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Learn more about Bellwether’s work by reading our publications, news articles, press releases, and case studies.

  • Publication
    Justin Trinidad
    Hailly T.N. Korman

    Title image for Bellwether publication "Truly Universal: Overcoming Barriers to School Choice for Youth in Foster Care" July 2020School choice was intended to expand options and equity, and it holds promise for many students with unique needs. But it is clear that no choice system can be equitable until all students have real access to those choices.

    More than 400,000 youth are currently in foster care in the United States, many of whom experience significant obstacles in their lives, ranging from frequent transitions between homecare placements and schools to unmet physical and mental health needs. Youth in foster care experience a number of common obstacles in accessing school choice: lack of transportation to remain in their school of origin, narrow definitions of sibling preference that leave out children in foster care, and insufficient information available to adults in their lives. 

    As a result, children in foster care are less likely to participate in their city’s school choice opportunities, including charter schools, magnet schools, online schools, private schools, and in-boundary schools. Many states, cities, and districts have adopted strategies to more equitably provide access to school choice options for youth in foster care. To shed light on what these policies look like in practice, “Truly Universal: Overcoming Barriers to School Choice for Youth in Foster Care” takes a close look at Washington, D.C., Denver, New York City, and Los Angeles, detailing their school choice landscapes and lessons in improving access to school choice for youth in foster care. 

  • Publication
    Hailly T.N. Korman
    Michael Johnson
    Max Marchitello

    The recent killings of George Floyd, Breonna Taylor, Ahmaud Arbery, and countless other Black people, often by law enforcement, have added momentum and renewed urgency to longstanding efforts to rethink and perhaps eliminate the relationship between police and schools. This two-page resource is designed to aggregate and amplify the existing work of advocates, researchers, community organizers, and students in order to offer practical questions and next steps for school and district leaders considering a reevaluation of schools’ relationship with law enforcement.

  • Publication
    Indira Dammu
    Max Marchitello
    Hailly T.N. Korman

    This resource library includes specific and tactical recommendations on how to support students who are engaged with systems of care — such as the foster care system, health and human services, and immigration — during COVID-19.

  • Media
    Hailly T.N. Korman

    The widespread disruptions to our country’s entire education system are a momentary step into the shoes of students who have lived fragile lives for a long time. The difference is that many of us will eventually be able to step out of those shoes and into a world that will plan for and accommodate this big disruption.

  • Media
    Hailly T.N. Korman
    Andrew J. Rotherham

    Too often, education leaders think of schools and programs serving students who have gaps in their education, who are early parents, who are incarcerated or recently have been, who need to work while they finish school, or who don’t fit in our mostly cookie-cutter schools as a distraction or a drag on performance. This excludes millions of kids from the education reform conversation. Read more from Hailly Korman and Andy Rotherham here.

  • Publication
    Hailly T.N. Korman
    Max Marchitello

    Each year thousands of youth in America are uprooted from their schools and communities and sent to a juvenile justice detention center. While in these facilities, young people are entitled to the same educational opportunities that they would have in the outside world. However, there is little research or data about this population. In “Educating Youth in Short-Term Detention,” we found that youth’s educational experiences in these facilities often compound, rather than alleviate, the challenges they face.

  • Media
    Hailly T.N. Korman
    Andrew J. Rotherham

    Too often, education leaders think of schools and programs serving students who have gaps in their education, who are early parents, who are incarcerated or recently have been, who need to work while they finish school, or who don’t fit in our mostly cookie-cutter schools as a distraction or a drag on performance. This excludes millions of kids from the education reform conversation. 

  • Publication
    Hailly T.N. Korman
    Max Marchitello
    Alexander Brand

    In this publication, we found that juvenile justice facilities fail to provide adjudicated youth with sufficient access to the courses they need to graduate high school. For example, students in juvenile justice facilities are 25 percent less likely to have access to Algebra I, a foundational class required for graduation. Moreover, these facilities offer only limited access to credit recovery programs, which are critical to helping students recoup course credits that they missed or failed to complete earlier in their academic careers.

  • Publication
    Hailly T.N. Korman
    Kelly Robson

  • Publication
    Hailly T.N. Korman
    Justin Trinidad

    How can multiple systems and services effectively serve young people experiencing homelessness, foster care placement, incarceration, or unmet mental or physical health needs?

    cover of Bellwether slide deck

  • Publication
    Hailly T.N. Korman
    Alexander Brand

    Every two years, the Office for Civil Rights, a division of the U.S. Department of Education, conducts a civil rights data collection that includes information about school demographics, course enrollment, discipline, and other measures of school-based experience. In 2013, the office collected data from schools identified as juvenile justice schools for the first time. These schools serve only students placed in secure facilities by law enforcement or courts, and there are approximately 50,000 young people across the country in these on any given day.

  • Publication
    Kelly Robson
    Hailly T.N. Korman

    This report makes the case that the education system can serve as an effective through-line for children and youth experiencing traumatic life experiences by using two key levers for change: continuity of people and continuity of information.

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