Education

Description

The Grawemeyer Award in Education is intended to stimulate the dissemination, public scrutiny and implementation of ideas that have potential to bring about significant improvement in educational practice and advances in educational attainment. The award was created not only to reward the individuals responsible, but also to draw attention to their ideas, proposals or achievements. The award is designed to recognize a specific recent idea/study rather than a lifetime of accomplishment.

Prize Amount
The Grawemeyer Award in Education is accompanied by a prize of $100,000, which is presented in full during the awards ceremony.

Eligibility
The competition does not limit the format in which the idea or achievement appears. Consideration will be given to printed books, articles appearing in scholarly journals, technological advances, software, research reports, conference presentations, or other widely and publicly disseminated forms. Please note that edited volumes as well as textbooks are not eligible for this award. Consistent with the intent of H. Charles Grawemeyer, the award is not given posthumously.

The Grawemeyer Award in Education was the third of the four awards first established in 1988.  The first award winner was announced a year later. The purpose of the award was “to stimulate ideas that have potential to bring about significant improvement in educational practice and attainment.” The first Grawemeyer Education Award was presented in 1989 to Bertrand Schwartz of Paris, France, for his idea, “The Social and Vocational Preparation of Disadvantaged Young People and Experiments in New Qualifications.”

Initial screening of the Grawemeyer Award in Education nominees is conducted by a committee of College of Education and Human Development faculty who select three finalists for the Grawemeyer Award in Education. External reviewers then evaluate the finalists.

For the final selection committee, Charles Grawemeyer insisted that the winner be chosen by a committee comprised of the President of the University or designee, the Dean of the College of Education and Human Development, and three members of the community with some involvement in the educational enterprise. Until a year before his death in 1993, Charlie Grawemeyer sat on the final selection committee. The committee recommends the award winner to the President who forwards the recommendation to the Board of Trustees of the University. The Board of Trustees approves the final recommendation.

The University invites nominations from throughout the world by professional educators, educational institutions and organizations, and editors and publishers of journals, books and software. Self-nominations will not be considered.

To nominate a work, the nominator must submit the following:

            •  A one-page letter of nomination identifying the specific work, idea, or achievement being nominated and delineating the reasons why the entry merits the award. Please provide a complete bibliographic reference to the nominated work.

Once a nomination has been received, the nominee(s) will be notified about the nomination and will be sent a nominee form that explains the award conditions. Each nominee must then submit the following supporting materials:

            • A signed copy of the 2025 nominee form that indicates agreement with the award conditions,
            • Two physical copies or one electronic copy of the published/presented work (additional copies may be required). If the work is in a language other than English, provide a copy of the English translation of the work.

All submitted materials becomes the property of the University of Louisville.

Restrictions
Ideas or achievements must have been presented or published in the recent past. Self-nomination is not allowed. Current University of Louisville faculty, staff, and students are not eligible. Previous winners of the Grawemeyer Award are not eligible. Edited volumes and textbooks are not eligible. Non-English entries must be translated.

Deadline
To be considered for the 2025 award, the signed nominee form and one physical or electronic copy of the published/presented work must reach the University of Louisville by May 10, 2024.

The Review Process
Initial screening of the Grawemeyer Award in Education nominees is conducted by a committee of College of Education and Human Development faculty who select 2-4 finalists for the Grawemeyer Award in Education.

The final selection committee is comprised of the President of the University or designee, the Dean of the College of Education and Human Development, and three members of the community who share an interest in the education enterprise. The work of this committee is supported by two expert independent scholarly reviewers. The committee recommends the award winner to the President who forwards the recommendation to the University of Louisville’s Board of Trustees. Final approval of the Grawemeyer Award winner is subject to approval by the University of Louisville’s Board of Trustees and the Trustees of the Louisville Presbyterian Seminary.

