by Ellen Gannett, M.Ed.

December 13, 2011

The current debate on the virtues, definition, and efficacy of expanded learning opportunities (ELO) is familiar and welcome. With over 30 years in the field, I have watched the landscape of the out-of-school-time field twist and turn by the decade and I am seeing earlier ideas presented in new terminology. Back in 1982, when the inaugural director of the National Institute on Out-of-School Time (NIOST), Michelle Seligson, and her co-author, James Levine, wrote the first School Age Child Care: An Action Manual, their guiding premise was that “solutions are really to be found at the community level, and that they can best be developed by mobilizing people with similar interests to help one another.” The book emphasized a model of service delivery called “the partnership” between schools and other community groups and agencies. While it has taken decades to get here, there is promise in ELO if we can overcome previous barriers.

Research & Action Report Fall/Winter 2011

by Amy Hoffman, M.F.A.

In its September 11, 2011, issue, the New York Times Magazine brought together a group of pundits for a roundtable discussion, moderated by reporter Scott Malcolmson, of the 9/11 attacks and the subsequent U.S. wars in Iraq and Afghanistan: Michael Ignatieff, James Traub, David Rieff, Paul Berman, and Ian Buruma. Scott, Michael, James, David, Paul, and Ian: not a woman—nor a person of color—in the bunch. This particular group had been invited because each had published a significant article previously in the magazine about the issues under discussion—which doesn’t justify the choice; if anything, it makes it worse. Not only were women absent from the magazine’s 9/11 anniversary discussion, but we weren’t included in the debates of the past ten years!

by Nan Stein, Ed.D. and Bruce Taylor, Ph.D.

November 28, 2011

Sexual harassment in schools is still with us—its tenacity and persistence were evident in the results from a new national survey of nearly 2,000 students in grades 7-12 released recently by the American Association of University Women (AAUW). As previously documented in their surveys in 1993 and 2001 (eighth through eleventh graders), sexual harassment runs rampant in schools, too often seen by the students as no big deal, normalized through its continuing existence. Yet students are upset by the existence of sexual harassment and they document how it interferes with their concentration, attendance, achievement, course choices, and involvement in activities.

Research & Action Report, Spring/Summer 2011

by Peggy McIntosh, Ph.D.

U.S. education is in trouble. Many types of school reform have been proposed and tried, but most are not working. They are not creating real solutions to problems. I believe that education reform will continue to falter unless it treats teachers as whole human beings, not as neutral pass-throughs, or as failing parts of machinery. Too often teachers are punished, disrespected, and excluded from conversations on what might actually make education successful for all of our students. What teachers know, what they can contribute, is left out of most efforts to reform education. We cannot change our schools, our systems, without respecting the deep experience of teachers.

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