school development essay

Management Information System (MIS) for schools

How to write an effective school development plan

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School staff work hard every day to improve standards and student outcomes. But it’s the responsibility of School Leaders to bring staff, parents and the wider school community together behind core values and objectives which focus their attention and efforts. As students’ circumstances have changed during the pandemic, schools have had to be flexible with

School staff work hard every day to improve standards and student outcomes. But it’s the responsibility of School Leaders to bring staff, parents and the wider school community together behind core values and objectives which focus their attention and efforts.

As students’ circumstances have changed during the pandemic, schools have had to be flexible with their resources, making quick decisions in order to prioritise what’s best for students.  In many cases, schools have made vast improvements to the way they work, faster than they would have before. More students now have access to devices at home , staff have gained extra digital skills , and school communities have been brought closer together.

Above all, Covid-19 has brought to light the students who need the most support, and schools now have the opportunity now to put objectives in place that will really help them long term.

What is a school improvement plan?

The School Improvement Plan or School Development Plan (SDP) is the central document in which School Leaders map out their strategic plans for the development of their school. Based around the school’s established values, it sets out the actions and resources needed to achieve priority objectives. It is often shared with Governors and published on the school’s website.

All other key plans, such as staff appraisal objectives and CPD programmes tie back to the SDP. The school’s strategic financial plan will also link closely to the strategic improvement objectives, in order to plan sufficient funding to achieve them. 

Every school’s SDP will look different, but the most important thing about an SDP is that it’s developed based on evidence of where the school is at, and what it can realistically achieve in order to best support its students. It is also a living document that’s reviewed and updated in an ongoing cycle.

When you come to write your SDP, there are several resources you can draw on. First, refer to your four-year strategic plan which will provide the foundation of your key aims. Second, return to last year’s plan to assess what you’ve achieved and how your priorities might have changed. Third, your strategic financial plan (usually written in January) will show you where you’ve committed spending, and what still needs to be addressed as part of your four-year plan. 

Next, remember you’ll need to back up each of your objectives with evidence showing why you’ve identified each focus area, and what your actions will achieve. For this, you’ll need to first carry out a school self-evaluation (SSE) which will help you judge your school’s past performance, strengths and areas for improvement. Your SDP should then align with each of the points in your SSE report.  

Check out guidance from the Education Endowment Foundation on how to create school plans this year.  

Step 1: Write a school self-evaluation (SSE) report

The first (and arguably most important) step in creating an effective SDP is to really understand your school’s performance in depth, including the attainment gaps between different student groups and the factors that cause them. You should look at both summative and internal assessment data in order to build a full picture of how students have been doing this year compared to previous years.

Discover how Arbor’s free Insight performance reports could help you prepare your SDP .

In combination with your past performance data, you can also look at data from other sources, such as:

• Centre-assessed GCSE and A Level predictions
• Progress data during lockdown 
• School context and demographic information (e.g numbers of Pupil Premium, Free School Meals and Disadvantaged students) 
• Findings from any surveys to students during lockdown (e.g. how they experienced working from home). This could provide you with some useful qualitative data on the wellbeing of your students. 

Step 2: Challenge your data

Look critically at your performance data before writing up your SSE report. Ask questions like “Why did these trends happen?” and “Are they typical of our school?” These will help to make sure your judgments are not based on any bias or previous assumptions.

The best way to make informed judgments about your school’s performance is to benchmark against schools like you nationally and in your LA (local authority). Arbor Insight reports will help you with this, by showing you:

• What happened last year, and in the last 3 years in your school
• Whether it was typical for your school
• What happened in schools in the UK, your LA and schools like you, and whether this was typical

But you still might not know:

• Why it happened
• Why it’s typical of your school
• How to address the problems and consolidate the successes

You can take two approaches to help answer these questions:

1. The Socratic approach – Think about your data from various angles (e.g. “Do boys underperform in reading in all year groups?”, “How does this affect SEN pupils?”, “Should we look for another reason for this?”) to uncover any hidden assumptions you might have before taking action

2. Ask “why” 5 times – This single, repetitive question is a really useful way to dig deeper into the context behind your results and again, challenge your assumptions

Step 3: Consider the impact of Covid-19

A big focus of most SDPs this year will be how to get students back on track after lockdown. Your Governors will need to understand the impact of partial school closures on students’ learning and wellbeing to help them review your plans for recovery.

To understand the impact of Covid-19 on your students’ attainment, you might have carried out various baseline tests, and compared these results with where students were at before lockdown. Full and broad evidence of students’ prior performance will help you reliably understand what has changed and set the most effective goals for how to get students back on track. 

Think about other areas that have been impacted by the pandemic, such as students’ mental health and wellbeing. Find out how The Mead Academy Trust investigated how students’ vulnerability, educational needs and wellbeing had changed as a result of Covid-19, and the interventions they’re putting in place to support students .

Similarly, hear how Aspirations Academies Trust are banning the terms “catch-up” and “behind”, to focus on positive recovery .

What to include in your SIP

Schools should structure their School Improvement Plans (or School Development Plans) around Ofsted’s four inspection categories :

1. Quality of education 2. Behaviour and attitudes 3. Personal development 4. Leadership and management

Under each category, you should map out your key objectives with actions and targets associated with each of them. A good model to use is SMART (specific, measurable, achievable, realistic and time-framed), which means making clear the associated costs, timescales and resourcing needed to achieve each of your objectives.

Get advice from education advisor, writer and speaker, Mary Myatt on how to carve out time for satisfying work on curriculum improvement . 

Check out these helpful articles in Schools Week about how to improve sectors of your curriculum: Science , Maths , RE .

School Improvement Plan template

If you’re a new Headteacher, it can be really useful to have a look at example SDPs from other schools, particularly those with similar sizes, cohorts, or in your geographical area. 

The Key for School Leaders has some great guidance and resources on creating your SDP, including a school improvement plan (SIP) template and checklists to help you implement and evaluate your SIP . 

Share it for feedback

As you’re writing your plan, it’s important to share your findings, judgments and reasoning with your Governors and staff, so you can work together to perfect it. Governors will especially have an eye on how you plan to close certain high-profile gaps in attainment such as disadvantaged students.

Track the success of your plan

As the school year goes on, the needs of your students may change (the world they live in certainly will!). That’s why your school improvement planning should be done in cycles; with ongoing evaluation throughout the year to help you figure out what’s working. 

If the objectives you set in your SDP are measurable, you’ll know what evidence you need to look at to work out if you’re on track. The most effective way to track the impact of your school improvement initiatives is in your MIS . Systems like Arbor give you a clear, visual view of how your students are doing at school or MAT level across behaviour, attendance and attainment. It’s then easy to problem-solve your student performance and understand the root factors using relevant information such as students’ background and personal circumstances.

This evidence will show you where you might need to tweak the focus of your objectives so they have a more meaningful impact.

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Home — Essay Samples — Education — Middle School — My Middle School Experience: Growth and Discovery

My Middle School Experience: Growth and Discovery

• Categories: Middle School Personal Experience

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Words: 867 |

Published: Sep 16, 2023

Words: 867 | Pages: 2 | 5 min read

Table of contents

The transition to middle school, academic challenges and achievements, navigating social dynamics, the role of teachers and mentors, personal growth and self-discovery, conclusion: a journey of memories and lessons.

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• Example of a great essay | Explanations, tips & tricks

Example of a Great Essay | Explanations, Tips & Tricks

Published on February 9, 2015 by Shane Bryson . Revised on July 23, 2023 by Shona McCombes.

This example guides you through the structure of an essay. It shows how to build an effective introduction , focused paragraphs , clear transitions between ideas, and a strong conclusion .

Each paragraph addresses a single central point, introduced by a topic sentence , and each point is directly related to the thesis statement .

As you read, hover over the highlighted parts to learn what they do and why they work.

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Other interesting articles, frequently asked questions about writing an essay, an appeal to the senses: the development of the braille system in nineteenth-century france.

The invention of Braille was a major turning point in the history of disability. The writing system of raised dots used by visually impaired people was developed by Louis Braille in nineteenth-century France. In a society that did not value disabled people in general, blindness was particularly stigmatized, and lack of access to reading and writing was a significant barrier to social participation. The idea of tactile reading was not entirely new, but existing methods based on sighted systems were difficult to learn and use. As the first writing system designed for blind people’s needs, Braille was a groundbreaking new accessibility tool. It not only provided practical benefits, but also helped change the cultural status of blindness. This essay begins by discussing the situation of blind people in nineteenth-century Europe. It then describes the invention of Braille and the gradual process of its acceptance within blind education. Subsequently, it explores the wide-ranging effects of this invention on blind people’s social and cultural lives.

Lack of access to reading and writing put blind people at a serious disadvantage in nineteenth-century society. Text was one of the primary methods through which people engaged with culture, communicated with others, and accessed information; without a well-developed reading system that did not rely on sight, blind people were excluded from social participation (Weygand, 2009). While disabled people in general suffered from discrimination, blindness was widely viewed as the worst disability, and it was commonly believed that blind people were incapable of pursuing a profession or improving themselves through culture (Weygand, 2009). This demonstrates the importance of reading and writing to social status at the time: without access to text, it was considered impossible to fully participate in society. Blind people were excluded from the sighted world, but also entirely dependent on sighted people for information and education.

In France, debates about how to deal with disability led to the adoption of different strategies over time. While people with temporary difficulties were able to access public welfare, the most common response to people with long-term disabilities, such as hearing or vision loss, was to group them together in institutions (Tombs, 1996). At first, a joint institute for the blind and deaf was created, and although the partnership was motivated more by financial considerations than by the well-being of the residents, the institute aimed to help people develop skills valuable to society (Weygand, 2009). Eventually blind institutions were separated from deaf institutions, and the focus shifted towards education of the blind, as was the case for the Royal Institute for Blind Youth, which Louis Braille attended (Jimenez et al, 2009). The growing acknowledgement of the uniqueness of different disabilities led to more targeted education strategies, fostering an environment in which the benefits of a specifically blind education could be more widely recognized.

Several different systems of tactile reading can be seen as forerunners to the method Louis Braille developed, but these systems were all developed based on the sighted system. The Royal Institute for Blind Youth in Paris taught the students to read embossed roman letters, a method created by the school’s founder, Valentin Hauy (Jimenez et al., 2009). Reading this way proved to be a rather arduous task, as the letters were difficult to distinguish by touch. The embossed letter method was based on the reading system of sighted people, with minimal adaptation for those with vision loss. As a result, this method did not gain significant success among blind students.

Louis Braille was bound to be influenced by his school’s founder, but the most influential pre-Braille tactile reading system was Charles Barbier’s night writing. A soldier in Napoleon’s army, Barbier developed a system in 1819 that used 12 dots with a five line musical staff (Kersten, 1997). His intention was to develop a system that would allow the military to communicate at night without the need for light (Herron, 2009). The code developed by Barbier was phonetic (Jimenez et al., 2009); in other words, the code was designed for sighted people and was based on the sounds of words, not on an actual alphabet. Barbier discovered that variants of raised dots within a square were the easiest method of reading by touch (Jimenez et al., 2009). This system proved effective for the transmission of short messages between military personnel, but the symbols were too large for the fingertip, greatly reducing the speed at which a message could be read (Herron, 2009). For this reason, it was unsuitable for daily use and was not widely adopted in the blind community.

Nevertheless, Barbier’s military dot system was more efficient than Hauy’s embossed letters, and it provided the framework within which Louis Braille developed his method. Barbier’s system, with its dashes and dots, could form over 4000 combinations (Jimenez et al., 2009). Compared to the 26 letters of the Latin alphabet, this was an absurdly high number. Braille kept the raised dot form, but developed a more manageable system that would reflect the sighted alphabet. He replaced Barbier’s dashes and dots with just six dots in a rectangular configuration (Jimenez et al., 2009). The result was that the blind population in France had a tactile reading system using dots (like Barbier’s) that was based on the structure of the sighted alphabet (like Hauy’s); crucially, this system was the first developed specifically for the purposes of the blind.

While the Braille system gained immediate popularity with the blind students at the Institute in Paris, it had to gain acceptance among the sighted before its adoption throughout France. This support was necessary because sighted teachers and leaders had ultimate control over the propagation of Braille resources. Many of the teachers at the Royal Institute for Blind Youth resisted learning Braille’s system because they found the tactile method of reading difficult to learn (Bullock & Galst, 2009). This resistance was symptomatic of the prevalent attitude that the blind population had to adapt to the sighted world rather than develop their own tools and methods. Over time, however, with the increasing impetus to make social contribution possible for all, teachers began to appreciate the usefulness of Braille’s system (Bullock & Galst, 2009), realizing that access to reading could help improve the productivity and integration of people with vision loss. It took approximately 30 years, but the French government eventually approved the Braille system, and it was established throughout the country (Bullock & Galst, 2009).

Although Blind people remained marginalized throughout the nineteenth century, the Braille system granted them growing opportunities for social participation. Most obviously, Braille allowed people with vision loss to read the same alphabet used by sighted people (Bullock & Galst, 2009), allowing them to participate in certain cultural experiences previously unavailable to them. Written works, such as books and poetry, had previously been inaccessible to the blind population without the aid of a reader, limiting their autonomy. As books began to be distributed in Braille, this barrier was reduced, enabling people with vision loss to access information autonomously. The closing of the gap between the abilities of blind and the sighted contributed to a gradual shift in blind people’s status, lessening the cultural perception of the blind as essentially different and facilitating greater social integration.

