Transfer schools fill a critical gap in the public education system, yet are penalized by accountability metrics that fail to capture their unique functions and successes. Hear from researchers, students, policymakers, and educators featured on our December 3rd panel on the CUNY Graduate Center report And Still They Rise.
Using a continuous learning process embedded in Culturally Relevant Sustaining Education (CSRE), we work alongside educators to strategically research and reimagine the systems in their schools, design new practices and tools, test and modify them, and measure their impact on student outcomes.
Through partnerships with districts, we conduct research generating high-quality evidence that enables policy makers to understand the effects of their programs and make changes based on data. Along with this research, we work with districts to generate strategies to guide the development and implementation of systems-level plans.
The best educators know that learning will always be more than what appears on standardized tests. Together we help schools create processes for students to transparently and frequently reflect on their own progress and set goals against high expectations for learning.
A wealth of information is available to schools, but if not understood, it is useless. Through our research and analysis, we work with educators to make sense of data and turn it into thoughtful guidance to inform change.
Eskolta School Research and Design works with alternative and traditional high schools serving students who have previously been underserved by the traditional education system, as well as school districts and nonprofits engaged in innovative work across New York City, Boston, and Washington, DC. Since 2010, we have worked with thousands of educators to develop practices to improve learning for tens of thousands of students.
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