EDC’s initiative to decentralize and revitalize Indonesia’s schools by improving the quality of teaching has taken root in 535 schools and will ultimately include more than 2,000 schools in the world’s fourth most populous country. The USAID-funded project, Decentralized Basic Education 2 (DBE2), is moving schools away from a rote-memorization tradition to a more “interactive approach with students working together on projects,” says EDC’s seven provinces.”
EDC’s work with eight Rhode Island middle and high schools to improve student performance on state standardized tests has produced initial successes, according to Leslie Hergert of EDC’s Center for Family, School, and Community.
EDC’s initiative to decentralize and revitalize Indonesia’s schools by improving the quality of teaching has taken root in 535 schools and will ultimately include more than 2,000 schools in the world’s fourth most populous country.
Al Ma’Muriyah Madrasah—a school participating in EDC’s Decentralized Basic Education (DBE 2) in Jakarta, Indonesia—hosted a visit from U.S. Secretary of State, Condoleezza Rice, last week. The school is one of the seven schools in Jakarta participating in the DBE education project, which is funded by USAID and managed by EDC’s International Education Systems Division.
For years, Mary Manning, principal of the Collins Middle School in Salem Massachusetts, has seen children come into her school unable to read at grade level. After three years, many failed to catch up before moving on to high school. “After a few years of saying ‘isn’t this terrible,’ and wringing our hands, we decided to get some training and see if we could tackle this problem,” says Manning.
EDC has been selected by the United States Agency for International Development (USAID) as a lead organization to implement the Assistance to Basic Education (ABE/BE) initiative, USAID’s new Indefinite Quantity Contract mechanism to support quality basic education around the world.
When EDC’s Ruby Midkiff began working as a site coordinator at the Martin Luther King (MLK) Middle School in Monroe, Louisiana, it was a safe, orderly, and “healthy” school with an optimistic outlook. The school recognized its essential strengths—a strong principal and excellent teachers—but it also had identified serious weaknesses.
Teacher professional development, improved student achievement, and vibrant programs that continue to scale up beyond the life of the grant are the key differentiators for long term educational success, according to a new study issued by the Center for Children & Technology (CCT), a division of EDC.
Letters to the Next President: What We Can Do About the Real Crisis in Public Education, is a collection of more than 30 letters from writers aged 8 to 92 that Publishers Weekly calls “thoughtful” and “refreshing.”
A research paper written by EDC’s Center for Children and Technology (CCT), based on their evaluation of an educational technology assistance program in New Mexico, has been selected for an award at this year’s National Educational Computer Conference in Seattle, Washington.
The EDC-based National Forum to Accelerate Middle-Grades Reform receives special recognition in a new report entitled, "Maturing Investments: Philanthropy and Middle Grades Reform," released last week by the group Grantmakers in Education.
Three years ago Egypt’s Ministry of Education set out to improve the quality of primary education for the country’s rural girls and boys. Working from the ground up, the New Schools Program (NSP), as the effort is known, encompasses all aspects of school reform—from acquiring land and building new classrooms, to training teachers and supervisors in active learning techniques, to developing hands-on instructional materials.
the book The Diagnostic Teacher: Constructing
New Approaches to Professional Development, EDC researchers Mildred Z. Solomon and
Catherine Cobb Morocco contrast traditional models of professional
learning for teachers with standard practice in other professions.
1999, Jeanne Century and her colleagues in EDC’s Center
for Science Education set out to explore Tyack and Cuban’s provocative question
in unprecedented depth. They identified elementary science programs
in nine districts across the country that had been in place for
a decade or more.
When Egypt’s Ministry of Education set out to increase the number of rural girls attending elementary school, it had to begin with the basics-building more classrooms. Because the schools in the Egyptian countryside have traditionally been large, overcrowded, and located a good distance from village centers, the Ministry, together with USAID and CARE/Egypt, has opted to build new, smaller schools in the rural villages.
It became clear early in the RSR study that we needed to ask ourselves,
What exactly do we mean by sustainability? When a community has
a program in place for 20–plus years, it isn’t the same program
that started some 20 years ago, nor would we expect or want it
to be the same program. How and why has it changed?
a classic sense, what people mean by sustainability is that they
are going to preserve what they have. In our work with the Carpe
Vitam Foundation, we prefer to say that we want to conserve, not
preserve. We have trademarked the term ‘open architecture’ to describe
most principals facing a new school year, Carol Stack, at the Jefferson
Middle School in Champaign, Illinois, had set a series of goals
for herself in September of 1999. One of her top goals was to reduce
the school’s suspension rate. She had a hunch that particular groups
of students were being suspended in disproportionate numbers, but
she didn’t have a firm handle on the scope of the problem.
1996, Cathy McCarthy was a brand new principal at the Armory Street
School in Springfield, Massachusetts, when she received word that
the elementary school’s test scores were among the lowest in the
city. The staff was stunned, but McCarthy saw the bad news as an
opportunity to spur widespread changes in the school. She just
wasn’t sure where to begin.
What does it take to change the education system of an entire country? If you ask EDC’s Jody Spiro, she’ll tell you to start with the teachers. That’s what EDC did in April 1998, when its Global Learning Group joined with the Ministry of Education in Romania to restructure the training that educators receive in that country. Four years later, staff members of the Romania Education Reform Project have provided specialized training to an estimated 240,000 of the nation’s 300,000 teachers.
The sun bears down on the rooftop garden Lai Lai Sheung and her students have planted on the rooftop of the Quincy Elementary School in downtown Boston. The trees—an apple and two pears—are not tall enough yet to throw shade, but now, in their third year of growth, they are bearing their first fruits.