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“Autonomous District Schools: Lessons From the Field on a Promising Strategy" summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching," which offers concrete resources for leaders interested in planning an autonomous school or network.
“School Performance Frameworks: Lessons, Cases, and Purposeful Design is a deep dive into how local education leaders can create, implement, and sustain effective SPFs. The report details established, locally focused SPFs in New York City, Chicago, Denver, New Orleans, and Washington, D.C., and draws on research and interviews with SPF experts across the country.
SchoolPerformanceFrameworks.org is a new website from Bellwether Education Partners designed to help local education leaders design, use, and sustain an effective school performance framework (SPF).
In 1969, more than half of students walked or biked to school, a little more than a third rode on a school bus, and relatively few rode to school in a car. Today, approximately a third of students still rely on a yellow bus, but only one out of 10 walk or bike, and more than half ride in a car.
America’s fleet of roughly 480,000 school buses drives nearly 3.5 billion miles every year transporting students to and from school. About a third of students ride the bus, and more than half of students travel to school in personal vehicles, contributing millions more miles for school transportation.
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.
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