HGSE Report on Philanthropy 2022–2023

E V E R Y L E A R N E R C O U N T S . E V E R Y D O N O R M AT T E R S .

Report on Philanthropy 2022–2023

365

DAYS WE SAW GENEROSITY IN ACTION

This Report on Philanthropy is dedicated to our alumni, friends, and partners who — every day — ensure that what we do and discover at the Harvard Graduate School of Education reaches far beyond the walls of Harvard.

The HGSE fiscal year 2022–2023 (FY23) ran from July 1, 2022 to June 30, 2023

Dear Friends, It’s easy to name what is hard. That has been especially true these past few years. The lasting effects of the pandemic coupled with a politically charged environment have taken a toll on students and teachers alike.

But what is equally easy — and vastly more important — is naming why we pursue the hard work of education.

It is because we believe in the worth of every human being. We have an unwavering obligation to give educators everywhere the knowledge and tools to help them unlock individual potential.

It is because we know that solving even the most complex issues in education is possible.

It is because a more just and prosperous society hinges on creating the conditions for equity and opportunity for all.

But we aren’t alone in these attitudes and efforts. In these pages, we demonstrate the real-world impact your philanthropy has had on our school, students, and the lives and communities their work goes on to touch. As you read, I hope you take a moment to reflect on and celebrate the progress we’ve made together.

Forever grateful,

Bridget Terry Long, Ph.D. Dean and Saris Professor of Education and Economics Harvard Graduate School of Education

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LEARNERS

752

NUMBER OF NEW STUDENTS ENROLLED AT HGSE IN FY23 HGSE students came from 41 U.S. states, Washington, D.C., and American Samoa, and represent 63 countries of citizenship, all embracing the essential profession of educator.

Whether they came to the Ed School to launch their first career, transition from another, or build on their years of experience in education, the people and communities they impact will be strengthened by what they learn here and take with them. Thank you for helping to make that possible.

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2022–2023 Entering Class

613

89

Residential Master’s in Education (Ed.M.)

Online Master’s in Education Leadership (Ed.M.)

25

Doctor of Philosophy in Education (Ph.D.)

21% LGBTQ+

32%

First-Generation College Students

25

Doctor of Education Leadership (Ed.L.D.)

918

Total Enrollment (new and continuing students)

36%

51%

International Students

Self-Identified Students of Color* *

(Share of U.S. citizens and permanent residents)

Average Years of Work Experience

EVERY DONOR MATTERS

Since 2011, students have collectively donated more than $200,000 through the Class Gift campaign, paying it forward to future HGSE students.

Residential Ed.M.

Online Ed.M.

Ed.L.D.

Ph.D.

4.3

14.2

15

5

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SUPPORT

$80,000,000 DONATED TO THE MASTER’S FINANCIAL AID CAMPAIGN SINCE 2021 Financial aid makes HGSE accessible to anyone with the talent and commitment to drive sustainable change in education. And the need is great. A full 75% of HGSE students relied on financial aid to attend HGSE last fiscal year.

Ensuring that we continue to teach, train, and graduate the best and brightest is our foremost fundraising priority. That’s why we’ve set an ambitious goal to raise $100 million for financial aid.

Your response to this call has been nothing short of extraordinary.

In FY23, 2,197 alumni and friends made a gift, with the majority of your donations going directly to financial aid.

• You helped us award nearly $9.2 million in HGSE-specific financial aid grants to master’s students in FY23 — a 20% increase over FY22, and a 34% increase over three years.

• You helped us increase our maximum need-based grant by 8% over the previous year, to $20,500.

• You helped us award named scholarships to 267 master’s students in FY23.

With $20 million left to raise, the work is not yet complete. The final leg of our campaign will be the most important yet. As we continue toward our goal, we are deeply grateful for all that you have made possible for HGSE students now and for generations to come.

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$100 million G O A L $80 million R A I S E D AS OF DECEMBER 31, 2023

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HGSE’s Class of 1921 PHOTO COURTESY OF HUPSF EDUCATION, GRADUATE SCHOOL (1), OLVWORK448735. HARVARD UNIVERSITY ARCHIVES.

