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Schools across the U.S. look very different today than they did a generation ago. Police officers, drug-sniffing dogs, surveillance cameras, and high suspension rates have become commonplace. The Real School Safety Problem uncovers the unintended but far-reaching effects of harsh school discipline climates. Evidence shows that current school security practices may do more harm than good by broadly affecting the entire family, encouraging less civic participation in adulthood, and garnering future financial costs in the form of high rates of arrests, incarceration, and unemployment. This text presents a blueprint for reform that emphasizes problem-solving and accountability while encouraging the need to implement smarter school policies.

Are school-based management reforms improving education? This book analyzes the theory and evidence behind decentralized decision-making in schools worldwide. Decentralized Decision-Making in Schools explores the impact of school-based management (SBM) reforms across diverse countries. It examines how empowering principals and teachers, and strengthening parental involvement, affects educational outcomes. The authors review over 20 country experiences, providing insights into the effectiveness of SBM in various contexts. * Discover the key factors for successful SBM implementation. * Understand the impact of SBM on student achievement and attendance. * Learn how to design effective education projects with decentralized authority. This insightful analysis is for education officials, policymakers, and researchers seeking evidence-based strategies for improving school governance and student outcomes.

IntroductionWhen it is offered, sexuality education in the USA is far from standardized. While studies have explored differences in delivery and type of sexuality education across the USA, sexual and reproductive health inequities persist among historically marginalized groups (Latino/a/x, Black, African American, LGBTQ +). There is a critical need to better understand the systemic barriers to receiving effective sexuality education in these communities.MethodsParticipatory research methods were used in working with a community advisory board (CAB)—consisting of emerging adults and service providers from community-based organizations (CBOs) serving youth—to examine how structural barriers contribute to adolescent sexual and reproductive health (ASRH) inequities in Massachusetts. CAB meetings and semi-structured interviews were conducted in the cities of Springfield (n = 14) and Lynn (n = 9) between December 2020 and May 2021.ResultsInflexible funding guidelines, a related evidence-based curricular mandate, and a lack of community-responsive sexuality education fail to meet the sexual and reproductive health (SRH) needs of these youth.ConclusionsCurrent evidence-based mandates must be revisited to improve young people’s access to quality sexuality information in public schools. To guarantee sexuality education curricula is centered in the context of the community and population in which it is implemented, collaboration between youth-serving CBOs and school districts could improve students’ overall experience and social-emotional growth by providing comprehensive, positive, and community-responsive curricula.Policy ImplicationsFunders and programming should prioritize community responsiveness by financially supporting and developing and/or adapting evidence-based curricula to better match the community’s needs, which can be completed through culture-centered training and community-based partnership.

This study explores teachers’ perceptions of mentoring practices and their impacts on teacher retention in Nigeria’s public schools, where 60% of teachers leave the profession within their first five years due to inadequate mentorship support. Using a mixed-methods approach, this study surveyed 200 teachers and conducted 45 semi-structured interviews across Nigeria’s southwest and north–central regions. The findings revealed that mentoring programs exist, but most programs are informal and lack structure, leaving beginning teachers unsupported. A shared belief among the participants was that structured mentorship can reduce burnout and improve professional confidence and directly impacts retention rates. In response to these gaps, this study proposes a structured mentorship program, including a defined mentor-to-mentee ratio (1:3 to 1:5), formalised mentoring sessions, regular assessments, and a program duration of one academic year. The proposed framework aims to provide consistent support, improve teacher retention, and enhance professional development. This study recommends piloting this mentorship framework in select schools and implementing it nationwide to address teacher attrition and improve the Nigerian education system.

Unlock the potential of public-private partnerships in education. This groundbreaking study offers fresh empirical evidence on the effectiveness and cost of various educational models in developing countries across Africa, Latin America, and Asia. Delve into rigorous case studies examining voucher programs and faith-based schools, uncovering key insights into school performance, targeting, and cost-effectiveness. Discover how these partnerships impact student achievement, literacy, and numeracy, and learn what factors drive success or failure. Emerging Evidence on Vouchers and Faith-Based Providers in Education is essential reading for policymakers, researchers, and practitioners seeking innovative solutions to improve educational outcomes and promote social mobility in developing nations. Explore the challenges and opportunities of these partnerships and gain a deeper understanding of how to create more effective and equitable education systems.

