The Spencer Foundation and the William T. Grant Foundation are pleased to announce the release
of our collaborative 2009 RFP for the Development and Improvement of the Measurement of Classroom
Quality. For additional information, click here.
Associate Program Officer Position Opening:
As the Spencer Foundation expands its work in developing new research initiatives, we seek to hire an
Associate Program Officer to work with Foundation staff to implement goals in the major programmatic areas.
For additional information click here.
New Grant-making Initiative: Philosophy in Educational Policy and Practice:
The Spencer Foundation announces a new initiative to fund research projects of up to $40,000
to examine Philosophy as it relates to educational policy and practice. For additional information click here.
Holding Schools Accountable Revisited:
Professor Helen Ladd gave the 2007 Spencer Foundation Distinguished Lecture in Education Policy and Management
at the 2007 APPAM annual meeting. Dr. Ladd's paper explores polices designed to hold schools accountable for
student outsomces offering analysis and recommendations for improvement. Click to download.
Influential Research: Read the comments of leading researchers who responded to our request to identify examples of influential research and discuss the reasons for such influence. We would welcome additional perspectives on this issue. read further
President's Office: Highlighted material excerpted from Liberal Arts Colleges in American Higher Education: Challenges and Opportunities.
read article
The Spencer Foundation was established in 1962 by Lyle M. Spencer. The Foundation received its major endowment upon Spencer's death in 1968 and began formal grant making in 1971. Since that time, the Foundation has made grants totaling approximately $250 million. The Foundation is intended, by Spencer's direction, to investigate ways in which education, broadly conceived, can be improved around the world. From the first, the Foundation has been dedicated to the belief that research is necessary to the improvement in education. The Foundation is thus committed to supporting high-quality investigation of education through its research programs and to strengthening and renewing the educational research community through its fellowship and training programs and related activities.
The Spencer Foundation remains committed to Lyle Spencer's original mandate, and it is hard to imagine a time when that will change. But even as we remain constant in purpose, we must, like any vital enterprise, from time to time renew our approach and our methods. We have undertaken such a process of renewal at Spencer. A description of that process can be found in two documents: President Michael McPherson's essay from the 2003-2004 Annual Report presents some reasons for looking at the Foundation's work in a somewhat new way, and the second document puts forward a list of "areas of inquiry" that the Foundation aims to promote through its grant making programs.
Beginning in February 2006, the Research Grants program began accepting applications that fit within one or more of four areas of inquiry:
- The Relation between Education and Social Opportunity
- Organizational Learning in Schools, School Systems, and Higher Education Institutions;
- Teaching, Learning, and Instructional Resources; and,
- Purposes and Values of Education.
In addition to proposals in these defined areas, the foundation will continue to provide an opportunity to submit field-initiated proposals outside these areas.
These areas of inquiry are intended in the first instance as a guide to applicants in our Research Grants program, but they have a larger purpose as well. We intend to use these declared areas of interest as starting points for a richer conversation with both the research community and with communities of policy and practice about the best ways to focus our work. We will strive to develop within these broad areas of inquiry more focused and sustained programs of research and improvement, undertaken in a spirit of partnership with our colleagues in the worlds of scholarship and of educational practice.