1920

A YEAR THAT CHANGED EDUCATION FOREVER

Just over a century ago, HGSE was founded with the notion that education can influence change and make an impact on all learners. We were the first school in the country to grant the Ed.D. degree to students and the first Harvard graduate school to enroll women in a degree-granting program. HGSE’s giving society was named in honor of this pivotal year. In FY23, 1,235 members of the 1920 Society were listed on HGSE’s Honor Roll for their outstanding loyalty and generosity.

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EVERY DONOR MATTERS In FY23, $1.2 million was donated to HGSE’s Alumni Fund — critical unrestricted support that allows the Ed School to use money when and where it’s needed most.

Last year, unrestricted gifts from our donors supported financial aid for master’s and Ph.D. students; Gutman Library renovations; the Teaching and Learning Lab; HGSE’s diversity, equity, inclusion, and belonging activities; academic coaches for students, and more.

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PEOPLE HELPED US SET A RECORD ON ANNUAL GIVING DAY

Students participate in HGSE’s 2023 Giving Day and meet Sasha, Harvard’s community resource dog

Our goal for HGSE’s Annual Giving Day was 250 donors. Our alumni, friends, and staff far exceeded that with 327 people making a gift within just 24 hours and raising $60,535 — a record day for the Ed School. Nearly 60% of those who donated hadn’t made a gift in more than two years or made their very first gift to HGSE that day. We hope you’ll help us set another record on March 27, 2024!

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PROGRAMS

49,167 COMBINED HOURS HGSE FIRST-YEAR TEACHERS SPENT WITH STUDENTS IN FY23

A TTL student participates in the Cambridge-Harvard Summer Academy

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Entering the classroom as a new teacher can be daunting.

Even for someone like Alaina Solomon, Ed.M.’23, who knew she would be a teacher from her own first day in kindergarten.

Having the right support can make all the difference. That’s what led her to HGSE’s new Teaching and Teacher Leadership (TTL) master’s program, which launched in FY23.

As a student in the teacher licensure track — a pathway designed for aspiring teachers to develop their instructional skills — Solomon gradually assumed teaching responsibilities at the nearby Cambridge Rindge and Latin School. There she received personalized feedback from her mentor while working toward both her master’s degree and her Massachusetts teaching license. Now as a full-time chemistry teacher at Westwood High School, she still leans on her TTL cohort, a network of other new teachers she can turn to for advice.

The emotional support that comes from being in a community of teachers also resonated with Andrea Meyer, Ed.M.’23, a STEM specialist at Boston Public Schools, who entered TTL’s teacher leader track last year to refine her craft and “fall back in love with teaching.” Meyer spent the year at HGSE with both experienced teachers like herself and new ones like Solomon who are filled with innovative ideas, all of whom changed how she shows up in her own classroom today.

“So much experience and expertise lives within teachers, and it was invaluable to have that knowledge shared.”

EVERY DONOR MATTERS In 2022, the single largest gift in HGSE’s history came with a challenge. Two anonymous donors, motivated by a dedication to teachers, made a gamechanging gift — $30 million in financial aid for students in the innovative new TTL Program, and $10 million to create a dollar-for-dollar match, inviting others to join them in supporting future teachers.

And join them you did. In June 2023 — a full six months ahead of schedule — the Challenge Match for Teachers was officially completed, raising a total of $50 million in endowed scholarships. The gifts establish a strong foundation for the program and will support up to 40 students annually.

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Online Master’s in Education Leadership student Danielle Evans on campus with her daughter Eden

1,047,895

STUDENTS IN THE NEW YORK CITY SCHOOL SYSTEM

Danielle Evans has a big job. At the New York City Department of Education, she’s responsible for helping all 1,600 schools in the nation’s largest public school district translate system-wide policies into their daily work. It’s tricky, sensitive business that impacts how the city educates, grades, and graduates students.

And that’s just by day. She’s also a student in HGSE’s Online Master’s in Education Leadership (OEL), a part-time program that was designed so leaders like Evans don’t have to trade their position on the ground to learn to change the field.

Evans was intentional in both her choice of OEL and in how she applies what she learns to increase local community engagement and reduce implicit bias within New York’s education system. Her time so far in OEL has empowered her to advocate for more school visits by central office staff to the communities they serve and ensure that parents and caregivers have a voice in shaping their children’s education.