The Braille system also had important cultural effects beyond the sphere of written culture. Its invention later led to the development of a music notation system for the blind, although Louis Braille did not develop this system himself (Jimenez, et al., 2009). This development helped remove a cultural obstacle that had been introduced by the popularization of written musical notation in the early 1500s. While music had previously been an arena in which the blind could participate on equal footing, the transition from memory-based performance to notation-based performance meant that blind musicians were no longer able to compete with sighted musicians (Kersten, 1997). As a result, a tactile musical notation system became necessary for professional equality between blind and sighted musicians (Kersten, 1997).

Braille paved the way for dramatic cultural changes in the way blind people were treated and the opportunities available to them. Louis Braille’s innovation was to reimagine existing reading systems from a blind perspective, and the success of this invention required sighted teachers to adapt to their students’ reality instead of the other way around. In this sense, Braille helped drive broader social changes in the status of blindness. New accessibility tools provide practical advantages to those who need them, but they can also change the perspectives and attitudes of those who do not.

Bullock, J. D., & Galst, J. M. (2009). The Story of Louis Braille. Archives of Ophthalmology , 127(11), 1532. https://​doi.org/10.1001/​archophthalmol.2009.286.

Herron, M. (2009, May 6). Blind visionary. Retrieved from https://​eandt.theiet.org/​content/​articles/2009/05/​blind-visionary/.

Jiménez, J., Olea, J., Torres, J., Alonso, I., Harder, D., & Fischer, K. (2009). Biography of Louis Braille and Invention of the Braille Alphabet. Survey of Ophthalmology , 54(1), 142–149. https://​doi.org/10.1016/​j.survophthal.2008.10.006.

Kersten, F.G. (1997). The history and development of Braille music methodology. The Bulletin of Historical Research in Music Education , 18(2). Retrieved from https://​www.jstor.org/​stable/40214926.

Mellor, C.M. (2006). Louis Braille: A touch of genius . Boston: National Braille Press.

Tombs, R. (1996). France: 1814-1914 . London: Pearson Education Ltd.

Weygand, Z. (2009). The blind in French society from the Middle Ages to the century of Louis Braille . Stanford: Stanford University Press.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An essay is a focused piece of writing that explains, argues, describes, or narrates.

In high school, you may have to write many different types of essays to develop your writing skills.

Academic essays at college level are usually argumentative : you develop a clear thesis about your topic and make a case for your position using evidence, analysis and interpretation.

The structure of an essay is divided into an introduction that presents your topic and thesis statement , a body containing your in-depth analysis and arguments, and a conclusion wrapping up your ideas.

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Your essay introduction should include three main things, in this order:

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• A thesis statement that presents your main point or argument.

The length of each part depends on the length and complexity of your essay .

A thesis statement is a sentence that sums up the central point of your paper or essay . Everything else you write should relate to this key idea.

A topic sentence is a sentence that expresses the main point of a paragraph . Everything else in the paragraph should relate to the topic sentence.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

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Essay on My School

Here we have shared the Essay on My School in detail so you can use it in your exam or assignment of 150, 250, 400, 500, or 1000 words.

You can use this Essay on My School in any assignment or project whether you are in school (class 10th or 12th), college, or preparing for answer writing in competitive exams. 

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Essay on My School in 150-300 words

My school is a place that holds a special significance in my life. It is not just a building with classrooms, but a nurturing environment where I have spent some of the most formative years of my life. My school is a place where I have gained knowledge, formed lifelong friendships, and developed essential skills for my future.

The infrastructure of my school is impressive, with well-equipped classrooms, laboratories, and a library. It provides a conducive learning environment where teachers impart knowledge with dedication and passion. The school also offers extracurricular activities, including sports, arts, and cultural events, which have played a crucial role in my overall development.

What makes my school truly special is its sense of community and inclusivity. The teachers and staff foster a supportive and nurturing atmosphere, encouraging students to express themselves, share their ideas, and embrace diversity. The friendships I have formed in my school have been invaluable, providing me with a sense of belonging and support.

My school has not only focused on academic excellence but also on character building. It instills values such as discipline, respect, and empathy. The school encourages us to participate in social service activities and initiatives that contribute to the betterment of society.

In conclusion, my school holds a significant place in my heart. It has provided me with a platform to grow academically, socially, and emotionally. The knowledge, skills, and experiences gained from my school will continue to shape my future endeavors. I am grateful for the opportunities, guidance, and memories that my school has bestowed upon me.

Essay on My School in 350-450 words

My school is not just a building with classrooms and desks; it is a place that has shaped me into the person I am today. It is a community of educators, students, and staff who work together to create a nurturing environment for learning and personal growth.

The infrastructure of my school is impressive, with well-maintained classrooms, science and computer laboratories, a library, and sports facilities. The classrooms are equipped with modern teaching aids and technology, providing an interactive and engaging learning experience. The school library is a treasure trove of knowledge, offering a wide range of books, magazines, and resources that have expanded my horizons and fueled my curiosity.

However, it is the people in my school who make it truly special. The teachers are not just educators but mentors who are passionate about their subjects and dedicated to imparting knowledge. They go beyond textbooks, encouraging critical thinking, creativity, and independent learning. Their guidance and support have nurtured my intellectual curiosity and shaped my academic journey.

Moreover, my school emphasizes holistic development by providing opportunities for extracurricular activities. From sports to arts, music to drama, there is something for everyone. These activities have allowed me to explore my talents, develop new skills, and build confidence. The annual school events, such as cultural fests and sports meets, bring the entire school community together, fostering a sense of camaraderie and school spirit.

What sets my school apart is its strong sense of community and inclusivity. Students from diverse backgrounds come together, fostering an environment of respect, empathy, and acceptance. The school encourages participation in community service projects, instilling values of compassion and social responsibility. Through these initiatives, I have developed a sense of empathy and a desire to make a positive impact on the world around me.

In addition to academic and extracurricular pursuits, my school also prioritizes character development. It promotes values such as integrity, discipline, and teamwork. Through various initiatives, including leadership programs and mentoring, my school equips students with essential life skills that go beyond the classroom.

In conclusion, my school is not just a physical space; it is a vibrant community that has played a significant role in my personal and academic growth. The infrastructure, dedicated teachers, diverse opportunities, and inclusive environment have provided me with a solid foundation for success. The memories, friendships, and experiences gained from my school will always hold a special place in my heart, and I am grateful for the invaluable lessons and support that my school has provided me with.

Essay on My School in 500-1000 words

Title: My School – A Journey of Learning, Growth, and Community

Introduction :

My school is more than just a physical institution; it is a place that has played a pivotal role in shaping my identity, fostering my love for learning, and providing me with a strong foundation for personal and academic growth. It is a vibrant community where dedicated educators, supportive staff, and fellow students come together to create an environment conducive to learning, exploration, and holistic development. In this essay, I will take you on a journey through my school, highlighting its infrastructure, curriculum, extracurricular activities, and the sense of community that makes it truly special.

Infrastructure and Facilities

The infrastructure of my school is impressive, designed to cater to the diverse needs of students. The well-maintained classrooms are spacious and equipped with modern teaching aids, including smart boards and multimedia projectors, enabling interactive and engaging learning experiences. The science and computer laboratories are equipped with state-of-the-art equipment, providing hands-on opportunities to explore and experiment. The school library is a haven of knowledge, with an extensive collection of books, magazines, and digital resources that have expanded my horizons and deepened my love for reading.

In addition to academic facilities, my school also boasts well-maintained sports facilities, including a sports ground, basketball court, and indoor sports arena. These facilities provide ample opportunities for students to engage in physical activities, promoting a healthy and active lifestyle.

Dedicated Educators and Supportive Staff

The heart of my school lies in its dedicated and passionate educators who go above and beyond their role as teachers. They serve as mentors, guiding us on our educational journey and nurturing our intellectual curiosity. Their commitment to their subjects, innovative teaching methods, and willingness to support and encourage students have had a profound impact on my love for learning. The teachers create a supportive and inclusive classroom environment, where each student feels valued and respected.

The supportive staff, including administrative personnel, librarians, and maintenance staff, play a crucial role in ensuring the smooth functioning of the school. Their dedication and commitment contribute to the overall positive atmosphere of the school, creating a sense of unity and collaboration.

Curriculum and Holistic Development

My school offers a comprehensive curriculum that emphasizes both academic excellence and holistic development. The curriculum is designed to foster critical thinking, creativity, and problem-solving skills. It goes beyond textbook knowledge, encouraging us to explore real-world applications of what we learn.

The school provides a well-structured timetable that balances academic subjects, including mathematics, science, languages, and social sciences, with opportunities for artistic expression, physical education, and personal development. This well-rounded approach ensures that students have a holistic educational experience and are exposed to a range of disciplines and perspectives.

Extracurricular Activities

My school recognizes the importance of extracurricular activities in nurturing talents, developing leadership skills, and promoting teamwork. The school offers a diverse range of activities, including sports, arts, music, dance, drama, and debate. These activities provide a platform for students to explore their passions, develop new skills, and showcase their talents.

Participating in extracurricular activities has not only broadened my horizons but also helped me build confidence, resilience, and a sense of discipline. Through sports, I have learned the value of teamwork, sportsmanship, and perseverance. In the arts, I have discovered my creativity and developed an appreciation for various forms of expression.

Sense of Community

What sets my school apart is the strong sense of community and belonging that permeates every aspect of school life. The school fosters an inclusive environment where students from diverse backgrounds come together, promoting mutual respect, understanding, and cultural appreciation. This sense of community has enabled me to develop meaningful friendships and connections that extend beyond the classroom.

The school organizes various events and celebrations, such as annual days, cultural festivals, and community service initiatives. These events bring the entire school community together, promoting camaraderie, teamwork, and a sense of pride in our school.

Conclusion :

My school is more than just a physical structure; it is a vibrant community where learning, growth, and friendship thrive. The infrastructure, dedicated educators, supportive staff, comprehensive curriculum, and wide range of extracurricular activities have provided me with a well-rounded education and countless opportunities for personal and academic development. The sense of community and belonging that permeates my school has created an environment where I feel valued, inspired, and motivated to reach my full potential. My school will always hold a special place in my heart, as it has nurtured my love for learning, shaped my character, and prepared me for a bright future.

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School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach

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• First Online: 01 October 2021

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• Rose M. Ylimaki 5 &
• Lynnette A. Brunderman 6  

Part of the book series: Studies in Educational Leadership ((SIEL,volume 24))

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Across the globe, we observe policy trends towards evidence-based school development, “scientific” research, and increasingly centralized curriculum, all occurring amidst growing digitalization and demographic changes resulting in increasingly pluralistic schools and communities. As a result of these policy pressures, many universities and other educational organizations have proposed various evidence-based school development models or projects aimed at continuous improvement. In this chapter, we contest evidence produced from quasi-experimental research designs with other empirically tested evidence. We critique several established school development programs across the U.S. Finally, we propose that in order to have school capacity for continuous development, we need a school development process that is contextually-based and able to consider, reflect upon and use data from evidence-based programs and other sources as appropriate for school-identified problems, and that schools must be able to evaluate their own programs and processes in their particular contexts, with particular populations. For this, we need school development grounded in understandings of education and leadership as well as evidence. For our purposes, we define school development as a continuous growth process for school teams supporting education amidst tensions between policy expectations for use of research-driven evidence and the needs of students in increasingly diverse contexts.

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Introduction

Defining How We Get from Research to Practice: A Model Framework for Schools

The Rise and Fall of Evidence-Based Research

• Global policy trends
• Cultural diversity
• Democratic and humanistic values
• School development

The book is about leadership capacity for continuous school development and improved student outcomes for culturally diverse youth in traditionally underserved communities amidst the contemporary evidence-based policy context. Across the globe, we can observe policy trends toward evidence-based school development, instrumentalism, evaluation, “scientific” research, and increasingly national or centralized curriculum, all of which is occurring amidst growing digitalization with a knowledge economy as well as global and internal demographic changes toward increasingly pluralistic schools and communities. As a result of policy pressures on schools and related pressures on higher education to demonstrate impact of research, many universities and other educational organizations across the U.S. and elsewhere have proposed various evidence-based school development models or projects aimed at continuous improvement. While many of these projects or models have been empirically tested and are working toward a so-called gold standard of strong evidence, few have strong evidence from experimental design promoted in What Works Clearinghouse and a number of research grants. Approaches grounded in standards, assessments and other central regulations seek to manage school practice, but Bryk et al. ( 2015 ) and others argue that these solutions are often oversold, under-implemented, and soon replaced with little learned in the process. Closely related, other evidence-based practices for school development involve creating potentially effective and replicable programs, evaluating them (ideally according to What Works Clearinghouse in randomized controlled experiments) and providing incentives for schools to use those that are found to be effective. Rather, Bryk et al. ( 2015 , p. 468–469) notes that while clinical trials are worth doing in education, they are a very slow and expensive process, and such studies are not likely to be the primary resource for improving schools anytime soon. Bryk et al. go on to argue that randomized trials may just report effect sizes, indicating that a program can work, but it may not show how to make it work reliably over diverse contexts and populations. Moreover, from our perspective, clinical trials do not take into account leadership capacity, teachers’ pedagogical capacity, or increasingly diverse student needs and interests. In order to have school capacity for continuous development, we need a school development process that is contextually-based and able to consider, reflect upon, and use data from evidence based programs and other sources as appropriate for particular problems and conduct their own experiments or assessments about how programs and processes work in particular contexts and with particular populations. For this, we need school development grounded in understandings of education and leadership as well as evidence.