Award Requirements

            1. The winner of the Award will be announced after December 1. The winner will be expected to come to Louisville during the month of March or April to make a formal presentation based on the winning idea, participate in informal meetings with faculty and students as requested, and to receive the Award. The trip to Louisville is mandatory and failure to fulfill this requirement will result in forfeiture of the Award and the associated cash prize. Any exception to this requirement must be approved by the Grawemeyer Executive Committee.
            2. Entrant agrees and accepts that, consistent with the intent of H. Charles Grawemeyer, the Award will not be given posthumously. The Entrant must be living in order to receive the Award and must participate in the Award festivities referenced above in order to receive the Award and the associated cash prize. If the nominated Work was written by multiple authors, one or more of whom is deceased, only the living authors are eligible to receive the Award and the associated cash prize. The cash prize will be presented at the Award festivities.
            3. Entrant agrees and accepts that the cash prize associated with the Award will be paid in full at the awards ceremony. Winning the Award does not create any property rights in the cash prize for the recipient’s heirs or estate. In the event that the Award is given to multiple recipients (such as co-authors), there is only one cash prize associated with the Award and said cash prize will be divided evenly among the recipients. If a co-author dies, payment to that co-author will cease and the full amount of the remaining prize will be divided evenly between the still-living co-authors.
            4. Entrant shall participate, as appropriate, and cooperate in the production of any documentary film or other public relations or publicity matters related to the Competition, including the execution of any necessary releases and/or authorizations.
            5. Entrant hereby grants permanent permission for the University of Louisville to use the title and excerpts from the Work and any media depicting their receipt and acceptance of the Award for library and archival purposes, and for the purpose of promoting the Grawemeyer Awards and their affiliation with the University of Louisville. The term “media” is understood to include, but not be limited to, audio and visual images and/or recordings of any format which depict the Entrant’s visit to the campus[es] of the University of Louisville, the Awards presentation itself and any comments made by the Entrant as part of the campus visit[s] and the Awards festivities.
            6. All physical materials submitted become the property of the University of Louisville.

Send letters of nomination and all supporting materials to:
Dr. Jeffrey C. Valentine, Director
Grawemeyer Award in Education
College of Education & Human Development
University of Louisville
Louisville KY 40292
USA

jeff.valentine@louisville.edu

For packages sent by UPS, FedEx, etc.:
Grawemeyer Award in Education
College of Education and Human Development
University of Louisville
1905 S 1st St
Louisville KY 40208
USA

Phone: 502-852-3830

2023 – Jennifer Morton
Disadvantaged college students pay a heavy ethical and emotional price to become upwardly mobile, says a scholar who today was named winner of the 2023 University of Louisville Grawemeyer Award in Education.
2022 – Rucker Johnson

An economist who found that integrating U.S. public schools in the 1970s and 1980s benefited students over time has won the 2022 University of Louisville Grawemeyer Award in Education.

Rucker Johnson, a University of California-Berkeley public policy professor specializing in education economics, received the prize for ideas set forth in “Children of the Dream: Why School Integration Works,” his 2019 book written with Alexander Nazaryan and co-published by Basic Books and the Russell Sage Foundation.


2021 – Jal Mehta and Sarah Fine

How can American high schools move away from rote learning and testing and help students become critical thinkers ready to take on the challenges of modern life?

Educators Jal Mehta and Sarah Fine, who spent six years researching the issue at 30 U.S. high schools, have co-won the 2021 Grawemeyer Award in Education for ideas set forth in their book, “In Search of Deeper Learning: The Quest to Remake the American High School.” Harvard University Press published the prize-winning book in April.

2020 – No Award Given

2019 – No Award Given

2018 – Sara Goldrick-Rab

The modern struggle to pay for a college education has been extensively researched by Goldrick-Rab.  In her award-winning 2016 book, “Paying the Price: College Costs, Financial Aid and the Betrayal of the American Dream,” she finds that U.S. students have been left behind by soaring costs combined with a financial aid system that has not kept up with demand. The result is a generation that, during a time when a college education is ever more important, is unable to get ahead because of crushing debt and unfinished degrees.

“This book is intended to be a wake-up call,” writes Goldrick-Rab, who teaches higher education policy and sociology. “It brings the lives of students pursuing college degrees front and center and unveils their financial struggles.”

Read More…

2017 – Diana Hess and Paula McAvoy
Teachers should encourage conversations about difficult political issues because that’s the very nature of a democratic education. The authors explain more in their 2014 book “The Political Classroom: Evidence and Ethics in Democratic Education.”

2014 – Diane Ravitch 

Ravitch, a New York University research professor of education, has won the 2014 University of Louisville Grawemeyer Award in Education for her 2010 book, “The Death and Life of the Great American School System: How Testing and Choice are Undermining Education.” The work chronicles her decades-long journey from reform advocate to critic and encourages a return to school curriculums that value art, literature, creativity and problem solving.

