Section archive - Formal Education

A review conducted by ten researchers of ten 'effective' Jewish supplementary schools of various sizes and denominations, and from various regions in the US. The report draws conclusions about factors contributing to the success of good schools, noteworthy characteristics of the schools, and policy recommendations for improving supplementary schools. The study presents six “noteworthy characteristics of good schools.” Good schools (1) work on building friendships and community, (2) go beyond teaching facts to allow students to work on meaning, (3) use experiential education, (4) actualize a clear vision, (5) value themselves and their students, and (6) involve not only students but their families. Wertheimer makes it clear that it takes “a combination of traits to forge a strong school.”

Pursuing its goal to provide equal opportunities through education, 'College for All' identifies and locates children and youth at risk with high learning potential, and provides them with support and tools to enable them to realize their inherent potential and by encouraging them to acquire higher education and become leaders in their communities. The uniqueness of the 'College for All' program is in its comprehensive and systematic approach to the child’s world, its commitment to support the children for a period of 10 to 11 years, and the intensity of its activities.

The Perelman Jewish Day School of Philadelphia, in an effort to increase enrollment by lessening the financial burden on parents, announced a $6,000 tuition reduction for all kindergarten students entering in fall 2009. The pilot program, under the auspices of the newly formed Kohelet Foundation, will offer a total of $27,000 in tuition assistance per pupil for this incoming class up till grade five. The initiative is an attempt to outreach to Jewish families to bring them to enroll their child in a Jewish Day school.

This article analyzes three curricula for the bat/bar-mitzva year of the public religious, Tali and public schools in Israel. It compares their views on gender and theology, and throws light on the intersection of gender, religion and education in Israeli society. It shows how the messages of the public religious and public schools serve to further hegemonic interests in Israeli society, while those of Tali serve interests of marginal groups. In addition, the article analyzes autobiographical influences of some of the curriculum decision made by the authors.