Here you will find important documents. Some were produced by Stamford Achieves and others are from the many sources we closely follow; all of which are pertinent to our mission.
Stamford Achieves Documents
Symposium Brochure - Oct 2013
2014 Stamford Achieves Brochure
2014 Stamford Achieves Priorities
Student Spotlight Release Form
Never Too Late - Why ESEA Must Fill the Missing Middle
Summary: Alliance for Excellent Education - May 2015
When President George W. Bush signed the No Child Left Behind Act into law in 2002, the U.S. national high school graduation rate was 72.6 percent. Today, the national high school graduation rate has reached an all-time high of 81 percent and the number of low-graduation-rate high schools has declined considerably. While this progress is notable, significant work remains to ensure all students graduate from high school prepared for college, a career, and civic life.
Evidence demonstrates that investments in high school turnaround efforts have succeeded. Moreover, research shows that the current federal strategy of investing in the early years and in postsecondary education, while largely skipping over middle and high schools, is unlikely to yield the greatest returns. An Elementary and Secondary Education Act reauthorization provides the opportunity to implement a more coherent, evidence-based policy of reform and investment that includes middle and high schools.
Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and Latino Males
Summary: Promising Practices and Unfinished Business: Fostering Equity and Excellence for Black and
Latino Males was prepared by the Annenberg Institute for School Reform at Brown University, based
in Providence, Rhode Island, and the Center for Collaborative Education, based in Boston,
Massachusetts, on behalf of the Boston Public Schools. This Phase II report is part of a larger
study, Analyzing Enrollment, Outcomes, and Excellent Schools for Black and Latino Male Students in
the Boston Public Schools. The Phase I report, Opportunity and Equity: Enrollment and Outcomes of
Black and Latino Males in Boston Public Schools, examined the enrollment, opportunity, and outcomes
of Black and Latino male students not only by major racial/ethnic groups, but also by geographic
region. The executive summaries and full reports for both Phase I and Phase II may be viewed and
downloaded at www.annenberginstitute.org and at www.cce.org.
The Annenberg Institute for School Reform at Brown University (AISR) is a national policy research
and reform support organization that collaborates with school districts and communities to improve
the conditions and outcomes of schooling in America, especially in urban communities. AISR focuses
on three crucial issues in education reform today: school transformation, college and career
readiness, and expanded learning time. This work is grounded in a vision of a “smart education
system,” that is, a high-functioning school district that collaborates with community partners to
provide a comprehensive web of opportunities and supports for its students, inside and outside of
The Center for Collaborative Education (CCE) was established in 1994 in Boston, Massachusetts, with
a mission dedicated to transforming schools to ensure that all students succeed. Its core belief is
that schools should prepare every student to achieve academically and to make a positive
contribution to a democratic society. To achieve its vision of a world where every student is
college and career ready and is prepared to become a compassionate and contributing global citizen,
CCE works at the school, district, and state levels in New England
and beyond to:
• create learning environments that are collaborative, democratic, and equitable;
• build capacity within districts and schools to adopt new practices that promote collaborative,
democratic, and equitable learning for students and educators; and
• catalyze systemic change at the school and district levels through district- and state-level
policy and advocacy support.
BLACK LIVES MATTER: The Schott 50 State Report on Public Education and Black Males
Summary: For over a decade, the Schott Foundation’s efforts to collect and publish national data on the four-year graduation rates for Black males compared to other sub-groups have been to
highlight how the persistent systemic disparity in opportunity creates a climate and perception of a population who is less valued.
Black males in America have been cast in a light far too negative for their actual contributions to family, community, democracy, economy, thought leadership and country. There are over two million Black male college graduates and over one million enrolled
in college today. Black households in general dedicate 25% more of their income to charities than White households and Black males comprise one of the largest percentages of American veterans.1 Yet, in the face of these positive attributes, the systemic treatment, outcomes and portrayal of Black males in key systems like education, labor and justice have been largely negative. Our data indicates that, once again, of the 48 states where data was collected, in 35 states and the District of Columbia, Black males remain at the bottom of four-year high school graduation rates. (Latino males were at the bottom in 13 states.) This fact, once again, provides clear evidence of a systemic problem impacting Black males rather than a problem with Black males. As such, for states and localities, “Black Lives Matter” must be a declarative action statement rather than a shallow affirmation.
Since Black lives continue to matter to us, this edition of the Schott 50 State Report on Public Education and Black Males is intended to again alert the nation to the serious reality of a quieter danger that does not instantly end young lives, but creates an all but insurmountable chasm of denied opportunities that consigns them to limited chances to succeed in life. The failure to close the opportunity gap, whether at the national, state or local level, not only deprives all of us, our communities and our nation of the talents and potential contributions that these young people have proven they can make and would likely replicate, but also constitutes a grave injustice.
