The Broader Bolder Approach to Education is a national campaign that acknowledges the impact of social and economic disadvantage on schools and students and proposes evidence-based policies to improve schools and remedy conditions that limit many children’s readiness to learn. Read the BBA Mission Statement and Accountability Statement to learn more. Use the BBA short video and infographic to spread the word.
With both houses of Congress poised to act on a reauthorized Elementary and Secondary Education Act, BBA and key allies urge a return to the original civil rights intent of the law. This open letter draws on the February 2015 BBA statement on ESEA renewal. With student poverty at record high levels, there is a critical need for comprehensive supports to offset the multiple disparities impeding many children's ability to strive toward higher standards.
Check out the first in a year-long series of BBA podcasts that use interviews, stories, and data to establish the evidence base need for a comprehensive approach to education and programs and policies to advance that approach.
Quality early childhood education prepares children for kindergarten and establishes a strong, rich foundation for later development and learning.
Health and nutrition supports ensure that children come to school immunized, well fed, and without toothaches or acute asthma attacks that prevent them from focusing and learning.
After- and summer-school enrichment provides space to do and help with homework, adult support and mentoring, and the academic, cultural, and recreational activities that are needed to develop creative thinkers, informed voters, and civic leaders.
Accountability systems support and enhance good teaching and leadership and offer effective ways of identifying excellent teachers to mentor peers and weak teachers who should switch jobs.
The BBA Bibliography provides synopses of seminal research works that demonstrate how living in poverty impedes educational attainment and the efficacy of a broader, bolder approach to education.
“ State test-based accountability systems and the federal No Child Left Behind…create incentives to downgrade many important goals of youth development. They reward schools, and indirectly their teachers, for concentrating only on students whose likely test scores are just below an arbitrary and sometimes fanciful universal proficiency point. They misidentify schools and those that are exemplary.
From Grading Education: Getting Accountability Right by Richard Rothstein, Rebecca Jacobson, and Tamara Wilder
View the full BBA Bibliography
It should be clear, on its face, that “miracles” have no place in education policy. Websters defines a miracle as “an unusual or wonderful event that is believed to be caused by the power of God.” No one seeking to improve education would rely on God or on “an unusual or wonderful event,” right? Wrong. High-profile policymakers not only have proclaimed to have produced or witnessed “miracles,” but have suggested that these other-worldly happenings ought to be the basis for widespread policy change. We have subsequently watched as each proved to be less than miraculous and, often, a disaster.
In addition to the high-profile original signatories, many of whom helped to draft BBA's mission statement, hundreds of people from across the country who agree with BBA’s mission continue to sign on. Join them!