Tremendous enrollment growth in the Columbia Public School District over the past decade has brought several challenges:
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Jurupa USD drastically reduced suspensions and disruptive behavior by teaching students the social skills they need to avoid conflicts and prosper academically.
In response to an influx of new technology—ranging from iPads to learning management systems to digital resources—Crown Point researched and launched CP2.0, a multifaceted 10-year strategic plan to develop personalized learning.
The Deer Park Community City School District in Ohio wanted to help students who were not heading to college to find jobs that paid well right out of high school.
So in the 2014-15 year, school leaders launched Deer Park Career Academies. The idea was to prepare students for rigorous jobs that would offer competitive salaries and benefits.
Traditional one-size-fits-all professional development is out and differentiated PD is in at William Floyd Union Free School District in New York.
Three years ago, Metropolitan School District of Pike Township in Indianapolis had a high number of students who had been suspended or expelled from schools. The students expelled more often were African American and Hispanic males, reflecting a nationwide trend.
The district realized it had to involve all stakeholders to reduce suspensions and expulsions systematically.
A first-of-its-kind pilot program in New York brings together administrators, teachers, local business professionals and higher education leaders to create a dual-credit program that embeds students on a job site to earn college credit.
The Career & Technical Education program at Onondaga-Cortland-Madison Board of Cooperative Educational Services (BOCES) in Syracuse started in 2013-14.
A project-based learning challenge that began in a Tennessee high school classroom culminated with students helping villagers in a remote tribal region of Nicaragua grow food.
A local company asked students in a Cleveland High School engineering class to build a self-sustaining, solar-powered aquaponic dome that could feed 16 people for up to 10 years.
In a quest to give stakeholders using any device easy access to a wide range of district data, Katy ISD created dashboards and a mobile app.
Katy ISD first developed the public dashboard to disseminate information to the public and create greater transparency around district operations. The public dashboard provides timely access to demographic, staffing, finance and academic performance data on a mobile friendly website.
Cuts in state education funding inspired Cherry Creek Schools in suburban Denver to develop a partnership with NASA, Colorado State University and other colleges to bring STEM instruction to all of the district’s buildings and students.
After analyzing business and technology curriculum for K12 in 2012, the Fort Cherry School District determined it needed to provide more advanced computer literacy skills.
Enter a comprehensive K12 Computational Thinking Literacy Program that provides students with STEM-based instruction that fosters lifelong technological and communication skills.
In fall 2014, Yuma School District One had a wealth of technology, yet minimal opportunity for students to create digital content or develop skills to prepare them for college and careers. Administrators developed the iTEAM KiDS Technology Ambassador Program that year, and it quickly spread to all 17 elementary and middle schools in the K8 district of 8,000 students.
Valley View ISD in Texas increased literacy test scores for its growing ELL junior high population with a nontraditional partner: a sorority.
Valley View Junior High School joined international college sorority Delta Zeta of the University of Texas, Rio Grande Valley to create a literacy campaign called “Soar with Books.” The goal was to spur literacy development and extend reading time for the school’s 700 students.
For years, some graduates of Lindsay USD, located in a California farming community, could not read a local newspaper.
With Hispanics making up 91 percent of the student body, and with many troubled by gang and substance abuse issues, only 25 percent of students were proficient in reading and only 28 percent in math.
In the Learning Today, Earning Tomorrow initiative, students at Kearny High School prepare for a range of careers. The program incorporates rigorous technical standards and critical workplace skills, such as problem-solving, communication and teamwork.
Stress and anxiety is rampant in schools. Marblehead students face stress over high academic and extracurricular demands.
Those who can’t manage daily stress lose sleep and suffer increased anxiety, absences, health problems and self-destructive behaviors. This, in turn, decreases students’ capacity for success.
In early 2013, budget cuts left Penn Manor School District’s plans for a 1-to-1 program—and the needed devices, software and IT staff—in jeopardy. Administrators developed an alternative: free and open source software programs, and a student technology apprenticeship program.
Students who leave school show signs of disengagement several years before they actually drop out. Ninth-graders in Baltimore City Public Schools who go on to graduate, for example, have far higher attendance than do their peers who will not earn diplomas.
Eighty-five percent of students starting kindergarten in Erie’s Public Schools are classified as economically disadvantaged, with many showing significant deficits in early learning as measured by a standard literacy-skills assessment.
Several years ago, Meriden Public Schools faced high suspensions, expulsions and arrests. Most students come from minority backgrounds and more than 70 percent qualify for free or reduced-price meals.