The Evelyn and Walter Haas, Jr. Fund is working across a range of important issues and causes to advance and protect fundamental rights and opportunities for all people. In areas from immigrant rights and gay and lesbian equality to education and nonprofit leadership, we’re always learning new things – about innovative approaches and ideas, model initiatives, and more.
In this section of the website, we share some of the resources that reflect what we’re learning and that shed new light on the work we’re doing in partnership with our grantees and others. The resources include materials we have produced ourselves, including slideshows and features about our grantees and the issues we're working on, plus links to important reports, articles and other items. Please keep checking back as we continue to add new resources to these pages.
As California overhauls K–12 standards, testing, and funding, questions about how and when English Learner students should be reclassified as English proficient take on new urgency. This report, by the Public Policy Institute of California, concludes that the definition of fluency should be simplified so that English learners are considered fluent sooner than later. (May 2014)
The Common Core Standards emphasize deeper knowledge of concepts and require big changes in the classroom. California's transition to the new standards is off to a slow start. Read the latest research, supported with funding from the Haas, Jr. Fund. (April 2014)
Across the country, extraordinary social justice leaders are tackling tremendous challenges with little support. They are called upon to lead not only their own organizations, but also to play key roles in larger movements, and even across movements. At best, this can lead to missed opportunities; and at worst, it can contribute to burn out.
In this CEP blog post, Linda Wood, senior director of leadership at grantmaking, looks at the leadership support disconnect between grantmakers and grantees, and challengers funders to view leadership support more than just a “nice-to-have.” She shares lessons learned from her work in integrating leadership as a priority, and others share their views in the comments below. (November 2013)
With immigration reform yet to be realized in Washington and so much at stake for aspiring Americans across the country, immigrant rights advocates in California have painted a new picture of what it looks like when communities truly open their arms to immigrants and the contributions they make to our communities and our economy. (October 2013)
Since 2005, the Flexible Leadership Award program has aimed to support leaders so they can more effectively advance the goals of their organizations and the movements in which they work. Read this kit to learn more about how the program works and the results its having so far.
In this letter Sylvia Yee, Vice President of Programs, talks about the exciting movement that's underway to close the racial and economic achievement gap in San Francisco's public schools. Learn more about these efforts and how to get involved. (January 2014)
With new leaders who show a deep commitment to narrowing the achievement gap for students of color and those from low-income families, the school district is using support from the Haas, Jr. Fund and others to strengthen its ability to improve student outcomes across the board.
Immigrant youth make up an estimated 25 percent of the population under 18. This demographic change presents a challenge to the public school system, where English proficiency is central to a child’s success. This report shares lessons learned from a new model that addresses the needs of Engligh Language Learners as early as possible, beginning in Pre-Kindergarten. (April 2012)
Reading achievement in the United States has stagnated. More troubling, there are few examples of system-wide success stories: school districts that have improved equity and overall student achievement. Montgomery County Public Schools in Maryland is one such example. Geoff Marietta documents the transformation in this district and its PreK-3rd approach in this case study, Lessons for PreK-3rd from Montgomery County Public Schools. (November 2010)