Public-private partnerships in education: an overview / Felipe Barrera-Osorio, Harry Anthony Patrinos, and Quentin Wodon -- The effectiveness of franchises and independent private schools in Chile's national voucher program / Gregory Elacqua, Dante Contreras, and Felipe Salazar -- Cognitive ability, heterogeneity, endogeneity and returns to schooling in Chile: outcomes of the 1981 capitation grant scheme / Harry Anthony Patrinos and Chris Sakellariou -- When schools are the ones that choose: the effect of screening in Chile / Dante Contreras, Sebastian Bustos, and Paulina Sepulveda -- How do vouchers work?: evidence from Colombia / Eric Bettinger, Michael Kremer, and Juan E. Saavedra -- The performance of decentralized school systems: evidence from Fe y Alegría in Venezuela / Hunt Allcott and Daniel E. Ortega -- Literacy and numeracy in faith-based and government schools in Sierra Leone / Quentin Wodon and Yvonne Ying -- Comparing faith-based and government schools in the Democratic Republic of Congo / Prospere Backiny-Yetna and Quentin Wodon -- Student achievement in religious and secular secondary schools in Bangladesh / Mohammad Niaz Asadullah, Nazmul Chaudhury and Amit Dar -- Does money matter?: the effect of private educational expenditures on academic performance / Changhui Kang -- Comparing the cost of public, religious, and private schooling in Cameroon / Prospere Backiny-Yetna and Quentin Wodon.

O presente estudo analisa as possíveis relações entre a gestão de uma política de correção de fluxo em uma rede pública de ensino e a transição para o ensino médio. O estudo das trajetórias escolares dos alunos constituiu-se como recurso para compreender os resultados da política e seus possíveis efeitos sobre as transições escolares para o ensino médio. Na análise foram utilizados dados do Censo Escolar, da base de matrículas da rede de ensino e os documentos oficiais disponíveis sobre a política e sua gestão. Inicialmente apresenta-se o contexto do desenho e gestão da política - estruturada no âmbito de uma parceria público/privada - e as trajetórias escolares de toda a população de alunos matriculados no 5º ano do ensino fundamental na rede de ensino estudada em 2010. Posteriormente apresenta-se as trajetórias daqueles que chegaram ao ensino médio em 2014. Os resultados sugerem que, não obstante a correção de fluxo através dos projetos de aceleração da aprendizagem ter favorecido o ingresso no ensino médio, a elevada taxa de repetência no ano subsequente - 1º ano desta nova etapa de ensino - deixa transparecer que o acesso ao ensino médio pode não ter correspondido a um processo de escolarização sustentável e bem consolidado em termos de aprendizagem, evidenciando os limites do controverso caráter compensatório da política em tela.

Historically, ensuring access to primary education has been seen as a predominantly public responsibility. However, governments are increasingly sharing this responsibility through a variety of subsidiary arrangements. Some governments are contracting services out to the private sector, to non-governmental organizations, and even to other public agencies. Some societies are transferring responsibility for financing, providing, and regulating primary education to lower levels of government, and in some cases, to communities. In education policy, public-private partnerships play an important role in enhancing the supply and the quality of human capital. Mobilizing the Private Sector for Public Education explores the burgeoning number of public-private partnerships in public education in different parts of the world. The partnerships differ in form and structure, in the extent of public and private participation, and in the forms of their engagement. The essays in this book are written mainly from the provider's perspective and offer valuable insights into the purpose, trend, and impact of public-private partnerships, and an understanding of the barriers they face.

David Pierpont Gardner was president of one of the world's most distinguished centers of higher learning—the nine-campus University of California—from 1983 to 1992. In this remarkably candid and lively memoir he provides an insider's account of what it was like for a very private, reflective man to live an extremely public life as leader of one of the most complex and controversial institutions in the country. Earning My Degree is a portrait of uncommon leadership and courage and a chronicle of how these traits shaped a treasured, and sometimes mystifying, American institution. Before his tenure as president, Gardner spent seven years at the University of California, Santa Barbara, during a tumultuous era of culture wars, ethnic division, and anti–Vietnam War protests, leaving his post as vice chancellor to serve as vice president of the University of California from 1971 to 1973. In 1973 he was named president of the University of Utah, and while there he chaired the National Commission on Excellence in High Education, which authored A Nation at Risk, regarded today as the twentieth century's most telling report on the condition of American public schools. As president of the University of California, he contended with intense controversies over affirmative action, animal rights, AIDS research, weapons labs, divestment in South Africa, and much more. This memoir recounts his experiences with these and other issues and describes his dealings with the diverse cast of characters who influence the university: U.S. presidents, governors, legislators, regents, chancellors, faculty, staff, students, alumni, and donors. The epilogue of Earning My Degree is a thoughtful and engaging account of the ten years since Gardner's retirement that includes his personal views about what has truly mattered in his life.

The report aims to gain a better understanding of youth employment outcomes in the hope of crafting more sound and responsive policies. The first part of this study provides an analysis of how youth spend their time and the determinants of this time use. The second part of the study provides an overview and analysis of the technical and vocational education and training sector. It also provides recommendations on how the sector can be made more responsive to the needs of youth in the light of the findings of the first part of the study.