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This is the most comprehensive and up-to-date analysis of the global aid scene.

With the launch of the New York City Community Schools Initiative (NYC-CS) in 2014, the New York City Department of Education (NYCDOE) has increased its focus on the implementation of a holistic strategy of education reform to address the social consequences of poverty as a means to improving student outcomes. NYC-CS is a strategy to organize resources in schools and share leadership among stakeholders so that academics, health and wellness, youth development, and family engagement are integrated into the fabric of each school. New York City is implementing this strategy at a scale unmatched nationally. In this study, the authors assessed the impact of the NYC-CS through the 2017-2018 school year. The authors assessed the effects along seven outcome domains and explored the extent to which there is heterogeneity in programmatic impact based on student- and school-level characteristics. The authors leveraged innovative quasi-experimental methodology to determine whether students in the community schools are performing better than they would be had their schools not been designated as Community Schools. The findings of this report will contribute to the emerging evidence base on the efficacy of the community school strategy and will be useful for other school district-and state-level policymakers interested in developing or refining similar interventions that support students' and communities' academic, social, and emotional well-being.

This report is the third of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs designed to support Delaware's 42 school districts and charter schools (also known as local education agencies [LEAs]) enrolling students experiencing poverty (SEPs) and multilingual learners (MLs) during the 2019-2020 to 2021-2022 school years: Opportunity Funding and the Student Success Block Grant (SSBG) program. In this report, the authors describe how Delaware's LEAs spent their Opportunity Funding and SSBG dollars, what portion of their allocations they spent, and what LEA leaders deemed their most effective investments with those dollars. They also examine whether both the allocation of the funds and the actual expenditures were associated with improved performance on spring 2022 math and reading tests. The authors use and report results from multiple quantitative designs, including cross-state comparisons of academic achievement, comparisons of the size of academic achievement gaps before and after the availability of funds, and comparisons of academic achievement between schools that did and did not expend these funds. Since the 2019-2020 school year, the Opportunity Funding and SSBG programs have allocated nearly $100 million to Delaware LEAs to support student learning and well-being, with particular emphasis on supporting SEPs and MLs. Delaware LEAs have used these funds to make hundreds of investments, most of which are the employment of staff dedicated to support reading instruction, MLs, and student mental health.

Across the country, school districts, their stakeholders, and policymakers have become increasingly concerned about suspensions, particularly about suspending students from elementary school and disproportionately suspending ethnic/racial minority students. Suspended students are less likely to graduate, possibly because they miss the instructional time they need to advance academically. Restorative practices have gained buy-in in the education community as a strategy to reduce suspension rates. By proactively improving relationships among students and staff and by building a sense of community in classrooms and schools, students may be less inclined to misbehave. And by addressing severe misbehavior through a restorative approach, students might realize the impacts of their actions and be less likely to offend again. This study of the implementation of restorative practices in the Pittsburgh Public Schools district (PPS) in school years 2015-16 and 2016-17 represents one of the first randomized controlled trials of the effects of restorative practices on classroom and school climates and suspension rates. The authors examined a specific restorative practices program-the International Institute for Restorative Practices' SaferSanerSchoolsTM Whole-School Change program-implemented in a selected group of PPS schools under a program called Pursuing Equitable and Restorative Communities, or PERC. The researchers found that PERC achieved several positive effects, including an improvement in overall school climates (as rated by teachers), a reduction in overall suspension rates, and a reduction in the disparities in suspension rates between African American and white students and between low- and higher-income students.

Presents images, plans, sketches and notes from Lyons key projects across Australia, shown through an assemblage of material that conveys the richness and complexity of the projects.

Through exegetical studies of 1 Corinthians and Galatians, John Lewis shows how Paul synthesises theology and ethics - which interpreters frequently separate - as integrated aspects of Christian thinking and living. This fusion becomes evident in Paul's complex process of theological, moral reasoning that lies beneath the surface of his letters for which we have coined the phrase 'theo-ethical reasoning'. The book also examines how Paul encourages his churches to apply this theo-ethical reasoning in the community practice of spiritual discernment - a dialogical, comparative process of reasoned reflection on behaviour and experience. Through this practice of looking for life, community members are led by the Spirit as they reason together, attempting to associate the manifestations of new life with conduct that faithfully portrays Christ's self-giving pattern. This correlation of conduct with experience grounds Paul's own proclamation of Jesus Christ in word and deed. It also becomes the foundation for believers' faith and hope as they come to know Christ and experience the power of God. Thus, the book concludes that the practice of spiritual discernment by means of theo-ethical reasoning lies at the centre of Paul's religion.

Back cover: In this book, John Frederick critiques the view that Paul was operating from a Hellenistic understanding of moral formation. Rather, the ethics of Colossians were derived from the Jewish Two Ways tradition reinterpreted through a theology of Christ-like transformation through the enactment and reception of cruciform love.