This biennial report, the Schott Foundation for Public Education’s fifth since we started documenting Black males in public education in 2004, shows that the opportunity gap continues to be the greatest for Black males of all racial/ethnic and gender groups and, while nationally there have been slight increases in their rate of securing a regular diploma four years after beginning
high school, the gap between graduation outcomes for Black males compared to their White male counterparts continues to widen.
Wired to Learn - K-12 Students in the Digital Classroom
Summary: Harnessing technology for education reform
Technology has been touted as an important tool to
prepare all young people for educational and life success,
particularly given the rapid changes taking place in the
world. The transformation from a manufacturing to a
knowledge-based economy demands higher educational
attainment and skill acquisition.2 Sixty-five percent of
jobs are predicted to require postsecondary education
and training by 2020, compared to only 28 percent in
1973.3 This new economic landscape will also require, as
the National Research Council has argued, “knowledge
that can be transferred or applied in new situations,”4 as
well as what are called 21st century skills, such as critical
thinking, creativity, communication, and collaboration.5
Unfortunately, many U.S. students have a long way to go to
be competitive in the current (and future) job market. No
more than two-fifths of elementary and secondary school
students are proficient in math and reading,6 20 percent
of U.S. students are not graduating high school on-time,
if ever,7 and an estimated 40 percent of the young people
enrolled in four-year colleges and 70 percent of those
in two-year programs are not obtaining degrees.8 Young
people also overwhelmingly report feeling disengaged in
school,9 which can lead to poor academic achievement and
an elevated risk for dropping out.10
In 2010, the Obama administration produced the National
Education Technology Plan. It championed digital learning
- a broad term referring to any instructional practice
that uses technology to enhance students’ education11-
as a powerful pathway for preparing youth for college
and career and raising the college graduation rate. The
technology plan targeted learning, assessment, teaching,
infrastructure, and productivity in order to help close the
achievement gap.12 In particular, the plan proposed the
Keeping Kids in Class: School Discipline in Connecticut, 2008-2013
Summary: Fewer students are being excluded from the classroom through suspensions, expulsions, and arrests in recent years, this report finds.
However, many of these discipline measures were used for behaviors that were probably not criminal and could likely have been handled within the school. In addition, racial and ethnic disparities in school discipline rates suggest a need for more uniform criteria in decisions about suspensions, arrests, and expulsions of students.
Please read the full report by Connecticut Voices for Children.
Closing the achievement gap: Four states' efforts
Summary: Education Commission of the States - January, 2015
Time for Equity - Expanding Access to Learning
Summary: Annenberg Institute For School Reform - Voices in Urban Education
Dear Colleague Letter: English Learner Students and Limited English Proficient Parents
SPS High School Call To Action Year II - Action Report (June, 2014)
2014 Policy Progress Report - A Report by The Connecticut Council for Education Reform (CCER)
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Stamford Achieves (SA) acts only as an intermediary between employers posting internship and job opportunities and student candidates. All hiring and compensation for work performed by students is handled directly between the student and the employer. SA also reserves the right to refuse to post or remove internship or job postings.
We do not guarantee or take responsibility for (a) the truthfulness, accuracy, quality, safety, morality, desirability or legality of employer information and position listings, (b) the ability of employers to offer internship and job opportunities, or (c) the hiring, recruiting or other practices of any employer. Students are urged to perform due diligence in researching employers when applying for or accepting employment.
An internship, particularly for students at least 16 years of age, is a great way to get to know yourself a little better while building skills that will make you better prepared for the future. Internships can help you understand how a professional organization functions in the real world. While interning, you will have the opportunity to assess and refine your career goals. It is a “trial period”, an opportunity to test ideas about your interests and potential professions – whether it’s entertainment, non-profit, technology, health – without requiring a lengthy commitment. Just remember, no matter what you do and how long you do it for, do it to the best of your ability.
Some internships are “salaried” positions and some are strictly volunteer. Either way, you will likely gain valuable experience. Please note that most are highly competitive and you should pay close attention to the application deadlines.
Many organizations do not advertise the availability of internships or jobs and so it often requires some initiative on your part. With this portal, Stamford Achieves is seeking to aggregate internship and job opportunities for Stamford’s high school students.
Although we would ultimately like to post all student internship and job opportunities that is simply not realistic. Therefore, it is recommended that you conduct an internet search, look out for postings and check newspaper listings. Also, please use your networks – guidance counselors, teachers, parents, relatives, family, and friends – anyone who may have contacts within businesses or organizations that interest you.
The City of Stamford benefits tremendously from a large and diverse group of employers. These employers can and often do offer our high school students internship as well as job opportunities. However, employment opportunities are not typically aggregated so as to streamline the process for both the prospective employers and students. This portal is designed to be a simple and efficient way to maximize our tremendous resources.
We welcome your feedback as to how we can make this portal as productive and efficient as possible so please do not hesitate to email us at firstname.lastname@example.org and thanks so much for participating.