For present purposes, we define school development as a continuous growth process for school teams supporting education amidst tensions between policy document expectations for use of evidence from experimentally designed programs and the needs of students in increasingly diverse school contexts. This volume features an ongoing project developed for culturally diverse Arizona schools and most recently applied to the South Carolina context as well as similar school development projects in Australia, Germany, and Sweden. School development projects are considered in relation to current national and cross-national policy trends toward evidence-based policies and changing demographics and in relation to particular contexts. We conclude with our thoughts about the need for further work in the area of school development.

Evidence-Based Policy Trends

Historically in the U.S., policy documents under both Republican and Democratic administrations have supported the need for evidence from externalized evaluations (standardized assessment data) to guide school decisions. Additionally, since 2002, there has been a drastic rise in the call for education research funded by the Office of Educational Research and Improvement (OERI) that addresses causal questions using random assignment designs [prior funding for randomized controlled trials represented 5% of federal funding for education research compared to 75% by 2002 (Morrison, 2012 )]. Currently, funding applications for U.S. Department of Education grants must include research designs that are based upon prior studies with “strong evidence” (explicitly defined by large-scale quantitative studies with randomized controlled trials or quasi-experimental designs). In the international arena, multinational organizations (the Organization for Economic Co-operation and Development (OECD) and the World Bank) have also made evidence-based policymaking a priority, both in their own work as well as for their members (Wiseman, 2010 ).

In recent years, we can observe global changes in educational policies and governance systems with increased curriculum centralization, the advent of externalized evaluation policies and the increasing scrutiny of educational organizations at all levels, particularly public schools. More specifically, many nation states, including the U.S., have experienced both increased centralization (e.g., curriculum, evaluations) as well as increased decentralization (school-based decisions about improvements). New bureaucracies have emerged in relation to neoliberal policies, all of which demand strong leaders who can mediate among many different (and sometimes conflicting) policies, diverse student needs, and democratic education values. Further, school leaders now must work collaboratively within and between governance systems or levels, balancing evidence-based values and the humanistic values of education for increasingly diverse students. In Fig. 1.1 that follows, we illustrate some of the historical policy changes that have affected schools and leaders in the U.S. and internationally.

Timeline of evolution of education trends and policies

As the timeline demonstrates, evidence-based policies are not entirely new, however the political pressures have created more stringent external oversight. We can observe that “new” evidence-based policies can be categorized in terms of three interrelated intents, (1) to measure school quality on standardized tests, (2) to create equality among schools, and/or (3) to increase state control of schooling (Wiseman, 2010 ). For a full discussion of recent evidence-based policy intentions, see Wiseman ( 2010 ).

The most popular reason for using evidence as a basis for policymaking is that evidence provides an indicator of quality in terms of how much someone has learned or how much impact a certain educational technique has on students (Wiseman, 2010 ). Here the underlying assumption is that the more students learn, the more they know. The more students know, the better their test performance (a key source of evidence) will be. The better the students’ test performance is, the better the teacher or school is. Most often summative assessments in the form of norm-referenced standardized tests are used to summarize how well an individual or an organization is performing. This logic is flawed because these standardized assessments are normed on a bell curve designed to sort individuals; students with scores reflecting a single test question difference can be designated as deficient. Standardized tests are not designed to measure a student’s mastery of content (e.g., Bond, 1995 ; Decker, 2008 ; Reynolds et al., 2010 ). Yet, summative assessments are a primary tool to measure educational quality and represent the final sum of knowledge that a student has been taught (or has learned) up to a particular point. It is important to note that with summative assessments, there is no opportunity for feedback, reflection, planning or further instruction to students. Moreover, norm-referenced standardized assessments have long been criticized for privileging children from White middle class households and communities (Reynolds et al., 2010 ). Yet the evidence resulting from their state, national or international test performance informs policymakers about the perceived quality of education.

In many nations, including the United States, there are a variety of external evaluations (state tests) given in different states and sometimes in different districts. For example, in Arizona, students currently take the AZMerit test of knowledge and skills. There is no longer a graduation exam Footnote 1 in Arizona, but some school districts additionally require all students to take the ACT exam. In South Carolina, beginning in grade 3, students take the South Carolina Palmetto Assessment of State Standards (SCPASS) in English/Language Arts, Mathematics, Science and Social Studies. The High School Assessment Program (HSAP) is first administered in grade 10, and South Carolina high school students must pass this test in order to receive a high school diploma. National tests, such as the National Assessment of Educational Progress (NAEP), provide nationally representative achievement information in core subjects. International assessments that are widely taken in many countries (e.g. PISA, TIMSS) have often driven national policy decisions toward an increased use of tests as evidence of school quality or success. Although there is a range in the extent to which the results of these assessments directly affect individual students, the average student scores for schools, districts, states and nations as a whole are widely accepted indicators of educational quality and have a major impact on educational policy-making (LeTendre et al., 2001 ).

The degree of equality attained in an educational system is another reason frequently cited for assessing the performance of students and schools. By seeing who performs highly and who does not, it is possible for teachers, administrators and policymakers to determine disparities among individual students, classrooms, and schools (Heilig and Darling-Hammond, 2008 ; Darling-Hammond, 2010 ). The logic behind using evidence to demonstrate equality suggests that policymakers can design policies and laws to close achievement gaps. For example, Arizona, like many other states, has a wide achievement gap between students from various social and economic groups. The state test (currently AZMerit) shows that this gap exists and the extent to which it exists in particular content areas. Arizona politicians have used this evidence to reward high performing schools and to punish low performing schools. Analysis of standardized achievement scores clearly falls along socioeconomic lines across the nation (Perry et al., 2010 ; Baker and Johnston, 2010 ; Cunningham and Sanzo, 2002 ) and has contributed to the rise of charter schools, vouchers and public mechanisms to ensure greater equality among schools. Thus, politicians—with evidence from state tests— have passed legislation and policy targeting underperforming schools, requiring shifts in the curricular and classroom focus in order to close those achievement gaps. Under NCLB, if disaggregated data for each student subgroup (i.e., race, gender, language proficiency, etc.) do not demonstrate adequate yearly progress, then the U.S. Department of Education may withhold federal funding from the state or district within the state (McDermott and Jensen, 2005 ). In 2015, the reauthorization of NCLB resulted in the Every Student Succeeds Act (ESSA), which returned some control to states to determine their goals. Students are still required to be tested annually in grades 3 through high school, but the federal government removed many of the prescriptive pieces of the legislation (U.S. Department of Education, 2016 ). However, Arizona (as in many states) has not changed state legislation to reflect the greater flexibility of ESSA. It should also be noted that in Arizona, the state test was designed to have both criterion-references components and others that served as norm-referenced items by testing standards at, above, and below the grade level for which the test was designed.

Historically, federal and many state policy makers have attempted to address inequities through legislation. For example, the Coleman Report from the 1960s suggested that family and peer influences, not school resources, are the most important determinants of student performance (Baker and LeTendre, 2005 ). The Coleman Report was conducted in the wake of the court case Brown vs. Board of Education of Topeka that ruled that racial segregation of children in U.S. public schools was unconstitutional. “Evidence” from the landmark court decision and the latter Coleman Report changed the course of equity-driven policy-making in the United States and in many other countries. The Coleman Report was part of President Johnson’s strategy in the Great Society program to level the playing field by identifying evidence of inequality in schooling. Coleman surveyed over 560,000 students across the U.S., a methodology partly due to the fact that the system was highly decentralized. And while recent externalized evaluation and curriculum policies have shifted toward centralization (e.g. Common Core curriculum), administration of education in the U.S. remains state-based. During the time of the Coleman Report, Johnson and other policymakers thought they could address inequality with additional resources for low-socioeconomic schools as a strategy for improvement. However, while they found unequal resources available according to class and race, Coleman’s team found evidence that some equity indicators like resources did not predict achievement. Variations in family background and outside-of-school environment affected achievement at least as much as variations in school resources and quality. In other words, some policy impacts cannot be controlled by policymakers. Closely related, Mexican American parents successfully sued school districts in California (Roberto Alvarez vs. the Board of Trustees of the Lemon Grove School District, 1931, and Mendez vs. Westminster, 1946), both of which attempted to segregate Spanish-speaking Mexican American students in inferior “Americanization” schools. The 1968 passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) provided federal protections for culturally and linguistically diverse students. The Bilingual Education Act built from the Brown v. Board of Education case and the civil rights movement and promoted instruction that was both in a student’s native language and culturally responsive. The act was far reaching, but it (and related state policies) remain at tension with the need to educate students in a common language and other common understandings and civic dispositions that create a nation state. For example, today’s school leadership teams must balance tensions between recent shifts toward curriculum centralization in the Common Core (and state versions thereof) and related externalized evaluation policies designed to measure student performance.

Policy makers control school funding; at state and national levels, test results are increasingly tied to funding, with the most recent policy wave beginning with the No Child Left Behind Act and its requirement for schools to make adequate yearly progress. Because the U.S. Department of Education has the responsibility for evaluating schools’ and states’ performance, it can and does use test performance as evidence and a means to control the curriculum schools adopt, the content teachers teach and other components of schooling (Wiseman, 2010 ). Since the No Child Left Behind Act, schools identified as not making Adequate Yearly Progress (AYP) over a series of years have been in danger of losing federal funding, and as such this has become vital policymaking evidence for school systems in every state. Thus, some would argue that policymakers have opted toward evidence-based approaches over which they have control.

Globally, we can observe a policy convergence toward such compliance requirements, curriculum centralization and rankings for school quality and performance (Pilton, 2009 ; Steiner-Khamsi, 2006 ). As Pilton ( 2009 ) explained, there are several ways that policy convergence contributes to evidence-based policies, curriculum centralization, and comparisons or rankings of schools, states, and nations. One way is through imposition. Imposition is typically a result of political demand or pressure (e.g. Organization for Economic Cooperation and Development/OECD agenda, World Bank) and requires compliance with international policy or institutional arrangements. There is no legal obligation to participate in the Programme for International Student Assessment (PISA) with OECD; however, at OECD urging, member nations comply with evidence-based policies. Further, as Meyer ( 1977 ) and other institutional theorists would argue, when OECD identifies nation states with “high performing” schools, others emulate these practices (e.g. centralized curriculum) as they are legitimized. Such evidence-based policy convergence also contributed to research trends in funding applications, particularly research methods that are considered “scientific” and measure what works to improve schools.

Research Trends

In the U.S., federal grants legitimize “scientific” research designs and methods similar to the medical field that measure various interventions aimed at improved student outcomes on standardized tests, including randomized controlled trials and quasi-experimental designs Since the No Child Left Behind Act in 2002, education research funded by the Office of Educational Research and Improvement (OERI) that addresses causal questions using random assignment designs increased from 5% to 75% (Morrison, 2012 ). In current funding applications for the U.S. Department of Education grants, researchers must demonstrate that their research designs are based upon prior studies with “strong evidence” explicitly defined by large-scale quantitative studies with randomized controlled trials or quasi-experimental designs that primarily measure what works in terms of gains in student outcomes. That is, federally funded research channels future research in a particular and similar direction, and this research is considered legitimate with “strong evidence”.

A number of influential scholars have argued persuasively for the use of such evidence to inform educational practice. Slavin is one of the most frequently cited proponents for the use of research and practice similar to the medical field. Using his Success for All project as an example, Slavin ( 2010 ) argues for the importance of studies that seek to make causal conclusions that include correlational and descriptive dimensions as he used in Success for All, one of the innovations featured in What Works Clearinghouse with strong evidence of effectiveness. The What Works Clearinghouse is sponsored by the Institute of Educational Science to provide educators with interventions designed and tested with scientific research that demonstrates effectiveness to improve student outcomes. The push for evidence-based policies is evident around the world. As noted earlier, this trend of convergence toward evidence-based policies has particular contextual challenges in nation states with federal systems of education and in schools serving increasingly diverse populations of students.

Australia, Germany, and the United States have a history of a state-based system with regards to education, but all three countries are experiencing an increasing centralization of curriculum, accountability systems, and evidence-based policy trends. Sweden has a much longer history of a centralized national curriculum; however, recent national policy has shifted to focus on equity within and between schools and municipalities. All of these policy trends have developed amidst changing demographics. Australia, for example, has experienced changing migration patterns from Europe to Asia and Africa. Since the 1970s, Sweden, too, has experienced significant demographic changes due to immigration. Demographic changes in the United States are due to both population migrations and refugees, as well as internal demographic changes. In certain ways, globalizing trends toward centralized curriculum and accountability policies are at tension with the needs of increasingly diverse students in schools.

Education and Humanistic Values

While diversity has increased and changed since Dewey wrote Democracy and Education with his philosophy of education, we see parallels with the contemporary situation for continuous growth in school development. Over the course of his career, Dewey ( 1897a , b , 1916 , 1938 ) encouraged continuous growth and lifelong learning. Dewey ( 1916 ) argued, in particular, that an education which only emphasizes the achievement of “external aims” hinders students’ capacity for continuous growth and leads students to view schooling as something to end as quickly as possible. In terms of school development, this might suggest that reliance on evidence from standardized test scores, grades, school letter grades, etc. inhibit school teams’ ability to evolve and grow, resulting in seeing school development as a destination rather than a journey. In contrast, in a Deweyan notion of education and democratic growth, experience is key and growth is a continuous lifelong venture. Additionally, for Dewey, reality is constantly changing and no one has a monopoly on knowledge; this means that democracy requires everyone to continuously grow and adapt to changing conditions.

