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ERIC Number: ED502279
Record Type: Non-Journal
Publication Date: 2007-Nov
Pages: 6
Abstractor: ERIC
Reference Count: N/A
Alignment Nashville. Complementary Learning in Action
Bouffard, Suzanne; Malone, Helen
Harvard Family Research Project
This profile illustrates how Alignment Nashville brings together diverse community members and organizations to leverage existing resources in support of Nashville's youth and the Metro Nashville Public Schools. In addition to a diversified funding structure, Alignment leaders point to three factors that have helped them get the effort off the ground: (1) Collaborative structure; (2) Key champions; and (3) Commitment to using evaluation. As Alignment begins to create a more visible community presence, its leaders and partners strive to convey through action their belief that solutions to public education are more effective when they are the result of a committed, thoughtful, and engaged collaboration. (Contains 1 footnote.) [The "Complementary Learning in Action" series documents the ways that diverse cities, counties, and states are employing complementary learning approaches to serve children across ages and across settings. It highlights key themes and emerging strategies to help build knowledge and inform others in the field.]
Harvard Family Research Project. Harvard University, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail:; Web site:
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Harvard Family Research Project
Identifiers - Location: Tennessee