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.
In addition to the Common Core State Standards, California is implementing a new, online assessment system. The system is being rolled out amid concerns about whether schools are technologically prepared. This new report from the Public Policy Institute of California examines school districts’ technology infrastructure and their readiness for online testing, with key three findings rising to the top.(April 2015)
The Local Control Funding Formula reformed California’s K–12 school finance system, increasing funding transparency and equity, and making it easier to understand the goals of the state’s public education system. This latest report from the Public Policy Institute of California investigates whether the new funding is reaching its targets: high-needs students across the state.(March 2015)
In this cover story from NCRP's publication, Responsive Philanthropy, program director Cathy Cha reflects on how far the immigrant rights movement in California has come, and what philanthropy can learn.(February 2015)
After more than 40 years working to advance social justice, the Center for Community Change decided launching more campaigns wouldn't be enough. "We needed to reinvent the organization-and we needed to reinvent ourselves." Their compelling new report documents the journey to individual and organizational transformation. (November 2014)
Read the latest real-world insights from the Haas Leadership Initiative on the essential role that nonprofit boards can play in strengthening their organizations, and, together with staff, the impact they can make. (November 2014)
Dante Calloway went to Beacon as a kid. Now, he helps mentor young participants. As Dante reflects in this moving video, Beacon Centers are "a place for students to be themselves, and to figure out who they want to be in the future." Watch this video to learn more. (July 2014)
The Haas Pavilion at U.C. Berkeley will soon undergo a major renovation. Fund Chair Walter J. Haas reflected on what the improvements will mean for athletes, coaches and Bears fans, as well as what this gift would have meant to his dad: “My father was a devoted Cal alum, and he believed in the power of sports to galvanize not only a team but the entire community. This gift embodies his legacy.” (August 2014)
SFUSD is launching Vision 2025, the result of a citywide conversation in which a broad range of San Franciscans worked with district leaders, teachers and students to re-imagine what graduating students must know and be able to do. Watch this video to learn more about the process, and about how to get involved. (September 2014)
This report, supported by the Haas, Jr. Fund, provides detailed data on the current scope and character of foundation funding at the intersection of LGBTQ and immigrant rights. It also includes an overview of the ecology of advocacy and service organizations working to address the needs of LGBTQ immigrants, and offers recommendations for funders. (July 2014)
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)