Dewey (1897/2000) sought to conceptualize education in an earlier time of social and political change. More specifically, Dewey ( 1900 ) discusses unifying the student with other students so that the school “gets a chance to be a miniature [democratic] community, an embryonic society. This is the fundamental fact, and from this arise continuous orderly sources of instruction” (p. 32). In our project, we incorporated these education theory perspectives and educative values for building leadership capacity in school development to include thinking, growth, reflection, and pedagogical interaction, as well as an emphasis on lifelong learning and growth. It is important to note that, like Dewey, we did not see the values as fixed but rather as guides to build leadership capacity.

It should also be noted that Dewey ( 1916 ) understood the significance, nature and utility of subject areas, or outcomes. In fact, in Democracy and Education ( 1916 ), Dewey addresses subjects such as geography, history, physical and social studies, as well as “play and work” and vocational aspects of education. He reinforces the aims of education for social direction, preparation, formation, and reconstruction. Thus, education is “based upon a consideration of what is already going on; upon the resources and difficulties of existing conditions” (p. 110), all of which require reflection and development or growth (democracy). More recently, Biesta ( 2010 ) renewed attention to democracy, critiquing contemporary “evidence-based” reforms and emphasizing how use of certain evidence-based programs threatens to replace professional judgment and the wider democratic deliberation about the purpose, outcomes and pedagogy of education. Biesta argues for a value-based education rather than an evidence-based education. “Calling the idea of value-based education an alternative is not meant to suggest that evidence plays no role at all in value-based education but is to highlight that its role is subordinate to the values that constitute practices as educational practices” (Biesta, 2010 , p. 493). This project recognizes that education values, concepts and aims must interface with values and aims of educational organizations within increasingly diverse communities.

Changing Demographics

Currently, White people constitute the majority of the U.S. population (62%); however, the percentage is expected to fall below 50% by 2060 with Hispanic populations to experience the largest increase (Colby and Ortman, 2015 ). In Arizona, where we initially designed the school development project, Latino/Latina made up 31% of the population, but the traditionally marginalized non-White populations grew by 62.4% between 2000 and 2015 (Stepler and López, 2016 ). Poverty levels in Arizona averaged 16.4% with a range from 13.7% in Santa Cruz County to 36.2% in Apache County (Datausa, 2018 ).

In 2018, we extended the Arizona project to South Carolina, a southeastern U.S. state that has historically reflected a diverse population. At one time, South Carolina was recognized as a super-minority African-American state; current demographics continue to show increasing diversity with a rapidly growing Hispanic and refugee population (Colby and Ortman, 2015 ). In fact, South Carolina has seen the most rapid growth in Hispanic population of any state in the period between 2000 and 2010 (U.S. Census Bureau, 2011 ). During this 10-year period, the state saw a 147.9% increase in its Hispanic population (U.S. Census Bureau, 2011 ). Between 2000 and 2014 the Hispanic Population grew by 172% (Stepler and López, 2016 ). In addition to the shifting demographics, poverty levels remain high in South Carolina where 17.2% of children in the state live in poverty compared to 15.1% nationally (U.S. Census Bureau, 2018a , b ). Minority and low-income students have historically been at-risk for school failure (Reardon et al., 2008 ). Student achievement data in South Carolina, including those high-needs schools along the I-95 corridor, corroborates the relationship between student demographics and student academic performance (South Carolina Department of Education, 2018 ).

Cultural diversity continues to bring multiple experiences, values, and views of knowledge to educational institutions and the academics within them. Since the 1960s there has been a significant increase in the number and diversity of immigrants coming to the U.S. The U.S. Census Bureau notes that the increasing number of international migrants will make the country “a “plurality” of racial and ethnic groups” (Colby and Ortman, 2015 , p. 9). For example, the Hispanic population has grown from 6.5% of the U.S. population in 1980 to 17.6% in 2015 (Pew Research Center, 2015 ) while the Two or More Races population is projected to grow by 225% between 2014 and 2060 (Colby and Ortman, 2015 ). In the next section we consider the strengths and limitations of mainstream school development projects.

Strengths and Limitations of School Development: Research and Popular Models

Over the past five decades, school effectiveness and school improvement research has grown substantially around the globe. Many scholars, often in partnership with local school districts or municipalities, have designed and evaluated the effectiveness of various approaches to school development. Across the literature, we see an evolving approach to school development, beginning with an organizational health and development approach to studies of an application of findings from effective schools literature conducted in the wake of the Coleman Report, and a focus on change and comprehensive school reform to systems reform.

Early school improvement studies were most often aimed at organizational development, grounded in organizational theory (e.g. Lewin, 1947 ) as well as studies of effective schools (e.g. Edmonds, 1979 ). Lewin and others (e.g. McGregor, 1960 ; Miles, 1967 ) developed experiments to test the influence of the organization on group dynamics, culture and productivity. Miles ( 1967 ) applied concepts of organizational health to schools, looking at the relations between the organizational condition of schools and the quality of education they provide. His ten dimensions of organizational health included goals, the transmission of information, and the ways in which decisions are made, the effective use of resources, cohesiveness and morale, ability to deal with growth and change- notions of innovativeness, autonomy, adaptation to the environment and problem-solving. Early organizational development efforts were primarily focused on behavior changes aimed at efficiency with later studies to include an emphasis on how to “humanize” the organizational context. Here we see an emphasis on large-scale national reforms and school leader development (e.g. McLoughlin, 1990 ). Interestingly, scholars often provided evidence or feedback to school leaders and teachers in the form of survey results. Moreover, scholars who applied organizational development to education identified problems with top-down, externally developed projects that did not take into account the school context but contributed to understanding the leader’s contribution to curriculum, instruction, and organizational change.

Although the U.S. Supreme Court’s decision in Brown vs. Board did not achieve school desegregation on its own, the ruling (and steadfast resistance to it across the South and elsewhere) fueled the civil rights movement in the United States. As a prominent example, in 1955, a year after Brown vs. Board of Education, Rosa Parks refused to give up her seat on a Montgomery, Alabama bus. Her arrest sparked the Montgomery bus boycott that would lead to other boycotts, sit-ins and demonstrations, many of which were led by Martin Luther King, Jr.

We see evidence-based perspectives with less explicit attention to race and civil rights prominently displayed in later studies from the 1990s but these studies were influenced by the decentralization of schools and the increased prominence of site-based management in the U.S. and elsewhere. School development projects were frequently practitioner led during the 1990s in the UK and the US. During the 1980s, school-based review or self-evaluation became a major strategy for managing change and school development. The empirical support for school-based school reforms was mixed. For these reasons, school improvement during this time period was often seen as implementing an intervention or engaging in action research projects. In many countries, including the United States and Australia, it was also driven by federal funding to address passage of Title I legislation and Australia’s mandate for school improvement councils. During this timeframe, in the United States, the publication of A Nation at Risk ( 1983 ) initiated what has become a widespread discourse about schools in need of improvements. For example, with this report, we see the earliest indication of the contemporary pressure toward externalized accountability and change mandating school leaders to understand and apply concrete strategies for change for which they are held accountable.

Thus, in the early 1990s, in the U.S. and elsewhere, school development literature focused on concrete strategies for the management and implementation of change at the school level. The emphasis on change emerged from previous research that indicated the need for more concrete approaches to school improvement as well as the increased need to prepare children for a world engaged in complex and rapid change. While earlier historical times also witnessed educational concerns about schools and education, this particular set of policies and resulting studies of school improvement focused attention on internal school practices in relation to the policy pressures. National policies (Goals, 2000) promoted the idea that school site-based management would free schools from the confines of external (district) control over substantive decisions and pedagogy. At the same time, national and state governments assumed more control over school improvement efforts, a control that increased with the advent of comprehensive school reforms.

Some of these comprehensive school reforms included Levin’s Accelerated Schools ( 1987 , 1998 ) Comer’s School Development Program ( 1996 ), and Slavin’s Success for All (Slavin et al., 1996 ), mentioned earlier. These whole school design approaches combined elements from the school effectiveness and school improvement research and most often focused in varying degrees on school structures, interpersonal communications, professional development, explicit use of diverse measures of success, and curricula. Some whole school reform models, including Reading Recovery (Clay, 1993 ) and Success for All were approved for use in What Works Clearinghouse with versions of the models used in many different countries. This meant that schools could receive additional federal funding if they applied one of these particular reform models. Evidence to date indicates a mixed degree of effectiveness from these large scale, externally developed programs (Borman et al., 2003 ); however, others concluded that locally developed programs were even less likely to result in achieving initially desired outcomes (Nunnery, 1998 ). In particular, success seemed to be much more elusive in large urban districts. Thus, and in response to the growing pressures for accountability from externalized evaluations and in response to international institutions and comparisons, school development approaches shifted toward system level change and building leadership capacity.

School development aimed at systems change and building leadership capacity for these changes focuses on collaboration and networking across schools and districts. These arguments were developed based upon research in the U.S., the United Kingdom (UK), and elsewhere. According to Harris and Chrispeels ( 2008 ) and others, district reform and network building, including professional learning communities, need to occur simultaneously. The essential linkage is provided by an emphasis on building leadership capacity. Examples of such efforts include the National College of School Leadership in the UK (NCSL) and the Carnegie Foundation Project ILead in the U.S. In both of these approaches, the emphasis is on networking complemented by an increasing emphasis on leadership. Closely related, there is a growing body of research on school development and change, including Elmore’s ( 2004 ) study of successful school districts in California. In Elmore’s ( 2004 ) study, participating schools showed a much greater clarity of purpose, a much greater willingness to exercise tighter controls over decisions about what would be taught and what would be monitored as evidence of performance, and a greater looseness and delegation to the school level of specific decisions about how to carry out an instructional program.

Stringfield and Yakimowski-Srebnick ( 2005 ) reported on district reforms in historically very low-performing, 90% minority Baltimore City Public Schools. Results from the Baltimore reform situation were mixed with early gains in student outcomes across most schools. However, as accountability systems and policies changed, the district and many of its schools situated in diverse, traditionally marginalized communities experienced many challenges. Early accountability systems did not produce measurable gains. Although some gains were made (graduation rates, outcomes), schools that had been reconstituted and turned over to for-profit management systems showed little to no gains, resulting in a need to be reconstituted again. Teachers and principals required additional professional development to gain skills in interpreting complex data. The study did not indicate any efforts to support teachers in terms of democratic values and practices or culturally responsive pedagogy in culturally diverse settings. Additionally, such reform efforts have not focused exclusively on the role of districts and local authorities in school development but also included other partners or entities, including state and/or national organizations and for-profit partners.

Hopkins ( 2011 ) summarized recent key variables in regional systems approaches to school improvement networks that contribute to student achievement. The variables were: (a) a clear and comprehensive model of reform; (b) strong leadership at the regional level; (c) substantive training related to the goals of the programme; (d) implementation support at the school level; and (e) an increasingly differentiated approach to school improvement. Across these studies and projects, the primary aim has been to link school improvement to student learning outcomes. We also see a strong focus on leadership with approaches focused on transformational leadership and change as well as instructional leadership (Leithwood et al., 2004 ) with more explicit attention to relations among multiple levels of leadership. Scholars are now working to understand the dynamics of improvement working simultaneously within and between levels (Barber, 2009 ).

Global Interest in School Improvement

Interest in school improvement knowledge is global, including understanding about how to mediate between international benchmarking and other evaluation policies and how to decide among strategies appropriate for both school and system reform (Hopkins, 2013 ). Here it is important to note that school development is a multi-level process, including the relations among individual schools and districts or municipal systems and state or nation-level systems (Datnow, 2006 ). Further, systems are culturally and historically situated; diverse nation states, nations and communities have, over time, developed very different systems for providing education to their children. Further, the systems and levers for systems improvement will vary greatly by national and local context. For example, in Hong Kong (Johnson, 1997 ), the state determines the core curriculum and the funding level per student. Under the state are a diverse series of school governing bodies, including churches, workers’ unions, and so forth. The complexities of change in such a system are dramatically different from those of the United States. As noted in later chapters, schools and districts/municipalities vary considerably according to regional and state context as well as national context. At the same time, we can see growing similarities between school development efforts in Sweden, Germany, Australia and elsewhere. School development projects in these countries will be described later in this book.

Recent studies have examined highly effective educational systems across national contexts. According to Fullan ( 2009 ), Hargreaves ( 1982 ) and others, highly effective educational systems develop and disseminate clarity on goals and on standards of professional practice, ensuring that student achievement is the central focus of systems’ schools; as a consequence, they (1) locate the enhancement of the quality of teaching and learning as central themes in systems improvement, (2) partially achieve their success through selection policies that ensure only highly qualified people become teachers and educational leaders, (3) put in place ongoing and sustained professional learning opportunities that develop a common practice, (4) emphasize school leadership and high expectations that focus on learning, (5) have procedures to enable this and provide timely data for feedback, (6) intervene early at the classroom level to ensure student performance, (7) address inequities in student performance through good early education and direct support for students, and (8) establish system-level structures that link together the various levels of the system and promote disciplined innovation as a consequence of thoughtful professional application of research. While these characteristics are helpful, they do not illustrate the complexity of systems change at multiple levels and in different contexts or the shift from implementation of standardized programs toward a new professionalism among leaders at different levels. Understandings of systemic school development continues to evolve and develop globally along with research understandings of how to scale reform.