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Emergency philanthropy in response to the COVID-19 pandemic helped HGSE immediately pivot to online teaching and opened the door for the design and creation of OEL, which launched in FY23.

Chen Yidan Visiting Global Fellow LeAnna Marr, Ed.M.’03, (front center) with HGSE master’s students in 2023

EVERY DONOR MATTERS In FY23, a gift of $1 million secured funding for the Chen Yidan Visiting Global Fellows Program for another five years.

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COUNTRIES WHERE HGSE GRADUATES ARE WORKING

Our graduates are navigating education on a global stage, with HGSE as their launch pad. In fact, in FY23 there was a 39% increase in interest in the Global, International, and Comparative Education Concentration among our residential master’s students. With donor support, HGSE is expanding its curriculum and opportunities for students to gain a global perspective on current issues facing educators.

Since 2018, the Chen Yidan Visiting Global Fellows Program has brought more than two dozen education leaders and scholars from across the world to teach a course and share their knowledge, ideas, and visions for education. Last year’s fellows explored topics ranging from literacy in Latin America to virtual reality tools for learning in Africa — helping students think past boundaries and borders to learn from successful models of education worldwide.

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Judy McLaughlin, founder of the Presidents-inResidence Program

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VISITING COLLEGE AND UNIVERSITY PRESIDENTS WHO HAVE SET UP OFFICE HOURS ON APPIAN WAY 12

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When the academic year officially started, Javier Cevallos and Biddy Martin, the former presidents of Framingham State University and Amherst College, respectively, attended classes right alongside HGSE students. They took part in HGSE’s Presidents-in-Residence Program, a unique initiative that brings real-world experience to the classroom and helps students with an interest in serving higher education institutions better understand their complexities and nuances. Cevallos and Martin served as mentors to students, meeting with them one-on-one and advising them on important academic and career decisions. The program has impacted more than 900 higher education alumni since its inception in 2001.

EVERY DONOR MATTERS

In FY23, gifts — many from former visiting presidents and alumni who participated in the program — helped to fully endow the Judith Block McLaughlin Presidents-in-Residence Program. It was officially renamed after the longtime HGSE faculty member who founded the program more than two decades ago.

ALUMNI

31,306 Graduates by State

HGSE GRADUATES WORKING IN ALL 50 STATES, WASHINGTON, D.C., PUERTO RICO, AMERICAN SAMOA, AND 113 COUNTRIES Graduates by Country

1

9121

Graduates by City

1

EVERY DONOR MATTERS

2737

Alumni are key drivers of change across the field — and on Appian Way. In FY23, 77% of donors to the school were HGSE alumni, while 9% were graduates of Harvard College or other Harvard schools.

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Amanda Aiken, Ed.L.D.’23

While fewer than 25% of superintendents in the U.S. identify as people of color, half of students enrolled in U.S. public schools today are children of color. This number is only expected to grow in the coming years.

How might the challenges educators face look different if leadership looked more like the students in their communities? That’s a question Amanda Aiken, Ed.L.D.’23, has set out to answer. As a former elementary school principal and senior director of schools in New Orleans, Aiken felt the need to make a greater impact for kids in her community. New Orleans is a city of 48,000 students — 80% of whom are Black — and for decades has had one of the highest incarceration rates in the nation.

That’s what drove Aiken to pursue the Doctor of Education Leadership Program at HGSE. Through her capstone research and third-year residency in the program, Aiken worked with the Surge Institute to develop new ways to support and sustain executive leaders of color in the field and help diversify the critical leadership roles that shape our education systems.

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1 IN 4 FEWER THAN

AMERICAN SUPERINTENDENTS ARE PEOPLE OF COLOR

Having been a teacher, Margaret Wang, Ed.M.’20, knows just how important it is to have lesson plans that are created for and by teachers. Wang co-founded SubjectToClimate, which partners closely with science and non-science teachers alike to make climate resources freely available to K–12 teachers nationwide.

By listening to teachers’ distinct needs, the organization empowers educators to integrate climate topics into what they are already teaching, from English to the arts, and beyond. Since launching in 2021, more than 100,000 educators have used their resources.

