ERIC Number: ED485679
Record Type: Non-Journal
Publication Date: 2005-May
Reference Count: 3
The Evaluation Exchange
Weiss, Heather B.
Harvard Family Research Project, v11 n1 1-25 Spr 2005
The national conversation about how to better educate our children, particularly those who are economically disadvantaged, has shifted and is reaching a tipping point. The debate is no longer defined by the view that learning happens only in schools. Rather, reinforced by many years of research, it has advanced toward the realization that from birth onward, learning happens across multiple contexts--in families, early care and education programs, schools, out-of-school time and youth programs, and community settings and institutions, including libraries, museums, and faith-based organizations. A new and strong emphasis on educational accountability has helped to drive this change. School performance data tell us that many schools are neither meeting the learning benchmarks of the No Child Left Behind Act nor reducing racial and socioeconomic achievement gaps. Consequently, many now argue that while good schools remain critical, schools alone cannot educate our children. Now is the time to tip the debate from dialogue to action. The question we must ask is, in addition to quality schools, what nonschool learning resources should we invest in and scale up to improve educational outcomes, narrow achievement gaps, and equip our children with the knowledge and skills needed to succeed in the complex and global 21st century?
Harvard Family Research Project, Harvard Graduate School of Education, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: email@example.com.
Publication Type: Guides - General
Education Level: Elementary Secondary Education
Authoring Institution: Harvard Family Research Project, Cambridge, MA.