A Discussion of Global Efforts to Build Successful Educational Foundations

1. A Discussion of Global Efforts to Build Successful Educational Foundations Shannon Merriweather George Mason University Fairfax, Virginia

2. “When you know better, you do better.” - Maya Angelou

3. High-poverty and high-minority populations • Schools that use strategies specific to their given populations • Increasing student achievement, and closing the achievement gap • Charismatic leadership • Teachers who are familiar with the population and its needs • “Small Schools” • Strict standards • Environments of success How it’s Being DoneKarin Chenoweth

4. Implications for others and future research • Habits and practices of successful school leaders • Strategies proven successful with specific populations • Proof that underperforming populations can demonstrate success • Useful blueprints for successful schools • Evidence that each school needs to develop its own structure

5. ISSUES IMPLICATIONS Further research needed to effectively impact this population Evidence that child laborers can work while attending school Evidence of flexible systems in place to help these populations Many children attending the schools, not for whom they were intended • Research study aimed at improving the educational experiences of child laborers • How to keep child laborers in the school system • Developing structures that work with the child laborers’ work schedules • Measuring success of those involved in program versus those not Can non-formal education keep working children in school? A case study from Punjab, India Pamela Sud

6. Castro et. al., used research from similar populations in the US to develop a research study for Peruvian students • Behaviors and practices of parents of low SES students that promote literacy learning • Rather than recreating a research study, Castro et. al., furthered research already conducted (internationally yet with similar populations) • Their research confirmed that of others performed internationally • Measuring tools used were not culturally sensitive Oral language and reading abilities of first-grade Peruvian children: Associations with child and family factors Castro, D.C, Lubker, B.B., Bryant, D.M., & Skinner, M.

7. IMPLICATIONS • Using international research conducted with similar populations – rather than recreating the same research study • Furthering the research base – adding to the library of research on a topic • What issues are being found for students from low SES households, and what behaviors are specific to parents whose children demonstrate high-level literacy • Development of measuring tools sensitive to the desired populations

8. ISSUES IMPLICATIONS Research is needed to help this region best utilize its resources Aligning curricula with economic/business needs Using research to determine what is/not working • MENA countries spend inefficiently on education • MENA countries continue to perform poorly on TIMSS assessments • Poor performance academically inhibits economic growth • MENA students have difficulty finding sustainable and progressive employment due to poor education The quality of secondary education in the Middle East and North Africa: what can we learn from TIMSS’ results?DoniaSmaaliBouhlila

9. Research is being conducted all over the world to try to improve the lives of those in economically depressed areas. Education is a key to that improvement. Coordinating and building off of others’ research is the only/best way to further this cause. CONCLUSION

10. DISCUSSION • What are educational needs of your region? • What research questions need to be answered to improve the education system in your region? • What research is already being done that can be used to further this conversation?