Recent U.S. Leadership and School Improvement Programs

More current formal leadership development innovations or programs aimed at improvements in persistently underperforming schools promote such an evidence-based approach to effective leadership and school development, including most prominently the Virginia School Turnaround Specialist Program (STSP), the Mass Insight and Research Institute model based in New York, and the Chicago Reconstitution Effort. For example, the Virginia STSP is an intervention for principals with a focus on effective leadership practices with effective practices identified as mediators between leadership practice and gains in student outcomes, including data literacy, professional learning, motivation, and curriculum mapping as well as use of evidence-based strategies from the business field, including the development of a 90-day plan for rapid improvement, implementation support, long-term strategic planning and on-site visits. Since 2004, the Virginia STSP program has provided 95 principals with training in business strategies as well as individual coaching to school leaders in more than 82 school districts in numerous states, including Pennsylvania, Illinois, Florida, Missouri, Louisiana, Arizona, New Mexico, Nevada, Utah, Colorado, Texas, Ohio, and the Dakotas, as well as Virginia (Darden/Curry Partnership for Leaders in Education, ret. 2019 ). According to the Virginia STSP report (Harriman, ret. 2019 ), 46% of participants (44) made AYP compared to only 16% (15) prior to participation in the project.

The Mass Insight and Research Institute’s project for rapid school improvement (Calkins et al., 2007 ) proposes a similar evidence-based focus on improvement but aligns schools and service providers into clusters of three to five low-performing schools. Districts and states commit to flexible operating conditions for zone schools with an emphasis on people (recruitment and retention), extended time, money or budget allocation, and program implementation of a rigorous standards-based curriculum and effective leadership practices (e.g. culture building, data literacy, professional learning communities). Results from the Partnership Zones indicated that two-thirds of participants reported gains and one-third reported declines in school performance. Researchers in the School Turnaround Group, a division of Mass Insight Education ( 2012 ), attributed the declines in performance to loose coupling between schools and districts.

Chicago’s Academy for Urban School Leadership (AUS) drew on the Mass Insight project to improve student achievement in participating schools, including attention to positive school culture; parent engagement; setting goals; shared responsibility for achievement; standards-based, college-prep K–12 curriculum; aligned assessment systems; and engaging personalized instruction. Results indicated that some schools have attained high performance on district benchmarks; however, there were concerns about the sample of students included in the testing. Hood and Ahmed-Ullah reported that these schools have “pushed out the lowest performing children who could not attain the benchmark scores, thus artificially elevating their scores” (Hood and Ahmed-Ullah, 2012 , p. 1). Surprisingly, despite the emphasis on instructional leadership in school effectiveness studies, education theory (Dewey, 1916 , 1938 ; Slavin, 2008 ) with an emphasis on democratic growth and pedagogy has received little attention in educational leadership studies.

While not explicit, all of these innovations imply a primarily closed system for implementation of the innovation or program, meaning that if school leaders apply understandings from effective leadership and school development research within schools and decrease the use of other practices, schools will improve as measured on state tests. In these descriptors, we also see a void in the humanistic values of education and an ontology of education emanating from the later enlightenment and romantic heritage that impacted Dewey’s early work (pp. 29–35). In other words, we see traditional education values and pedagogical methods that support being and becoming in a democratic way of living being replaced by numerical evidence-based values and data analysis methods that support the use of externally developed programs proven to improve student outcomes on standardized tests. Evidence-based programs value replication while Dewey values choice based on context and perspectives of the collective. Dewey values the process of growth (being and becoming) while evidence-based traditions value the outcomes. We return to this point in Chap. 6 .

Moreover, despite recent demographic shifts, cultural relevance has not been explicitly addressed in the intervention models reviewed above. In other words, none of these popular evidence-based interventions explicitly considered the humanistic values of education for continuous growth and democracy. The project featured in this volume was designed to balance evidence-based values with the humanistic values of education for increasingly culturally diverse children in schools across the globe (Ylimaki et al., 2019 ).

In the remainder of this volume, we further highlight evidence-based policies in relation to democratic values in culturally diverse settings. Our discussion of evidence-based policy trends is culturally and historically situated. We then present lessons from school development projects, particularly including AZiLDR and lessons learned from that project as well as similar approaches across the globe. The volume concludes with implications for building capacity among scholars/researchers and practitioners in increasingly pluralistic and democratic communities with attention to leadership preparation, practice and policy.

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Ylimaki, R.M., Brunderman, L.A. (2022). School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach. In: Ylimaki, R.M., Brunderman, L.A. (eds) Evidence-Based School Development in Changing Demographic Contexts. Studies in Educational Leadership, vol 24. Springer, Cham. https://doi.org/10.1007/978-3-030-76837-9_1

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Essay on Education for School Students and Children

500+ words essay on education.

Education is an important tool which is very useful in everybody’s life. Education is what differentiates us from other living beings on earth. It makes man the smartest creature on earth. It empowers humans and gets them ready to face challenges of life efficiently. With that being said, education still remains a luxury and not a necessity in our country. Educational awareness needs to be spread through the country to make education accessible. But, this remains incomplete without first analyzing the importance of education. Only when the people realize what significance it holds, can they consider it a necessity for a good life. In this essay on Education, we will see the importance of education and how it is a doorway to success.

Importance of Education

Education is the most significant tool in eliminating poverty and unemployment . Moreover, it enhances the commercial scenario and benefits the country overall. So, the higher the level of education in a country, the better the chances of development are.

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Doorway to Success

To say that education is your doorway to success would be an understatement. It serves as the key which will unlock numerous doors that will lead to success. This will, in turn, help you build a better life for yourself.

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With education, you can enhance your productivity and complete a task better in comparison to an uneducated person. However, one must always ensure that education solely does not ensure success.

It is a doorway to success which requires hard work, dedication and more after which can you open it successfully. All of these things together will make you successful in life.

In conclusion, education makes you a better person and teaches you various skills. It enhances your intellect and the ability to make rational decisions. It enhances the individual growth of a person.

Education also improves the economic growth of a country . Above all, it aids in building a better society for the citizens of a country. It helps to destroy the darkness of ignorance and bring light to the world.

FAQs on Education

Q.1 Why is Education Important?

A.1 Education is important because it is responsible for the overall development of a person. It helps you acquire skills which are necessary for becoming successful in life.

Q.2 How does Education serve as a Doorway to Success?

A.2 Education is a doorway to success because it offers you job opportunities. Furthermore, it changes our perception of life and makes it better.

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Community service plays a pivotal role in fostering empathy, building character, and enhancing societal well-being. It offers a platform for young individuals to contribute positively to society while gaining valuable life experiences. This essay explores the significance of community service and its impact on both individuals and communities. Introduction Community service, an altruistic activity performed for the betterment of society, is a cornerstone for personal growth and societal improvement. It not only addresses societal needs but also cultivates essential virtues in volunteers. Through community service, high school students can develop a sense of responsibility, a commitment to altruism, and an understanding of their role in the community. Personal Development Firstly, community service significantly contributes to personal development. Volunteering helps students acquire new skills, such as teamwork, communication, and problem-solving. For instance, organizing a local food drive can teach students project management skills and the importance of collaboration. Moreover, community service provides insights into one’s passions and career interests, guiding them towards fulfilling future endeavors. Social Impact Secondly, the social impact of community service cannot be overstated. Activities like tutoring underprivileged children or participating in environmental clean-ups address critical societal issues directly. These actions not only bring about immediate positive changes but also inspire a ripple effect, encouraging a culture of volunteerism within the community. The collective effort of volunteers can transform neighborhoods, making them more supportive and resilient against challenges. Building Empathy and Understanding Furthermore, community service is instrumental in building empathy and understanding. Engaging with diverse groups and working towards a common goal fosters a sense of solidarity and compassion among volunteers. For example, spending time at a senior center can bridge the generational gap, enriching the lives of both the elderly and the volunteers. These experiences teach students the value of empathy, enriching their emotional intelligence and social awareness. In conclusion, community service is a vital component of societal development and personal growth. It offers a unique opportunity for students to engage with their communities, learn valuable life skills, and develop empathy. Schools and parents should encourage students to participate in community service, highlighting its benefits not only to the community but also in shaping responsible, caring, and informed citizens. As we look towards building a better future, the role of community service in education cannot be overlooked; it is an investment in our collective well-being and the development of the next generation.

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Descriptive essays focus on detailing and describing a person, place, object, or event. The aim is to paint a vivid picture in the reader’s mind using sensory details. These essays test the writer’s ability to use language creatively to evoke emotions and bring a scene to life.

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Persuasive essays aim to convince the reader of a particular viewpoint or argument. The writer must use logic, reasoning, and evidence to support their position while addressing counterarguments. This type tests the writer’s ability to persuade and argue effectively.

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Analytical essays require the writer to break down and analyze an element, such as a piece of literature, a movie, or a historical event. The goal is to interpret and make sense of the subject, discussing its significance and how it achieves its purpose.

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Reflective essays are personal pieces that ask the writer to reflect on their experiences, thoughts, or feelings regarding a specific topic or experience. It encourages introspection and personal growth by examining one’s responses and learning from them.

7. Argumentative Essay

Similar to persuasive essays, argumentative essays require the writer to take a stance on an issue and argue for their position with evidence. However, argumentative essays place a stronger emphasis on evidence and logic rather than emotional persuasion.

8. Research Paper

Though often longer than a typical essay, research papers in high school require students to conduct in-depth study on a specific topic, using various sources to gather information. The focus is on presenting findings and analysis in a structured format.

Tips for High School Essays

Writing a high school essay if you have the tips on how to do essay effectively . This will give you an edge from your classmates.

• Stay Organized: Keep your notes and sources well-organized to make the writing process smoother.
• Be Clear and Concise: Avoid overly complex sentences or vocabulary that might confuse the reader.
• Use Transitions: Ensure that your paragraphs and ideas flow logically by using transition words and phrases.
• Cite Sources: If you use direct quotes or specific ideas from your research, make sure to cite your sources properly to avoid plagiarism.
• Practice: Like any skill, essay writing improves with practice. Don’t hesitate to write drafts and experiment with different writing styles.

Importance of High School Essay

Aside from the fact that you will get reprimanded for not doing  your task, there are more substantial reasons why a high school essay is important. First, you get trained at a very young age. Writing is not just for those who are studying nor for your teachers. As you graduate from high school and then enter college (can see college essays ), you will have more things to write like dissertations and theses.

At least, when you get to that stage, you already know how to write. Aside from that, writing high essays give a life lesson. That is, patience and resourcefulness. You need to find the right resources for your essay as well as patience when finding the right inspiration to write.

How long is a high school essay?

A high school essay typically ranges from 500 to 2000 words, depending on the assignment’s requirements and the subject matter.

How do you start a personal essay for high school?

Begin with an engaging hook (an anecdote, quote, or question) that introduces your theme or story, leading naturally to your thesis or main point.

What makes a good high school essay?

A good high school essay features a clear thesis, coherent structure, compelling evidence, and personal insights, all presented in a polished, grammatically correct format.

Text prompt

• Instructive
• Professional

Write a High School Essay on the importance of participating in sports.

Discuss the role of student government in high schools in a High School Essay.

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My School Essay in English (100, 200, 300, 500 words)

Table of Contents

My School Essay 100 Words

My school is a place where I get educated; learn new subjects under the guidance of trained and skilled teachers. I study at a school that is near my home. It is one of the best schools in my entire town. The management of my school believes that it isn’t only academic excellence that we should be after, but also the overall personality development and evolving into a good and useful human being.

The school has two playgrounds – one is a tennis court and the other one is a cricket ground. We also have a nice swimming pool and a canteen. It also has a beautiful garden where students relax and play during recess. Even in games, sports and tournaments, it has made much progress. My school has won many trophies, shields, and medals in many extra-curricular activities. In debates also, the students of my school secure good positions. It is considered to be one of the best schools in my locality.

My School Essay 200 Words

The school is called the educational institution which is designed to provide learning spaces and create an environment for the children where the teaching of the students is under the direction and guidance of the teachers.

My School is one of the best educational institutions where I get an education and make progress towards the goals of my life and make me capable of achieving them. Besides education, there are several significant roles that my school plays in my life. My school is performing well in all fields. It develops my physical and mental stamina, instills confidence, and

gives me tremendous opportunities to prove my skills and talents in different fields. In the academic field, it has made a mark. Its students secure top positions in the board examinations.

I go to school with my other friends. We study in our school in a great friendly environment. We reach school at a fixed time. As soon as we reach we line up to attend the assembly. Attending the school assembly is a wonderful experience. I enjoy for being first in a row in a school assembly. As soon as the assembly ends we rush to our respective classrooms. We take part in all school activities. One of my school fellows is the best singer and dancer. She has recently won the best singer award at the annual arts festival. Our school organizes all-important national events like Independence Day, teachers’ day, father’s day, etc. My school also gives every student abundant opportunities to take part in extracurricular activities like sports and music.

All of us are proud of being a part of it. I am fortunate enough to be a student at this school. I love and am proud of my school.

My School Essay 300 Words

An institution where higher education is taught is commonly called a school, University College, or University. Most countries have systems of formal education, which is sometimes compulsory. In these systems, Students progress through a series of schools. The names for these schools vary by country but generally include primary school for young children and secondary school for teenagers who have completed primary education.