As the idea for SubjectToClimate was taking shape, New Jersey became the first state in the country to require all teachers, regardless of subject or grade, to incorporate climate change instruction into their curriculum. When the requirement went into effect in 2022, Wang’s organization worked with local stakeholders to create custom resource hubs and train teachers to create their own exemplary lesson plans. They’ve since launched three additional state hubs, as more states take meaningful steps to prioritize climate education.

1.5

HOURS

AVERAGE TIME U.S. K–12 TEACHERS CURRENTLY SPEND TEACHING ABOUT CLIMATE CHANGE PER YEAR

Margaret Wang, Ed.M.’20, during Harvard’s Climate Action Week in 2023

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Liz Phipps-Soeiro, Ed.M.’19, is the director of library services for Boston Public Schools

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772

SCHOOL DISTRICTS AND PUBLIC LIBRARIES REQUESTED TO BAN BOOKS IN 2022

“Books are clearly powerful if so many people want to ban them,” says Liz Phipps-Soeiro, Ed.M.’19, director of library services for Boston Public Schools (BPS). Books are windows that allow us to view and understand lives that are different from our own, and important mirrors for children and teens that reflect a shared identity and experience.

More than half of the most challenged book titles in 2022 had LGBTQ+ themes. And books with cultural diversity are already in short supply on library shelves. For a student population that is now 50% nonwhite, fewer than 25% of children’s books are about people of color. Phipps-Soeiro says it’s not just about the deficit, but how people and cultures are represented. Along with building a more justice-based foundation in BPS, part of her role is teaching students to be critical about what they’re reading — often the “classics” — by having students ask: Who writes the stories? Who benefits from the stories? Who is missing from the stories? And why?

It’s not just access to books that is key, but librarians themselves, with Phipps-Soeiro helping BPS add 44 new libraries over the past two years. “Regardless of socioeconomic status, race, or location, children with access to a school library and librarian have higher literacy rates than those who do not,” she explains. “That’s pretty telling.”

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1.2 MILLION

USERS OF THE U.S. HISTORY COLLECTION

Seeta Pai, Ed.M.’94, Ed.D.’02

As executive director of education at GBH — the largest creator for public media in America — Seeta Pai, Ed.M.’94, Ed.D.’02, has guided her team to prioritize equity and rigorous research. It’s work they started almost six years ago, “before it became trendy.” Pai’s team creates quality school and out-of-school media resources — projects like the U.S. History Collection on PBS LearningMedia, which houses nearly 400 digital learning resources focused on untold stories and diverse perspectives in history.

GBH’s free learning resources reach millions of U.S. teachers and students, but Pai is most motivated by the data showing the impact of their programs’ work, like a study that showed a 34% gain in history content knowledge among students using the U.S. History Collection.

Pai’s strong research and focus on impact was honed at HGSE and in the years after, directing international projects at Sesame Workshop and national studies at Common Sense Media. She created two new roles for research and evaluation and formalized the ways data guides their work.

“Our mission means we are accountable — that we should actually have impact, and document it.”

PHOTO COURTESY OF SAM BREWER/GBH.

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Richard “Rich” Reddick, Ed.M.’98, Ed.D.’07, says it was his mentors at HGSE, like the late professor Charles Willie and then-professor Bridget Long, who instilled in him an ethos to “do something for somebody else.” Before he completed his doctorate, he co-founded HGSE’s Alumni of Color Conference, now in its 22nd year.

Throughout his 30-year career as a scholar and practitioner, Reddick’s research has drawn from his own life, exploring mentorship, the experiences of faculty of color in largely white institutions, and cultural taxation — the uncompensated work of supporting diversity, equity, and inclusion (DEI). He’s worked to create space and scholarship for conversations about race and equity in education — even while bearing witness to the rapid evolution of the DEI field. He says that community is what has always propelled him forward, from his parents to his fellow HGSE graduates, among them his wife and present-day bandmates.

Community is also central to his new book Restorative Resistance in Higher Education, a vision for making college environments more equitable.

