Artwork stating 'Education Destroys Barriers', 'We Demand Treatment', and 'I Need A Chance'

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  • Class Struggle: India's Experiment in Schooling Tests Rich and Poor

    June 04, 2011 |

    Wall Street Journal |

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    1500-3000 Words

    Response Location: India, New Delhi

    The country of India has long suffered from extreme income inequalities, with many poor children growing up with lackluster education. The Right to Education Act, passed in 2009, requires elite private schools to admit 25% low-income or disabled children. The law's success is measured at the Shri Ram School in New Delhi, and some wealthy families are unsatisfied with its inclusiveness.

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  • A Way to Pay for College, With Dividends

    June 02, 2011 |

    The New York Times |

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    1500-3000 Words

    Response Location: United States, Washington, District of Columbia

    Low-income students are always looking for ways to finance their education. A new system using “human capital contracts” to pay for higher education isn’t as scary as it sounds.

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  • Surviving and thriving: What works to make teens stronger, more resilient

    May 31, 2011 |

    San Jose Mercury News (The Mercury News) |

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    1500-3000 Words

    Response Location: United States, Oakland, California

    In East Oakland, teens experience random violence, a lack of healthy food, and other sources of chronic stress. The consequences can be grave. At one school, the dropout rate is one in two. Learning to be resilient helps teens survive and even thrive. Multiple efforts are helping East Oakland teens to build this skill, including by connecting them with role models and mentors.

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  • Instead of Student Loans, Investing in Futures

    May 30, 2011 |

    The New York Times |

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    1500-3000 Words

    Response Location: Colombia

    For millions of students who could succeed in college, the limiting factor is money. Is it possible to finance higher education the way we finance start-up companies? A company called Lumni uses “human capital contracts” to offer loans for students contingent upon 14 percent of the student's salary for 118 months after graduation. There are risks to this approach and not a lot of years or data available to be sure of its efficacy, but results are promising already—with a default rate under 3 percent.

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  • Publishers as Partners in Literacy

    May 19, 2011 |

    The New York Times |

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    1500-3000 Words

    Response Location: United States, Philadelphia, Pennsylvania

    First Book Marketplace, which makes quality, new books affordable for children in low-income families, is providing not only improved access to engaging educational materials, but a sense of dignity and self worth that a hodgepodge of used, donated books cannot. Additionally, the books are often used by nonprofits to further create opportunities for family bonding and to stimulate children's development.

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  • A Book in Every Home, and Then Some

    May 16, 2011 |

    The New York Times |

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    1500-3000 Words

    Response Location: United States, Philadelphia, Pennsylvania

    Lack of reading material is not only a third-world problem – many poor families in the United States lack access to and funds for books. A program that helps get books to into the homes of low-income families can boost literacy, and help publishers, too.

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  • When Math Makes Sense (To Everyone)

    April 21, 2011 |

    The New York Times |

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    1500-3000 Words

    Response Location: Canada, Toronto, Ontario

    Many people believe that math is only for a select few. By fostering commitment and providing explicit guidance, Jump, an math education curriculum, is showing people that anyone can do math if they understand it.

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  • A Better Way to Teach Math

    April 18, 2011 |

    The New York Times |

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    1500-3000 Words

    Response Location: Canada, Toronto, Ontario

    Can we improve the methods we use to teach math in schools — so that everyone develops proficiency? A grade-school math program is changing how children learn based on the assumption that all children can achieve a high level of understanding.

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  • The Power of the Playground

    April 07, 2011 |

    The New York Times |

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    1500-3000 Words

    Response Location: United States, Oakland, California

    Great minds from Plato to Piaget have recognized the importance of play in healthy child development, but with bullying becoming more prevalent on school playgrounds and increased pressure to maximize school hours to boost performance on standardized tests, schools are struggling to implement meaningful recess. Playworks and other similar non-profit groups provide coaching for adults on how to help structure children's playtime to be healthy, productive, and enjoyable, while allowing children to explore on their own and develop positive relationships.

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  • Hard Times for Recess

    April 04, 2011 |

    The New York Times |

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    Over 3000 Words

    Response Location: United States, Oakland, California

    Despite strong evidence that school-based physical activity improves children’s cognitive skills, concentration, and behavior, schools under pressure to produce quantitative results and decrease bullying have drastically cut back on recess in recent years. An Oakland-based nonprofit organization called Playworks is working to make healthy play accessible for more children and show schools how productive recess can be to the whole academic world.

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