My school is a place where I not only get educated but also get trained in other necessary competitive skills like sports, music, and dance. I am proud of my school because it provides us with all the basic facilities like a big playground, a central library, a big auditorium hall, a science lab, and a good computer lab. That is why my school is rated as one of the best schools in my entire area. My school has produced many great people in my country. It has a big and beautiful building that looks shiny from far away. I reach my target at a fixed time. I came to school with other friends of mine. We happily enter the schools with great confidence. We take part in a school assembly and then we move into our classrooms.

This all is done by a very efficient and well-trained teaching staff of my school. The best schools are those that make the students the best and the best school is made by the best teachers. We study under the guidance of the best teachers. My school has a dedicated teacher for all the subjects as well as extracurricular activities like music and sports. I consider my school as the best school because it supports and encourages every student to do their best and make progress. Fortunately, my school provides the best environment, the best teachers, and the best facilities.

Our Class teacher greets us daily and asks about us. He is quite a cool and kind man. He entertains us along with teaching his subject. We learn a lot of things like discipline, self-help, confidence, and cooperation here. As I enter my classroom I feel quite happy and relaxed.

My School Essay 500 Words

The place where children as the leaders of tomorrow study and where the future of the nation is shaped are called schools. Education is an essential weapon for tomorrow, so the good schools of today are important for the best future of a nation. Schools are the center of learning where we attend classes on various subjects, interact with the teachers, get our queries

answered, and appeared in exams. In my school, learning is more like a fun activity, because of the extra-talented teaching staff.

My school is a government primary school located on the outskirts of the city. Usually, when people think about a government school, they perceive it to be at an isolated location and have poor basic amenities and teaching facilities. But, despite being a government school, my school defies all such speculations. Teachers of my school are not only knowledgeable about the subjects they teach but also are skilled enough to teach through fun activities. For example, our physics teacher explains every concept by stating real-life examples that we could relate to. This way we not only understand the subject better. Moreover, not a moment I remember, when any teacher had ever replied rudely to any of the students. They always patiently listen and provide answers to all the queries posed to them. Learning at my school is fun and it is made possible only because of the teachers.

My school is very important in my life, in a way even more than my family. My family gives me love, care, and affection, and provides for all my other essential needs. But, all of this isn’t enough to make me a good human being and succeed in life.  Favorably, I am lucky enough to be enrolled in a prestigious school, and gaining a wonderful education, looking forward to realizing my dreams one day. The most necessary for success in life is education, and only my school provides it to me. Without my school and the education that it gives, I would be like a confused and wandering soul, almost aimless in life.

My school helps with my educational and overall personality development. It imparts education through classes, tests, and exams to teach me how to conduct myself confidently. It just feels so great to be in my school and be a part of everyday activities, be it lectures, sports, or Something else. While in school, I always feel happy, confident, enthusiastic, and loved. I make friends at school, those whom I will never forget and will always love them. My family supports my materialistic needs, but school is the place where my actual physical, social, and mental development takes place.  I know that every question that crosses my mind will be answered by my teachers. I also know that my school friends will always be at my side whenever I need them to be. As much as the studies, my school also stresses much on These activities as the management thinks that extracurricular activities are very essential for our overall personality development. My school provides dedicated teachers and staff for each extracurricular activity. We have a big sports ground with kits for all the major sports; a covered auditorium for dance and music and a separate basketball court.

The role my school plays in my personality development is fantastic. It not only imparts education in me but also teaches me how to conduct myself and how to behave decently and properly. I get trained in all the other necessary skills of life, like how to keep calm in challenging situations and help others as well. My school teaches me to be a good and evolved human being, to stay composed and progressive always. It also teaches me to be kind and generous to others and not differentiate them based on their caste, religion, ethnicity, or other divisions. These are some of the most essential personality traits that my school imparts to me, something that I will always be thankful for. Every time I think of my school, I think of it as a temple of education. A temple, where my soul meets education, making my life more meaningful and useful to society and the nation as well. It is a place where my aspirations get a wing and I get the strength and confidence to realize them. No other place in the entire world could replace my school and the role that it plays in my life. I will always be thankful to my friends, teachers, and the staff of my school, for making it such a comfortable and Educational place of learning.

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Essay on Human Development

Students are often asked to write an essay on Human Development in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Human Development

The concept of human development.

Human development is a process of enlarging people’s freedoms and improving their well-being. It involves increasing the choices and opportunities for all people.

Dimensions of Human Development

There are three main dimensions: health, education, and living standards. Health is measured by life expectancy, education by years of schooling, and living standards by income.

The Importance of Human Development

Human development is crucial. It helps societies to progress, reduces poverty, and promotes equality. It’s a way to help everyone live a productive and fulfilling life.

Challenges in Human Development

Despite its importance, many challenges exist, like inequality, environmental degradation, and political instability. Overcoming these challenges is vital for sustainable human development.

250 Words Essay on Human Development

Introduction, theoretical framework.

The Human Development Index (HDI), introduced by the United Nations Development Programme, quantifies human development. It emphasizes three fundamental dimensions: knowledge, longevity, and decent standard of living. However, human development is not merely a function of these quantifiable elements; it also involves intangible aspects such as freedom, dignity, and autonomy.

Role of Education

Education plays a central role in human development. It equips individuals with knowledge and skills, empowering them to contribute to societal progress. Education fosters creativity and innovation, driving technological advancements and economic growth.

Health and Living Standards

Health is another crucial component. A healthy population is more productive, contributing to economic growth and societal development. Additionally, a decent standard of living, characterized by access to basic needs and services, is vital for human development.

Societal Participation

Active societal participation promotes inclusivity and equality, essential elements of human development. It enables individuals to contribute to and benefit from societal progress, fostering a sense of belonging and mutual respect.

In conclusion, human development is a comprehensive and nuanced concept. It encompasses not only economic growth but also aspects such as education, health, living standards, and societal participation. It is about creating an environment where individuals can develop their full potential and lead productive, creative lives in accord with their needs and interests.

500 Words Essay on Human Development

The biological perspective.

From the biological standpoint, human development begins with genetics. Our genetic makeup, coupled with environmental influences, guides our physical growth and maturation. This includes the development of the brain, motor skills, and health. Understanding the biological aspects of human development allows us to grasp why we are the way we are, and how our physical attributes and health conditions may influence our life experiences.

The Psychological Perspective

The psychological perspective focuses on the development of mental processes, behaviors, and emotions. Cognitive development theory, proposed by Jean Piaget, suggests that individuals pass through different stages of cognitive growth as they mature. This theory underscores the importance of experiences and interactions in shaping our cognitive abilities, personality, and emotional well-being.

The Sociocultural Perspective

Interplay of factors.

It is important to recognize that these perspectives do not exist in isolation. They interact in complex ways to shape human development. For instance, our biological makeup may influence our cognitive abilities, which in turn can be shaped by our sociocultural environment. Similarly, our sociocultural context may impact our physical health through factors such as diet, lifestyle, and access to healthcare.

Human Development Index

To measure human development, the United Nations uses the Human Development Index (HDI). The HDI is a summary measure of average achievement in key dimensions of human development: a long and healthy life, being knowledgeable, and having a decent standard of living. It is a standard means of measuring well-being, especially child welfare.

If you’re looking for more, here are essays on other interesting topics:

Apart from these, you can look at all the essays by clicking here .

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Essay on Sustainable Development: Samples in 250, 300 and 500 Words

• Updated on  
• Nov 18, 2023

On 3rd August 2023, the Indian Government released its Net zero emissions target policy to reduce its carbon footprints. To achieve the sustainable development goals (SDG) , as specified by the UN, India is determined for its long-term low-carbon development strategy. Selfishly pursuing modernization, humans have frequently compromised with the requirements of a more sustainable environment.

As a result, the increased environmental depletion is evident with the prevalence of deforestation, pollution, greenhouse gases, climate change etc. To combat these challenges, the Ministry of Environment, Forest and Climate Change launched the National Clean Air Programme (NCAP) in 2019. The objective was to improve air quality in 131 cities in 24 States/UTs by engaging multiple stakeholders.

‘Development is not real until and unless it is sustainable development.’ – Ban Ki-Moon

Sustainable Development Goals, also known as SGDs, are a list of 17 goals to build a sustained and better tomorrow. These 17 SDGs are known as the ‘World’s Best Plan’ to eradicate property, tackle climate change, and empower people for global welfare.

This Blog Includes:

What is sustainable development, essay on sustainable development in 250 words, 300 words essay on sustainable development, 500 words essay on sustainable development, what are sdgs, introduction, conclusion of sustainable development essay, importance of sustainable development, examples of sustainable development.

As the term simply explains, Sustainable Development aims to bring a balance between meeting the requirements of what the present demands while not overlooking the needs of future generations. It acknowledges nature’s requirements along with the human’s aim to work towards the development of different aspects of the world. It aims to efficiently utilise resources while also meticulously planning the accomplishment of immediate as well as long-term goals for human beings, the planet as well and future generations. In the present time, the need for Sustainable Development is not only for the survival of mankind but also for its future protection. 

To give you an idea of the way to deliver a well-written essay, we have curated a sample on sustainable development below, with 250 words:

To give you an idea of the way to deliver a well-written essay, we have curated a sample on sustainable development below, with 300+ words:

We all remember the historical @BTS_twt speech supporting #Youth2030 initiative to empower young people to use their voices for change. Tomorrow, #BTSARMY 💜 will be in NYC🗽again for the #SDGmoment at #UNGA76 Live 8AM EST welcome back #BTSARMY 👏🏾 pic.twitter.com/pUnBni48bq — The Sustainable Development Goals #SDG🫶 (@ConnectSDGs) September 19, 2021

To give you an idea of the way to deliver a well-written essay, we have curated a sample on sustainable development below, with 500 + words:

Sustainable Development Goals or SDGs are a list of 17 goals to build a better world for everyone. These goals are developed by the Department of Economic and Social Affairs of the United Nations. Let’s have a look at these sustainable development goals.

• Eradicate Poverty
• Zero Hunger
• Good Health and Well-being
• Quality Education
• Gender Equality
• Clean Water and Sanitation
• Affordable and Clean Energy
• Decent Work and Economic Growth
• Industry, Innovation, and Infrastructure
• Reduced Inequalities
• Sustainable Cities and Communities
• Responsible Consumption and Production
• Climate Action
• Life Below Water
• Life on Land
• Peace, Justice and Strong Institutions
• Partnership for the Goals

Essay Format

Before drafting an essay on Sustainable Development, students need to get familiarised with the format of essay writing, to know how to structure the essay on a given topic. Take a look at the following pointers which elaborate upon the format of a 300-350 word essay.

Introduction (50-60 words) In the introduction, students must introduce or provide an overview of the given topic, i.e. highlighting and adding recent instances and questions related to sustainable development. Body of Content (100-150 words) The area of the content after the introduction can be explained in detail about why sustainable development is important, its objectives and highlighting the efforts made by the government and various institutions towards it.  Conclusion (30-40 words) In the essay on Sustainable Development, you must add a conclusion wrapping up the content in about 2-3 lines, either with an optimistic touch to it or just summarizing what has been talked about above.

How to write the introduction of a sustainable development essay? To begin with your essay on sustainable development, you must mention the following points:

• What is sustainable development?
• What does sustainable development focus on?
• Why is it useful for the environment?

How to write the conclusion of a sustainable development essay? To conclude your essay on sustainable development, mention why it has become the need of the hour. Wrap up all the key points you have mentioned in your essay and provide some important suggestions to implement sustainable development.

The importance of sustainable development is that it meets the needs of the present generations without compromising on the needs of the coming future generations. Sustainable development teaches us to use our resources correctly. Listed below are some points which tell us the importance of sustainable development.

• Focuses on Sustainable Agricultural Methods – Sustainable development is important because it takes care of the needs of future generations and makes sure that the increasing population does not put a burden on Mother Earth. It promotes agricultural techniques such as crop rotation and effective seeding techniques.
• Manages Stabilizing the Climate – We are facing the problem of climate change due to the excessive use of fossil fuels and the killing of the natural habitat of animals. Sustainable development plays a major role in preventing climate change by developing practices that are sustainable. It promotes reducing the use of fossil fuels which release greenhouse gases that destroy the atmosphere.
• Provides Important Human Needs – Sustainable development promotes the idea of saving for future generations and making sure that resources are allocated to everybody. It is based on the principle of developing an infrastructure that is can be sustained for a long period of time.
• Sustain Biodiversity – If the process of sustainable development is followed, the home and habitat of all other living animals will not be depleted. As sustainable development focuses on preserving the ecosystem it automatically helps in sustaining and preserving biodiversity.
• Financial Stability – As sustainable development promises steady development the economies of countries can become stronger by using renewable sources of energy as compared to using fossil fuels, of which there is only a particular amount on our planet.