Now, as dean of the School of Undergraduate Studies at The University of Texas at Austin, Reddick’s approach to student success is deeply rooted in an equity mindset, as he works to ensure that all 50,000 undergraduates who arrive on campus are met with a sense of belonging and an equal opportunity to thrive.

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Richard Reddick, Ed.M.’98, Ed.D.’07, has spent three decades leading change in diversity, equity, and inclusion in higher education

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FA C U LT Y

81

CORE HGSE FACULTY MEMBERS WORKING TO IMPROVE EDUCATION WORLDWIDE

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2022–2023 Named Chairs Navigating complex issues

Building a more peaceful future

Meira Levinson, the Juliana W. and William Foss Thompson Professor of Education and Society, leads HGSE’s Justice in Schools project, which promotes educational ethics using case studies that help educators and students work through complex controversies like balancing inclusivity with free speech and addressing religious sensitivities in the classroom. The cases help promote learning and understanding when there isn’t always one right answer.

Professor Sarah Dryden-Peterson’s work focuses on the educational experiences of refugee children and youth to build more peaceful and equitable futures and ensure that all young people globally have opportunities to learn and to feel a sense of belonging.

Dryden-Peterson teaches HGSE courses that center around educating in uncertainty and during times of conflict and migration. She also founded the Refugee REACH Initiative which fosters welcoming communities and quality education in settings of migration and displacement through collaborations with educators, policymakers, and researchers.

Helping kids catch up after COVID Tom Kane, the Walter H. Gale Professor of Education and Economics, collaborates with researchers at Stanford to understand how the pandemic has impacted student learning – research that will help guide recovery efforts.

Their Education Recovery Scorecard gives us the most detailed picture yet with student math and reading test scores scrutinized in 7,800 school districts around the country between 2019 and 2022. Their work highlights how the pandemic’s impact on learning was largely influenced by where kids lived and the role that summer and out-of-school learning programs can play in recovery.

EVERY DONOR MATTERS

Karen Brennan TIMOTHY E. WIRTH PROFESSOR OF PRACTICE IN LEARNING TECHNOLOGIES FACULTY CO-CHAIR, LEARNING DESIGN, INNOVATION, AND TECHNOLOGY

Ebony Bridwell-Mitchell

Improving literacy

HERBERT A. SIMON PROFESSOR IN EDUCATION, MANAGEMENT, AND ORGANIZATIONAL BEHAVIOR

Professor James Kim leads HGSE’s READS Lab, a research-based collaborative initiative to identify and scale adaptive solutions for improving children’s literacy learning opportunities and outcomes. A study led by Kim found that increasing first- and secondgraders’ content knowledge in science and social studies can improve their reading comprehension.

Turning around teacher turnover Heather Hill, the Hazen-Nicoli Professor in Teacher Learning and Practice, is improving research on what it means to teach teachers.

In a recent study, she and co-author John Papay, Ed.M.’05, Ed.D.’11, lay out proven professional development strategies that can help as schools struggle with teacher retention and burnout.

In FY23, two current faculty members were awarded donor-funded named chairs:

FACULTY CO-CHAIR, EDUCATION LEADERSHIP, ORGANIZATIONS, AND ENTREPRENEURSHIP

EVERY DONOR MATTERS

Through endowed professorships, donors ensure that HGSE attracts and retains the most outstanding scholars and practitioners from around the world. Today, HGSE has the highest proportion of female faculty (60%) and the third highest proportion of under-represented tenured faculty (29%) of any school at Harvard.

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Shawn Ginwright joined HGSE in 2023 as the Jerome T. Murphy Professor of Practice

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Meet Shawn Ginwright Many young people growing up in American cities and neighborhoods have been shaped by violence and persistent traumatic stress that impacts their learning, development, and mental health. The scope and complexity of the problem mean there will never be enough therapists to cope with it, according to Shawn Ginwright, who joined HGSE in 2023 as the Jerome T. Murphy Professor of Practice.

Ginwright believes we have to democratize access to mental health care, so that conversations focused on emotional well-being can occur wherever young people gather with other peers or adults. He developed the healing-centered engagement approach which offers a holistic view of recovery from traumatic experiences for young people of color and the communities they live in.

What are the core challenges at the heart of your work on healing and well-being?

