In 2012, Public Education Network (PEN) closed its doors after 21 years. PEN was a network of local education funds (LEFs) -- community based organizations in high poverty school districts across the United States -- that continue to work with their school districts and communities to improve public education for the nation's most disadvantaged children.

At the national level, PEN raised the importance of public engagement as an essential component of education reform. It brought the voice of LEFs and the communities they represent into the national education debate. Finally, PEN gave voice to the essential nature of the connection between quality public education and a healthy and thriving democracy.

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Diploma Act: Developing Innovative Partnerships and Learning Opportunities that Motivate Achievement

December 2, 2009

Text for the Diploma Act, to strengthen student achievement and graduation rates and prepare young people for college, work and citizenship through innovative partnerships that meet the comprehensive needs of children and youth.

Comments Made to the Office of Innovation and Improvement, U.S. Department of Education, Related to Investing in Innovation Fund

November 8, 2009

Formal comment related to the proposed priorities, requirements, definitions, and selection criteria for the Investing in Innovation competitive grant program, Federal Register October 9, 2009.

Open to the Public: Students Speak Out on "No Child Left Behind", A Report from 2004 Public Hearings

May 4, 2005

Public school students across the country believe No Child Left Behind got their issues about access to a quality education right. They object to many of the solutions in the law, however, and see few, if any, positive results so far.At hearings on the massive federal law held by Public Education Network in eight states, students presented candid, provocative testimony on teachers, testing, and the conditions for learning in their schools. Few knew many details about the law, but from Massachusetts to California, young people told their stories about why schools needed to be improved. They came from urban, suburban, and rural high schools to be witnesses, along with parents and community leaders, at formal hearings that produced more than 1,000 pages of testimony.