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

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  • The Power of the Playground

    David Bornstein

    April 07, 2011 |

    The New York Times |

    Text |

    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

    David Bornstein

    April 04, 2011 |

    The New York Times |

    Text |

    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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  • Some Antiviolence Efforts Are Working

    Kristen A. Graham Susan Snyder John Sullivan Dylan Purcell

    April 01, 2011 |

    The Philadelphia Inquirer (Philadelphia Media Network) |

    Text |

    1500-3000 Words

    Response Location: United States, Philadelphia, Pennsylvania

    Often social programs at schools fail because they are not implemented fully or over a long enough period. One school in Philadelphia attributes their success in decreasing violence to having a long-term principal, a stable teaching force, and formal training in anti-violence programs.

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  • Coming Together to Give Schools a Boost

    David Bornstein

    March 07, 2011 |

    The New York Times |

    Text |

    800-1500 Words

    Response Location: United States, Cincinnati, Ohio

    A 2006 report noted that Ohio and Kentucky were lagging behind other states in college attainment rates - community leaders were concerned about remaining competitive in a global economy. A group of leaders in the Cincinnati area are improving school systems by using data for progress, not punishment.

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  • Fighting Bullying With Babies

    David Bornstein

    November 08, 2010 |

    The New York Times |

    Text |

    1500-3000 Words

    Response Location: Canada, Toronto, Ontario

    The Canadian federal government has identified bullying as a national problem. Roots of Empathy, based in Toronto, encourages empathy in elementary kids by having them interact with babies.

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  • Going Big

    Paul Tough

    September 26, 2008 |

    This American Life |

    Podcast |

    Over 15 Minutes

    Response Location: United States, Harlem, New York

    Studies show the educational divide between affluent and poor people starts early on, before the age of 3, when children learn cognitive and emotional skills that are difficult to almost impossible to learn later as adults. In Central Harlem, parents were not applying methods that stimulate a child’s early development. So, Geoffrey Canada created Harlem’s Children Zone, an 8-week program where parents learn how to help their children. He also expanded his program to include charter schools. The first group of third graders had reading scores above the state average.

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  • Urban kids dig into science and get friendly with worms

    Amy Yee

    July 18, 2000 |

    The Christian Science Monitor |

    Text |

    800-1500 Words

    Response Location: United States, New York, New York

    New York City’s Apple Seed program gets children who live in the city to experiment, engage with, and learn from nature. The program – which has reached over 4,000 kids in New York Public Schools – teaches children about gardening, photosynthesis, and wildlife through hands-on learning experiences and has shown demonstrable success in higher math and science test scores. This program is part of a larger, nationwide trend toward engaged learning and nature.

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