It’s twofold. The first issue is just the wide and deep challenge of mental health among young people of color, and the trauma that many young people in schools, particularly urban schools and urban communities, are experiencing. The second is that the bandwidth to respond is thin and frail, and teachers and mental health providers are not sufficient to really deal with the scope and depth of exposure to trauma and resulting behavioral mental health.

What would a movement for healing and well-being in schools look like?

How will being at HGSE advance your work?

My vision is to have healing-centered activities, just like there is physical education — something that’s just as common as PE. When you go to PE, you don’t have to be broken to go.

It’s seen as an asset, a strength, as healthy. My vision is to also allow for mental health to be an asset-driven and strength-based approach, an ongoing diet of well-being that is integrated into the school day.

I hope to develop a research agenda that trains graduate students in my work on healing-centered engagement, and a series of professional development programs for urban educational leaders. The goal is to build a broader community of healing-centered engagement practice with folks around the nation in order to fuel a movement for healing and well-being in schools.

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HIGHLIGHTS

12 MONTHS ON APPIAN WAY

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July 2022 July 5: The Public Education Leadership Program’s (PELP) Summer Institute kicked off a one-week executive education program for school and district leaders. In its 20 years, PELP has partnered with 58 urban school districts representing more than 5.5 million students to improve teaching, learning, and student outcomes in their districts.

August 2022 August 29: HGSE students gathered to hear Dean Long’s welcome remarks as the fall term officially got underway.

Orientation 2022 began with a “Look What You’ve Done So Far” video that highlighted the work already completed, with the entering cohort having spent several weeks on campus completing their Foundations courses.

September 2022 September 28: The Harvard EdCast began a new season with The Complex World of Teens and Screens. Emily Weinstein and Carrie James, researchers at HGSE’s Project Zero, surveyed more than 3,500 teens to better understand what they really do online. Weinstein and James carried this work forward with the launch of HGSE’s Center for Digital Thriving in 2023. Conversations on the EdCast podcast have reached nearly 1.5 million total listeners.

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November 2022 October 2022 October 14: “One of my greatest fears is that we go back to how education was in 2020,” said U.S. Secretary of Education Miguel Cardona when he visited HGSE for a daylong convening about post-pandemic recovery and harnessing COVIDera urgency to create a better, more equitable education system.

Ed.L.D. students meet with Secretary of Education Miguel Cardona on campus

October 27: Education’s role in advancing climate solutions was a focus of several events in FY23, starting with HGSE’s Education and Climate Action event in October. In March, Lecturer Laura Schifter explored strategies for discussing climate change with kids during an Education Now webinar.

And at Harvard’s Climate Action Week in May, HGSE hosted expert panels that spurred conversation about how the sector can drive climate action and hope.

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November 2: In 2002, the first book published by Harvard Education Press (HEP), Racial Inequity in Special Education, set the stage for a national discussion about special education and racial justice.

HEP books now span the globe and have been translated into 21 languages. In November, “the Press” celebrated 20 years of publishing books by leading experts and scholars on behalf of education practice and policy.

November 3: Kicking off the year’s Chen Yidan Visiting Global Fellows Program, visiting fellow Dion Cunningham gave a performance on a babygrand piano in Askwith Hall while sharing how music can, and has been, used as an educational tool.

December 2022 December 2: Campus was royally buzzing when the Princess of Wales visited the Center on the Developing Child.

January 2023 January 30: The first phase of the Gutman Library renovation was completed. The renovation reimagines community and connection in HGSE’s main gathering space, including a new student-centric hub on the second floor for student affairs, degree programs, career services, and other key student support teams.

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February 2023 February 2: HGSE’s Usable Knowledge featured research from Professor-in-Residence Carola Suárez-Orozco on making schools more welcoming to immigrant students and families.

Usable Knowledge aims to get new research into the hands of educators and communities across and beyond Harvard.

In FY23, the top five Usable Knowledge articles alone had more than 40,000 readers.

EVERY DONOR MATTERS Usable Knowledge got its start in part thanks to donor support.

Seventeen years after launching, it’s still translating new research into easy-to-use, evidence-based strategies to support educators, families, and communities.

