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Continuing challenges and potential for collaborative approaches to education reform

Author: Susan J Bodilly; Rita Karam; Nate Orr
Publisher: Santa Monica, CA : Rand, 2011.
Series: Rand Corporation monograph series.
Edition/Format:   eBook : Document : EnglishView all editions and formats
Database:WorldCat
Summary:
The Ford Foundation began the Collaborating for Education Reform Initiative (CERI) in 1997-1998 by issuing grants and providing grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. CERI's collaborative activities were directed at three possible community groups: the district, a feeder pattern or cluster of schools in a district,  Read more...
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Genre/Form: Electronic books
Electronic books (www)
Additional Physical Format: Print version:
Bodilly, Susan J.
Continuing challenges and potential for collaborative approaches to education reform.
Santa Monica, CA : Rand, 2011
(DLC) 2011001737
(OCoLC)700709106
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: Susan J Bodilly; Rita Karam; Nate Orr
ISBN: 9780833051523 0833051520 9780833051646 0833051644 9780833051530 0833051539
OCLC Number: 714123009
Description: 1 online resource (xxii, 101 pages).
Contents: Cover; Title Page; Copyright; Preface; Contents; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE Introduction; CHAPTER TWO Approach, Concepts, and Development of Indicators; CHAPTER THREE Progress Toward Collaborative Functioning and Sustainment; CHAPTER FOUR Progress Toward Goals; CHAPTER FIVE Conclusions and Observations; References; Back Cover.
Series Title: Rand Corporation monograph series.
Responsibility: Susan J. Bodilly, Rita Karam, Nate Orr.

Abstract:

The Ford Foundation began the Collaborating for Education Reform Initiative (CERI) in 1997-1998 by issuing grants and providing grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. CERI's collaborative activities were directed at three possible community groups: the district, a feeder pattern or cluster of schools in a district, and the larger community, such as parents and voters. After restructuring, the foundation ceased giving technical assistance and laid down a new set of goals for grantees: Develop interorganizational linkages to become a well-functioning collaborative and achieve financial independence; develop and implement plans for improving the quality of teaching and learning; develop and implement plans for systemic changes in policy to support improved teaching and learning; and develop a unique voice for underserved communities to air concerns about educational services. RAND Corporation researchers assessed (1) whether grantees showed progress toward the desired outcomes, (2) what lessons came out of the grantees' experiences, and (3) whether the foundation created financially sustainable collaboratives to promote education improvement. The researchers found that the restructured effort yielded functioning collaboratives with varying abilities to meet their goals and that those abilities were influenced by such factors as strong leadership and a positive funding environment. They also found that collaboratives can grow out of deliberate foundation efforts, though the process is not straightforward and their financial sustainability in a bad economy is uncertain.

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