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In this paper, the 21st Century School Fund and the Center for Cities and Schools at the University of California Berkeley provide a conceptual frame for the joint use of PK-12 public schools. There is a growing conversation about and demand for joint use as a way to provide services to children and families in convenient locations, improve opportunities for physical activity by increasing use of school recreational and outdoor spaces, leverage capital investments, and more. However, engaging in joint use, particularly intensive sharing of space or use by multiple parties, presents ongoing challenges to school and community leaders. In this paper, we frame the basic challenges and opportunities for joint use to facilitate better conversations and planning for these type of collaborations.
Early child development and education programming have proven to be effective investments in both young children and the communities in which they live. An international body of research points to strong evidence that high-quality early child development and early education policies, with appropriate standards and accountability, yield many more benefits than costs through the use of finite community resource dollars. Not only do young children acquire important social-emotional skills that yield long term benefits to both society and individual families, but the early years are the greatest opportunity to develop cognitive skills for optimal brain development, healthy habits, and lay a foundation for years of future academic success. Employers also capture short and long-term benefits for their local firms when early care and education is supported. Yet many communities, including Nashville-Davidson County have not made concentrated, comprehensive efforts to support robust and aligned early care and education efforts to ensure the sustained healthy development and success of their youngest citizens.
Designed to promote savings and economic mobility, Children's Savings Accounts (CSAs) are universal, longterm, asset-building accounts established for children with public seed money and that grow over time with additional deposits and earnings. San Francisco's Kindergarten to College (K2C) initiative opens a CSA for all children entering kindergarten in the City's public schools, putting San Francisco at the forefront of efforts to model how a national CSA policy could be implemented in the United States.
For the past eight years, UC Berkeley's Center for Cities & Schools (CC&S) has engaged in action-oriented research focused on the challenges and promise of integrated and inclusive planning practices and policies. The Center has learned by doing that overcoming a century of siloed institutional practices is no small task. However, the benefits of bringing together city and regional planning agencies, on the one hand, and school districts/local educational agencies (LEAs), on the other, far outweigh the costs of maintaining the status quo. In any given case the challenges are multiple: high concentrations of poverty and racial segregation in schools as well as neighborhoods; a growing achievement gap as reflected in test scores and high school graduation rates between more affluent, mostly white and Asian students and African American and Latino students; years or even generations of systemic neglect in infrastructure investments in school facilities and neighborhoods; and well-intended educational and planning policies that in many cases did more harm than good.
School District Resolution adopting Berkeley's 2020 Vision plan to provide all Berkeley children with equitable education outcomes regardless of race, ethnicity, or income by 2020.
Based on a review of the most advanced city efforts to align education for young children from birth through third grade, the National League of Cities (NLC) Institute for Youth, Education and Families (YEF Institute) identified 10 common elements of effective systems alignment. This report contains case studies of local efforts in Boston, Hartford, San Antonio, San Jose and Seattle that provide examples of how cities are incorporating each of the following elements into their alignment strategies.
This City's 2020 Vision plan is to provide all Berkeley children with equitable education outcomes regardless of race, ethnicity, or income by 2020. This report summerizes highlights of the program for the 2011-2012 school year.
Parents, teachers, and civic and educational leaders intuitively understand that high-quality educational opportunities for young people are essential to community health and economic vitality. Educational opportunity is the wellspring of individual, regional, and national progress. Many people across out national, however, face daunting obstacles to getting ahead. This is especially true for low-income communities of color faces with substandard housing and high-poverty neighborhoods, where conditions undermine health and economic prosperity and overwhelm schools A function of where people live, these roadblocks are especially pronounced for young people who lack the educational opportunities long associated with well-being and success in school and work over the course of their lives. The goal of this report is to support federal agencies - and community development and regional planning practitioners in the field - in identifying the mechanisms to tangibly link their work to educational improvement efforts to create cross-sector "win-wins," increase productivity, and foster social equity.