February 8: Education Now examined the unique mental health barriers experienced by youth in rural and indigenous communities. The free Education Now webinar series reached nearly 14,000 people in FY23.

February 15: The Certificate in School Management and Leadership (CSML) started a new online term. An innovative collaboration between HGSE and Harvard Business School, the multi-course program merges the fields of education and business to help school leaders drive change. In its five years, more than 7,000 people from 137 countries and 49 U.S. states have enrolled in CSML courses.

EVERY DONOR MATTERS Fueled by continued generosity, CSML is on a path to accelerate its impact with extended reach and engagement in U.S. public education, especially with large urban school districts.

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March 2023 March 3: The 21st annual HGSE Alumni of Color Conference (AOCC) brought together alumni, students, and practitioners to celebrate education as activism.

March 6: The Certificate in Early Education Leadership (CEEL), a job-embedded, online professional development program for early education leaders, kicked off in March.

To date, 2,030 individuals from 92 countries have participated in CEEL modules.

April 2023 April 27: Eleven teams of finalists pitched their innovations for early learning during the 2023 Zaentz Early Education Innovation Challenge hosted by former New York Mayor Bill de Blasio. Now in its fourth year, the entrepreneurs and changemakers made the cut from approximately 100 organizations and individuals across the U.S. who submitted their ideas for the challenge.

March 21: During a timely Askwith Education Forum, educators and clinicians discussed how leaders, educators, and families can understand and respond to the adolescent mental health crisis. In FY23, more than 1,000 guests attended the in-person Askwith Education Forums with another 9,500 viewing the events online.

EVERY DONOR MATTERS Donor support launched the Saul Zaentz Early Education Initiative in 2016 with the goal of driving transformation in early education.

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May 2023 May 4–6: HGSE hosted an educational ethics conference exploring how educators can tackle issues around inequality, morality, and uncertainty, as well as the importance of building the educational ethics field in a model similar to bioethics. The conference was held in conjunction with the Askwith Education Forum, “Education, Truth, and the Future of Democracy” hosted

by Professor Meira Levinson.

“When I look out at this diverse crowd of curious, generous, empathetic, loving teachers and lifelong learners, my heart swells with hope.

Because this future — the future we should all be able to share — is brilliant and beautiful and brave. Enough of this talk: HGSE Class of 2023 — go change the world!

LECTURER TIM MCCARTHY IN HIS COMMENCEMENT ADDRESS

May 25: Caps off to the 649 students who walked the stage and were presented with their degrees in Radcliffe Yard during the Class of 2023 Commencement.

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PHOTO: JONATHAN KANE P’23

May 27: HGSE’s Middle East Professional Learning Initiative’s (MEPLI) first Regional Educators Conference was held in Amman, Jordan with more than 165 educators from Lebanon, Palestine, and Jordan, 80 of whom were fellows of the MEPLI program. MEPLI is a yearlong job-embedded program based in HGSE’s Professional Education, helping educators and education leaders from the Middle East strengthen the teaching force in their countries.

June June 2: HGSE graduates returned to campus to reconnect and celebrate on Harvard Alumni Day. Save the date for the next Alumni Day on May 31, 2024.

EVERY DONOR MATTERS Since 2018, 190 teacher educators have benefited from the MEPLI Fellowship, which is funded by a generous gift to the Ed School.

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1

PERSON CAN MAKE A DIFFERENCE

To you, our donors, we are profoundly grateful for your generosity and conviction that education is a beacon of hope, a pathway to opportunity, and the world’s most powerful catalyst for change.

Thank you.

Stay engaged: Instagram: @hgse_alumni LinkedIn: linkedin.com/groups/953647 TikTok: @harvardeducation X, formerly known as Twitter: @hgse_alumni For the digital version of this report, visit HGSE.me/YourImpact2023 32

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S AV E T H E D AT E

HGSE’s Annual Giving Day Wednesday, March 27 Double your impact during this year’s Annual Giving Day with all donations matched up to $20,000.

Get your name on the Gold Star list early by giving now at alumni. harvard.edu/HGSEGivingDay.

Development Office 13 Appian Way Cambridge, MA 02138

gse.harvard.edu giving@gse.harvard.edu (617) 495-0580