Mentioned below are some important examples of sustainable development. Have a look:

• Wind Energy – Wind energy is an easily available resource. It is also a free resource. It is a renewable source of energy and the energy which can be produced by harnessing the power of wind will be beneficial for everyone. Windmills can produce energy which can be used to our benefit. It can be a helpful source of reducing the cost of grid power and is a fine example of sustainable development. 
• Solar Energy – Solar energy is also a source of energy which is readily available and there is no limit to it. Solar energy is being used to replace and do many things which were first being done by using non-renewable sources of energy. Solar water heaters are a good example. It is cost-effective and sustainable at the same time.
• Crop Rotation – To increase the potential of growth of gardening land, crop rotation is an ideal and sustainable way. It is rid of any chemicals and reduces the chances of disease in the soil. This form of sustainable development is beneficial to both commercial farmers and home gardeners.
• Efficient Water Fixtures – The installation of hand and head showers in our toilets which are efficient and do not waste or leak water is a method of conserving water. Water is essential for us and conserving every drop is important. Spending less time under the shower is also a way of sustainable development and conserving water.
• Sustainable Forestry – This is an amazing way of sustainable development where the timber trees that are cut by factories are replaced by another tree. A new tree is planted in place of the one which was cut down. This way, soil erosion is prevented and we have hope of having a better, greener future.

Related Articles

The Sustainable Development Goals (SDGs) are a set of 17 global goals established by the United Nations in 2015. These include: No Poverty Zero Hunger Good Health and Well-being Quality Education Gender Equality Clean Water and Sanitation Affordable and Clean Energy Decent Work and Economic Growth Industry, Innovation, and Infrastructure Reduced Inequality Sustainable Cities and Communities Responsible Consumption and Production Climate Action Life Below Water Life on Land Peace, Justice, and Strong Institutions Partnerships for the Goals

The SDGs are designed to address a wide range of global challenges, such as eradicating extreme poverty globally, achieving food security, focusing on promoting good health and well-being, inclusive and equitable quality education, etc.

India is ranked #111 in the Sustainable Development Goal Index 2023 with a score of 63.45.

Hence, we hope that this blog helped you understand the key features of an essay on sustainable development. If you are interested in Environmental studies and planning to pursue sustainable tourism courses , take the assistance of Leverage Edu ’s AI-based tool to browse through a plethora of programs available in this specialised field across the globe and find the best course and university combination that fits your interests, preferences and aspirations. Call us immediately at 1800 57 2000 for a free 30-minute counselling session

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New climate and sustainability research efforts will focus on eight ‘Solution Areas’

The Stanford Doerr School of Sustainability will establish new research initiatives under topics including climate, water, energy, food, nature, and cities.

The Stanford Doerr School of Sustainability has selected eight interconnected Solution Areas to focus its research efforts over the next decade. This new research plan amplifies the school’s ability to translate Stanford research into large-scale solutions and inform key decision makers in policy and business.

Selected based on extensive faculty input and assessment of where Stanford can make the most meaningful impact, the eight areas are: climate; water; energy; food; risk, resilience, and adaptation; nature; cities; and platforms and tools for monitoring and decision making. 

“Solution Areas identify and leverage the critical junctions between the most pressing global sustainability challenges and the areas where Stanford has the talent and expertise to find solutions,” said Dean Arun Majumdar. “This collaborative all-campus approach expands and strengthens our commitment to using all the power we have – the knowledge, the education, the talent, the innovation, the resources, the influence – to build a thriving planet for future generations.” 

‘Integrative Projects’ and ‘Flagship Destinations’

In each Solution Area, the school plans to build two types of research initiatives. One type, called Integrative Projects, will be managed by the school’s institutes, including the Stanford Woods Institute for the Environment , the Precourt Institute for Energy , and a planned Sustainable Societies Institute. 

Integrative Projects will be organized around decade-long research themes and dedicated to creating solutions through interdisciplinary collaboration, engagement with partners beyond Stanford, identifying significant knowledge gaps, and understanding systems.

According to Chris Field , the Perry L. McCarty Director of the Stanford Woods Institute for the Environment and a professor in the Stanford Doerr School of Sustainability and the School of Humanities and Sciences , the new commitment to these areas “will provide both resources and coordination that expand Stanford faculty’s capacity to deliver sustainability solutions at scale.” 

A second type of research initiative, called Flagship Destinations, is managed by Stanford’s Sustainability Accelerator . Flagship Destinations are targets for the pace and scale of work to address challenges facing Earth, climate, and society. For example, the school’s first Flagship Destination, announced in 2023 , calls for enabling the removal of billions of tons of planet-warming gases annually from Earth’s atmosphere by the middle of this century. By working backward from sustainability targets in consultation with faculty and external experts, this initiative seeks to rapidly translate Stanford research into policy and technology solutions. Additional Flagship Destinations will be announced later this week.

Whereas Integrative Projects are designed to produce knowledge and evidence that can eventually lead to solutions, Flagship Destination projects are intended to help verify and demonstrate that well-studied solutions can succeed at large scale so they can be launched out of Stanford and implemented for the benefit of humanity and our planet. Scalable solutions nurtured and launched through these projects could take the form of policy frameworks, open-source platforms, nonprofit organizations, new for-profit companies, and ongoing collaborations all committed to addressing pressing sustainability challenges.

“By working together in these Solution Areas across disciplines and with collaborators beyond the university, we maximize our ability to have positive impacts on the timeframe and scale needed for the planet and humanity,” said Scott Fendorf , senior associate dean for integrative initiatives and the Terry Huffington Professor in the Stanford Doerr School of Sustainability. 

Workshops will be held with faculty and external experts to develop research strategies for each Solution Area on a rolling basis. Strategy workshops, opportunities to provide input on future Integrative Projects, and requests for proposals (open to all Stanford faculty) will be announced in the coming months.

Related message from leadership: Read a letter to faculty about the new Solution Areas from Dean Majumdar with Precourt Institute for Energy director William Chueh; Stanford Woods Institute for the Environment director Chris Field; Accelerator faculty director Yi Cui and executive director Charlotte Pera; and Integrative Initiatives associate dean Jenna Davis and senior associate dean Scott Fendorf.

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Stanford’s Sustainability Accelerator adds new targets

The Sustainability Accelerator in the Stanford Doerr School of Sustainability will support work in new areas including energy, climate adaptation, industry, and more.

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Solution Areas and research funding

A message from school leadership announcing solutions-oriented and scale-focused research funding opportunities to address pressing sustainability challenges.

Forecasting climate’s impact on a debilitating disease

In Brazil, climate and other human-made environmental changes threaten efforts to fight schistosomiasis, a widespread and debilitating parasitic disease. Stanford and Brazilian researchers have now developed models that can predict how disease risk will shift in response to environmental changes.

• Health and wellbeing

37 Facts About Tula

Written by Sophey Raya

Modified & Updated: 25 Jun 2024

Reviewed by Jessica Corbett

Tula, the vibrant city nestled in the heart of Russia, is a captivating destination that boasts a rich history, splendid architecture, and a vibrant cultural scene. As one of the oldest cities in the country, Tula is steeped in centuries of tales, making it a fascinating place to explore. From its famous Samovars to its legendary weapons production, Tula offers a unique blend of heritage and modernity.

In this article, we delve into 37 intriguing facts about Tula, shedding light on its fascinating past, iconic landmarks, and remarkable contributions to Russian culture. So, grab a cup of tea, buckle up, and let’s embark on a journey to discover the hidden treasures of this enchanting city!

Key Takeaways:

• Tula, Russia, is a city with a rich history and cultural significance, known for its iconic samovars, gingerbread, and historical landmarks. Visitors can explore its museums, taste local delicacies, and immerse themselves in vibrant festivals.
• Tula’s warm hospitality and unique features, such as its distinct dialect and traditional handicrafts, make it a captivating destination. From beautiful parks to historical churches, the city offers a memorable experience for visitors of all ages.

Tula is located in the Tula Oblast region of Russia.

Tula is a city situated in the Tula Oblast region of Russia . It is known for its rich history and cultural significance.

The city of Tula was founded in the 14th century.

Tula was officially established as a city in the 14th century, making it one of the oldest cities in Russia.

Tula is famous for its samovars.

One of the most notable products associated with Tula is the samovar, a traditional Russian tea kettle. Tula samovars are renowned for their beautiful craftsmanship.

The Tula Kremlin is a major landmark in the city.

The Tula Kremlin is a historic fortress located in the city center. It serves as a symbol of Tula’s heritage and attracts many visitors each year.

Tula is known as the “City of Masters”.

With a long tradition of skilled craftsmen, Tula has earned the nickname “City of Masters.” The city is renowned for its metalworking , gunsmithing, and pottery.

Tula is home to the famous Tula State Museum of Weapons.

The Tula State Museum of Weapons is a renowned museum that showcases a vast collection of historical weapons and artifacts. It offers visitors a glimpse into Russia’s military history.

Leo Tolstoy had strong ties to Tula.

The famous Russian writer , Leo Tolstoy, had a close connection to Tula. He lived in the city for a significant period and drew inspiration from its surroundings for his literary works.

Tula is known for its gingerbread.

Gingerbread is a traditional delicacy in Tula, with a long history of baking these sweet treats. Tula gingerbread is decorated with intricate designs and is a popular souvenir for visitors.

The Tula Industrial Park is a hub for manufacturing and innovation.

The Tula Industrial Park is a modern complex that fosters industrial and technological development. It attracts businesses and entrepreneurs from various sectors.

Tula has hosted the International Folklore Festival since 1988.

Every year, Tula welcomes artists and performers from around the world for the International Folklore Festival . This vibrant event celebrates cultural diversity through music, dance, and traditional arts.

Tula is surrounded by beautiful natural landscapes.

The Tula region boasts picturesque countryside and charming landscapes. Visitors can explore the scenic beauty of the area through hiking, biking, and other outdoor activities.

The Tula Region’s flag consists of three colored stripes.

The flag of the Tula Region features three horizontal stripes – blue, white, and green. Each color holds symbolic meaning related to the region’s history and natural beauty.

Tula is renowned for its harmonicas.

Tula is known for producing high-quality harmonicas, often referred to as “Tula harmonicas.” This musical instrument has become an integral part of the city’s cultural heritage.

The Tula TV Tower is one of Russia’s tallest structures.

The Tula TV Tower stands tall as one of the tallest structures in Russia. It provides broadcasting services and offers panoramic views of the city from its observation deck.

Tula is home to several historical churches.

Tula houses numerous churches with architectural beauty and historical significance. These religious landmarks serve as a testament to the city’s spiritual heritage .

The annual “Tulsky Samovar” festival celebrates Tula’s samovar culture.

The “Tulsky Samovar” festival is a lively event that showcases Tula’s samovar-making traditions. Visitors can enjoy exhibitions, masterclasses, and tastings related to this iconic Russian teapot.

Tula is a major center for aerospace industry.

The aerospace industry plays a vital role in Tula’s economy. The city is home to several research institutes and manufacturing facilities related to space exploration and technology.

The Tula Philharmonic Orchestra is highly regarded.

The Tula Philharmonic Orchestra is a prestigious institution that showcases the city’s musical talent. It holds regular concerts and performances, delighting audiences with classical compositions.

Tula is known for its traditional handicrafts.

The city has a strong heritage of producing traditional handicrafts, including woodwork, embroidery, and lace-making . These crafts are valued for their intricate designs and authentic craftsmanship.

Tula has a rich literary history.

Aside from Leo Tolstoy, Tula has been home to many esteemed writers and poets throughout history. The city’s literary legacy is celebrated through various cultural events and exhibitions.

Tula’s slogan is “The land of masters and weapons”.

Tula proudly embraces its reputation as the “land of masters and weapons,” highlighting the city’s expertise in craftsmanship and its historical significance in the field of weaponry.

The city’s coat of arms features a silver samovar.

The coat of arms of Tula prominently displays a silver samovar, symbolizing the city’s association with the craft and production of these iconic tea kettles.

The Tula Pravoslavnye (Orthodox) Metropolia is located in the city.

Tula is an important religious center in Russia, with the Tula Pravoslavnye (Orthodox) Metropolia holding great significance within the Orthodox Christian community.

Tula has its own unique dialect.

The residents of Tula have a distinct dialect, known as the “Tula accent.” It is characterized by specific intonations and vocabulary, adding to the city’s cultural identity.

Tula is associated with the famous Russian pryanik.

Pryanik is a traditional Russian spice cake, and Tula is known for its delicious pryaniks. These sweet treats often feature intricate designs and are a popular gift or souvenir.

Tula has numerous beautiful parks and gardens.

The city is adorned with well-maintained parks and gardens, providing tranquil spaces for relaxation and recreation. Tula’s green spaces offer a refreshing escape from urban life.

The Great Zasechnaya Cherta once ran through Tula.

The Great Zasechnaya Cherta, a defensive line built in the 16th century, once passed through Tula. It served as a barrier against invasions and played a strategic role in Russian history.

Tula is a center for cultural festivals and events.

The city hosts numerous cultural festivals throughout the year, bringing together artists, musicians, and performers from all over Russia and beyond.

The Tula Region is rich in mineral resources.

The Tula Region is known for its abundant mineral resources , including limestone, clay, and sand. These natural deposits have played a significant role in the region’s economic development.

Tula is famous for producing high-quality firearms.

Tula has a long-standing tradition of manufacturing firearms, including rifles and pistols. The city’s gunsmithing expertise has earned it a reputation for producing high-quality weapons.

The Tula Tulsky Pryanik Museum is dedicated to pryanik heritage.

The Tula Tulsky Pryanik Museum showcases the history and craftsmanship behind Tula’s famous pryaniks. Visitors can learn about the traditional baking methods and even try their hand at decorating these gingerbread delicacies.

Tula boasts a vibrant theater scene.

Tula is home to several theaters and performance venues , offering a diverse range of theatrical productions, ballets, and concerts. The city’s cultural scene thrives with artistic performances.

