opportunities and outcomes. The NJNS draws from a wide variety of activities, strategies, and resources, including theories of action, courageous conversations and equity visits to help districts identify and address equity goals.

• Creating equitable outcomes in a segregated state (Hatch, Roegman & Allen, 2019)

• Equity visits: A new approach to supporting equity-focused school and district leadership (Roegman et. al., 2019

• “Leadership requires a personal theory of action” (Muñoz, 2021)
• “Reversing course: Equity-focused leadership in action” (Sampson, Moore, & Roegman, 2019)
• “Out of Isolation,” (Hatch & Roegman, 2012)
• Courageous Conversations About Race: A Field Guide for Achieving Equity in Schools (Singleton, 2014)

New Visions for Public Schools (New York City)

page 84

New Visions supports a network of public schools in New York City and provides curriculum, tools, professional development and leadership programs for educators throughout the City.

• New Visions Reflects on 25 Years of Improving Public Schools (2015)
• Open-Source Curriculum Materials By and For Teachers
• College Enrollment Guides
• Cloudlab Tools

Second Chance (Ethiopia, Liberia, and Lebanon)

page 111

            Second Chance (formerly Speed School) runs accelerated learning programs in Ethiopia, Liberia, and Lebanon that use a ten-month play-based curriculum to prepare 9-14 year-old children who have been out of school to enter government schools in the 3^rd or 4^th grade.

• Second Chance in Ethiopia
• Second Chance in Liberia
• Speed School Programme in Ethiopia. Tracking the progress of Speed School students 2011-2017”(Akyeampong et. al., 2018)
• Endline evaluation, Luminos Fund Second Chance Program, Liberia (Simpson, 2019)

Teaching Matters (New York City)

page 79

            Teaching matters supports professional learning for educators and partners with a number of schools in New York City with a focus on improving the effectiveness of instruction in reading and math.

• Early Reading Matters
• Teaching Matters Reading Assessment Toolkit
• @School Anytime Interactive Student Projects

Wordworks (South Africa)

page 66

            Wordworks provides programs and resources to support early language and literacy development in Cape Town and several other regions of South Africa.

• Ready, Steady, Read, Write
• Early Learning Games
• Story Resources
• Wordworks App