Consortium for Policy Research in Education (CPRE)
Evaluation of the Children Achieving Challenge Initiative in Philadelphia, PA

This project (1995-2002) evaluated the implementation and effects of a district-wide reform effort stimulated by the Annenberg Challenge. It sought answers to questions such as: Is the initiative being carried out in the manner envisioned? Are instructional practices and the learning experiences of students changing in ways that would be expected to improve outcomes? Are there unanticipated issues or obstacles that limit implementation or the effectiveness of various components?

School Leadership and Reform: Case Studies of Philadelphia Principals. (Mary Helen Spiri, May 2001)


REPORT ON TITLE VII,SUBPART 1
PROFESSIONAL DEVELOPMENT ACTIVITIES SCHOOL DISTRICT OF PHILADELPHIA

Philadelphia Education Fund
Seven Benjamin Franklin Parkway
Suite 700
Philadelphia, PA 19103
215-665-1400 - Phone
215-864-2494 - Fax

The Leadership Team

In 2004, in partnership with Johns Hopkins University, the Philadelphia Education Fund began a research project dedicated to addressing the following: How early in the middle grades (g. 6-8) can students at high risk for falling off the graduation track be identified? The study followed Philadelphia public school students who were enrolled in the 6th grade in 1996-97 through to 2003-04 (one year beyond on-time graduation). We found in the data four powerful predictors of students who would fall off track to graduation. co-authored by the Ed Fund's Liza Herzog lherzog@philaedfund.org.
These sixth graders were identified who:

• Attended school 80% or less of the time;
• Received a poor final behavior mark;
• Failed math; or
• Failed English

Drop Out or Pushed Out
2008 Nationwide, about one in three high school students drops out before graduating. Nearly 1.2 million students drop out each school year -- about 7,000 every school day, or one every 26 seconds.
Learn about the financial incentive to avoid the costs associated with the exit exam test which is what promotes pushing children out of school and what is at the bottom of why they really drop out.

Champions for Quality Public Education
800 North Third Street ● Suite 408 ● Harrisburg, PA 17102 ● (717) 260-9900
steering committee

The Philadelphia Education Fund : Contact Brian Armstead Director - Civic Engagement
Seven Benjamin Franklin Parkway, Suite 700
Philadelphia, PA 19103
(215) 665-1400, ext. 3332
barmstead@philaedfund.org

PA State Budget and Bill Information

Philadelphia Scholars Advisory Committee
A. Morris Williams, Jr., Chair
Floyd W. Alston
Arthur S. Baldadian
Suzanne Sheehan Becker
Mark S. Blaskey
Jermaine Bromell
Helen Cunningham
Christopher DelGiorno
Kimberly J. Evans
Carol S. Fixman
Kenneth Gamble
Barbara Gohn
Carole Haas Gravagno
Ann Evans Guise
Ted Kirsch
John B. Neff
Delbert S. Payne
David Pincus
Pedro A. Ramos
Evelyn & Mercer Redcross
Newbold Strong


School District of Pennsylvania Professional Development
Children Achieving Component IV:
Professional development must be intensive and sustained. It will involve observing good practice, practicing good practice, being coached in good practice, reflecting on good practice and repeating the process. Professional development will be structured so that it does not rely on sitting occasionally at the feet of experts in workshops. It will emphasize building skill and knowledge teacher to teacher, being informed from time to time by both the opportunity to observe exemplary practice and to benefit from experts.


California Delta Sierra Region Six Service Learning Programs
What is Service Learning?
Service Learning is a teaching strategy that integrates meaningful service to the community into the school curriculum. This experiential method gets students out of the classroom and into the school community and the community at large, where they learn to use their academic knowledge to address real needs.