The Tula State Circus is a popular attraction.

The Tula State Circus is a beloved entertainment venue, providing captivating circus performances and shows for audiences of all ages.

Tula has a strong sporting culture.

Tula has produced many renowned athletes in various sports disciplines. The city actively promotes sports and hosts a range of sporting events throughout the year.

Tula’s Museum of Samovars showcases the history of these iconic tea kettles.

The Museum of Samovars in Tula offers a fascinating journey through the history and evolution of samovars. Visitors can explore unique exhibits and learn about the significance of these cultural artifacts .

Tula has an extensive public transportation system.

Tula boasts a well-developed network of public transportation, including buses, trams, and trolleybuses, making it easy for residents and visitors to navigate the city.

Tula is known for its warm hospitality.

The people of Tula are renowned for their warm and welcoming nature. Visitors to the city can expect to be greeted with genuine hospitality and kindness.

These 37 Facts about Tula provide a glimpse into the rich history, cultural heritage, and unique features of Tula. From the iconic samovars and gingerbread to its prominent literary figures and historical landmarks, Tula offers a captivating experience for visitors. Whether you are interested in exploring the city’s museums, tasting its local delicacies, or immersing yourself in its vibrant festivals, Tula promises to leave a lasting impression. Discover this remarkable city and uncover the hidden gems within its charming streets.

Tula is a fascinating city with a rich history, breathtaking architecture, and a vibrant cultural scene . Whether you’re a history enthusiast, an architecture lover, or simply seeking a unique travel experience, Tula has something to offer. From the iconic Tula Kremlin to the mesmerizing Yasnaya Polyana estate, there are plenty of landmarks and attractions to explore. The city’s warm and welcoming atmosphere, coupled with its delicious local cuisine, makes it a delight for every visitor.

With its impressive range of museums, art galleries, and theaters, Tula provides a wealth of cultural experiences. Whether you’re interested in exploring the works of local artists or immersing yourself in traditional Russian performing arts, Tula has it all. Additionally, the city’s proximity to nature offers opportunities for outdoor activities such as hiking and picnicking.

So next time you’re planning a trip, consider adding Tula to your list. With its unique blend of history, culture, and natural beauty, it’s sure to leave a lasting impression.

Q: What is the best time to visit Tula?

A: The best time to visit Tula is during the summer months of May to September when the weather is pleasant and outdoor activities can be enjoyed comfortably.

Q: How do I get to Tula?

A: Tula is well-connected to major cities in Russia by train and bus. Alternatively, you can also fly into Moscow and take a train or bus to Tula.

Q: What are some must-visit attractions in Tula?

A: Some must-visit attractions in Tula include the Tula Kremlin, Yasnaya Polyana estate, Tula State Museum of Weapons, and Tula Museum of Samovars.

Q: Is Tula a safe city for tourists?

A: Yes, Tula is generally considered a safe city for tourists. However, it is always recommended to take standard safety precautions and be mindful of your belongings.

Q: What is the local cuisine like in Tula?

A: The local cuisine in Tula is hearty and delicious. Don’t miss the opportunity to try traditional Russian dishes like pelmeni (dumplings), borscht, and syrniki (cheese pancakes).

Tula's rich history, architectural wonders, and cultural heritage make this Russian city truly captivating. From its iconic samovars to the famous Tula gingerbread, there's no shortage of fascinating facts about Tula. If you're curious about the mysterious pirates of Dark Water , intrigued by Arsenal Tula's football club , or eager to unravel enigmatic facts surrounding the Lord of the Toltec Empire statue , keep exploring our website for more enthralling stories and little-known truths.

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‘I don't want to die,' student tells 911 dispatcher from Uvalde school during mass shooting

Uvalde documents, 911 calls released.

After more than two years, documents, audio and video recordings and 911 calls connected to the May 2022 mass shooting at Robb Elementary School in Uvalde, Texas, have been released. FOX's C.B. Cotton has more.

DALLAS - As law enforcement officers hung back outside Khloie Torres' fourth-grade classroom in Uvalde, Texas , she begged for help in a series of calls to 911, whispering into the phone that there were "a lot" of bodies and telling the operator: "Please, I don't want to die. My teacher is dead. Oh, my God."

Calls from Khloie and others, along with body camera footage and surveillance videos from the May 24, 2022, shooting at Robb Elementary School , were included in a massive collection of audio and video recordings released by Uvalde city officials on Saturday after a prolonged legal fight . 

The Associated Press and other news organizations brought a lawsuit after the officials initially refused to publicly release the information. The massacre, which left 19 students and two teachers dead, was one of the worst school shootings in U.S. history. 

At one point, the operator asks Khloie if there are many people in the room with her. "No, it's just me and a couple of friends. A lot of people are," she says, pausing briefly, "gone."

New Uvalde school shooting indictments

The first criminal charges have been filed over the law enforcement response to the Robb Elementary School shooting, more than two years after the deadly event. Former Uvalde CISD Police Chief Pete Arredondo and former officer Adrian Gonzales were arrested.

• Uvalde school shooting victims' families reach $2 million settlement with city
• Former Uvalde mayor surprised new report defends how police responded to school shooting
• Uvalde school shooting: Families outraged by findings from independent investigation

The delayed law enforcement response to the shooting - nearly 400 officers waited more than 70 minutes before confronting the gunman in a classroom filled with dead and wounded children and teachers - has been widely condemned as a massive failure. Families of the victims have long sought accountability for the slow police response in the South Texas city of about 15,000 people 80 miles (130 kilometers) west of San Antonio . 

Brett Cross' 10-year-old nephew, Uziyah Garcia, was among those killed. Cross, who was raising the boy as a son, was angered that relatives weren't told the records were being released and that it took so long for them to be made public.

"If we thought we could get anything we wanted, we'd ask for a time machine to go back ... and save our children, but we can't, so all we are asking for is for justice, accountability and transparency, and they refuse to give this to us," he said. 

Jesse Rizo, whose 9-year-old niece Jacklyn Cazares was killed in the shooting, said the release of information Saturday reignited festering anger because it shows "the waiting and waiting and waiting" of law enforcement.

Uvalde school shooting: Two years later

Friday marks two years since a gunman entered Robb Elementary School in Uvalde, killing 19 children and two teachers.

• Texas prosecutor convenes grand jury to investigate Uvalde shooting, multiple media report
• Uvalde, Texas school shooting timeline and law enforcement response
• Uvalde school shooting documentary focuses on police response

"You know that that's somebody's child's blood on the ground, and how, perhaps if they were to have breached earlier, they would have saved some lives, including my niece's," he said. 

The police response included nearly 150 U.S. Border Patrol agents and 91 state police officials, as well as school and city police. While terrified students and teachers called 911 from inside the classrooms, dozens of officers stood in the hallway trying to figure out what to do. Desperate parents who had gathered outside the building pleaded with them to go in. 

Authorities killed the gunman, 18-year-old Salvador Ramos, at 12:50 p.m. after entering one of the two adjoining fourth-grade classrooms where he had been shooting. The gunman entered the school at 11:33 a.m., first opening fire on the classrooms from the hallway and then entering. The first responding officers arrived at the school minutes later.

At 12:06 p.m., much of the radio traffic from the Uvalde Police Department was still focused on setting up a perimeter around the school and controlling traffic in the area, as well as the logistics of keeping track of those who safely evacuated the building.

Uvalde school shooting: New report findings

The families of the victims from the Robb Elementary School shooting are outraged by the new findings from an independent investigator.

• Judge says DPS must release documents related to Uvalde shooting response
• Uvalde school shooting victims honored across Texas one year later
• Uvalde marks one year since deadly Robb Elementary mass shooting

They've had trouble setting up a command post, one officer tells his colleagues, "because we need the bodies to keep the parents out."

"They're trying to push in," he says.

At 12:16 p.m., someone with the Texas Department of Public Safety, the state law enforcement agency, called police to let them know a SWAT team was en route from Austin, about 162 miles (100 kilometers) away. She asked for any information the police could give about the shooting, the suspect and the police response.

"Do you have a command post? Or where do you need our officers to go?" the caller asks.

The police representative responds that officers know there are several dead students inside the elementary school and others still hiding. Some of the survivors have been evacuated to a building nearby. She doesn't know if a command post has been set up.

AG Garland on DOJ Uvalde report

The Justice Department has released its report on the "cascading failures" of the police response to the Uvalde school shooting.

• Families of Uvalde school shooting victims ask Texas lawmakers to consider gun reforms
• Texas state police won’t punish more officers over Uvalde
• Mass shootings lead to widening divide on state gun policies

Among criticisms included in a U.S. Justice Department report released earlier this year was that there was "no urgency" in establishing a command center, creating confusion among police about who was in charge.

Multiple federal and state investigations have laid bare cascading problems in law enforcement training, communication, leadership and technology, and questioned whether officers prioritized their own lives over those of children and teachers. 

Some of the 911 calls released were from terrified instructors. One described "a lot, a whole lot of gunshots," while another sobbed into the phone as a dispatcher urged her to stay quiet. "Hurry, hurry, hurry, hurry!" the first teacher cried before hanging up. 

Just before arriving at the school, Ramos shot and wounded his grandmother at her home. He then took a pickup from the home and drove to the school. 

Ramos' distraught uncle made several 911 calls begging to be put through so he could try to get his nephew to stop shooting. "Maybe he could stand down or do something to turn himself in," Armando Ramos said, his voice cracking.

Uvalde victims honored across Texas

May 24, 2023, marked one year since a gunman murdered 19 students and 2 teachers at Robb Elementary School. The community of Uvalde, and people across Texas, remembered and honored the lives of the victims.

• Uvalde school shooting: Call logs released between Gov. Abbott, Texas DPS director
• 'I’m so scared': 911 recordings reveal fear, urgency of those trapped in Uvalde elementary school
• Uvalde school shooting: Director says Texas DPS 'did not fail'; families call for resignation

He said his nephew, who had been with him at his house the night before, stayed with him in his bedroom all night, and told him that he was upset because his grandmother was "bugging" him.

"Oh my God, please, please, don't do nothing stupid," the man says on the call. "I think he's shooting kids."

But the offer arrived too late, coming just around the time that the shooting had ended and law enforcement officers killed Salvador Ramos. 

Two of the responding officers now face criminal charges. Former Uvalde school Police Chief Pete Arredondo and former school officer Adrian Gonzales have pleaded not guilty to multiple charges of child abandonment and endangerment. A Texas state trooper in Uvalde who had been suspended was reinstated to his job earlier this month.

2 indictments issued for Uvalde officers

Two criminal indictments have been issued by the Uvalde grand jury in connection to the Robb Elementary School shooting in May 2022.

In an interview this week with CNN, Arredondo said he thinks he's been "scapegoated" as the one to blame for the botched law enforcement response. 

Some of the families have called for more officers to be charged and filed federal and state lawsuits against law enforcement, social media, online gaming companies , and the gun manufacturer that made the rifle the gunman used . 

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Empowered and Proud: How Skills Training Helped a Youth Turn Challenges into Career Opportunities

Like many young people, Michell Batiancila, 26, from General Santos City was worried about landing a job. In 2018, Michell had to leave school because her father got sick and she needed to earn money to pay for his hospital bills.

Neither of her parents had stable work. Her father was a laborer and her mother was a housewife. Michell was anxious about fending for herself and her family. She tried her hand at different jobs – from selling “isaw” or grilled chicken intestines on the street, to manning food stalls, market stalls, and a bakery – but she had trouble fitting in and advancing. As a member of the LGBTQIA+ community, she was sometimes bullied and called a “tomboy” or told she should find a husband.

Then in 2023, Michell learned about an opportunity to undergo customer service training. Since YouthWorks was launched in 2018, it has reached 6,501 out-of-school youth across the country, and has opened up 16,650 training slots with various program partners.

USAID’s YouthWorks PH program connected Michell to an opportunity to undergo a two-week life skills training where she learned about workplace ethics, teamwork, and customer management, among others. She underwent another two weeks worth of on-the-job training at General Santos’ KCC Mall, where she was able to apply what she learned in a professional setting.

A month after completing her training, KCC formally recruited Michell to work full-time as a scaler, weighing produce and overseeing the pricing of items at the supermarket. Thanks to her USAID training, Michell had the confidence to tackle logistical challenges, manage inventories, and address customers’ needs.

At her new workplace, Michell has found acceptance and appreciation for her grit and hard work. “ I feel great whenever I see myself in the mirror and wearing my uniform. I have a good job,” Michell says, “I’m also earning and able to help my family. I am able to buy things for myself, and slowly, I am able to establish myself because of Youthworks–and for that I am very grateful.”

Michell's father passed away in 2023. She wishes he could’ve witnessed her growth on her YouthWorks PH journey, but knows he would be proud of her for persevering and supporting their family.

Ten months into her job, Michell uses her salary to send money home to her family in Davao Oriental and live independently. She is saving up to establish a small grocery store she can manage in the future.

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Israel’s war on Gaza live: UN says over 75,000 displaced in southern Gaza

UNRWA says more than 75,000 people forced to leave their homes, just days after many of them were allowed to return.

• The UN agency for Palestinian refugees says more than 75,000 Palestinians in southern Gaza have been forced to flee in the past few days, shortly after many of them were allowed to return to their areas.
• Israeli forces have issued new evacuation orders in Khan Younis as they conduct their third military operation there since October. Palestinians say there is no safe place in the entire Gaza Strip.