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2013 – Pasi Sahlberg

Reform-minded educators eager to learn about Finland’s highly successful school system often are shocked to find that elementary-level students have a four-hour day, do little homework, rarely take tests and don’t even start school until age seven.

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2012 – Linda Darling-Hammond

Providing equally good schooling for all American children— rich or poor and regardless of race—would improve the nation’s failing education system.

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2010 – Keith Stanovich

Having a high IQ and good standardized test scores doesn’t guarantee that you will make good decisions, says the winner of the 2010 University of Louisville Grawemeyer Award in Education.

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2009 – Paul Attewell and David Lavin

Non-traditional students who attend college through open enrollment generally do well and their success carries forward to the next generation, say two scholars who have won the 2009 University of Louisville Grawemeyer Award in Education.

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2008 – Edward Zigler, Walter Gilliam and Stephanie Jones

2008 – A Vision for Universal Preschool Education

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2007 – James Comer

Leave No Child Behind: Preparing Today’s Youth for Tomorrow’s World

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2006 – Lee Shulman

The Wisdom of Practice: Essays on Teaching, Learning and Learning to Teach

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2005 – Elliot W. Eisner

“The Arts and the Creation of Mind”

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2003 – Deborah Brandt

“Literacy in American Lives”

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2002 – Martha Nussbaum

“Cultivating Humanity: A Classical Defense of Reform in Liberal Education”

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2001 – William G. Bowen and Derek Bok

“The Shape of the River: Long-Term Consequences of Considering Race in College and University Admissions”

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2000 – Vanessa Siddle Walker

“Their Highest Potential: An African-American School Community in the Segregated South”

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1998 – L. Scott Miller

“An American Imperative: Accelerating Minority Educational Advancement”

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1997 – Mike Rose

“Possible Lives: The Promise of Public Education in America”

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1996 – Victoria Purcell-Gates

“Other People’s Words: The Cycle of Low Literacy”

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1995 – Shirley Brice Heath and Milbrey McLaughlin

“Identity & Inner-City Youth: Beyond Ethnicity and Gender”

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1994 – John T. Bruer

“Schools for Thought: A Science of Learning in the Classroom”

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1993 – Roland Tharp and Ronald Gallimore

“Rousing Minds to Life: Teaching, Learning and Schooling in Social Context”

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1992 – Carol Gilligan

“In a Different Voice: Psychological Theory and Women’s Development”

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1991 – Kieran Egan

“Storytelling Is Key To Early Learning,” Educator Claims

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1990 – Howard Gardner

“Frames of Mind: The Theory of Multiple Intelligences”

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1989 – Bertrand Schwartz

Innovations in Social and Vocational Preparations for Disadvantaged Youth

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2024 Recipient

Laura Hamilton and Kelly Nielsen (Nielsen photo by Chris Kitchen Photography)

Scholars citing racial effects of university funding cuts win 2024 education prize
By Denise Fitzpatrick

How can the nation’s public universities do a better job educating students of color?

Two University of California sociologists exploring that question are cowinners of the 2024 University of Louisville Grawemeyer Award in Education for their ideas in “Broke: The Racial Consequences of Underfunding Public Universities.” University of Chicago Press published the book in 2021.

In the work, Laura Hamilton and Kelly Nielsen argue that decades of cuts in public funding for public universities have eroded schools’ abilities to deliver a quality education to racially and economically marginalized students.

For years, public universities operated mainly with government funds, which have been tapering off since the 1980s.  Most schools have had to trim costs and raise tuition. Many have turned to philanthropy, investments and other sources of private income to stay afloat, a trend that has penalized schools with the highest number of marginalized students, Hamilton and Nielsen found.

“Public universities have faced decades of austerity and were hit hard by COVID-19, but those primarily serving marginalized students are being literally starved for resources,” Hamilton said.

In a study focusing on UC’s system of nine schools, Hamilton and Nielsen found the two campuses with the highest number of such students, Merced and Riverside, received fewer system resources. Some underfunded universities struggle to provide basic services to students, who may wait a month or more for mental health appointments and compete with hundreds of their peers to schedule sessions with academic advisers.

“This pattern is not just restricted to the UC system,” Hamilton said. “University wealth is nationally concentrated at schools that serve very few marginalized students.”

Hamilton and Nielsen make a compelling case for rethinking the way we fund public universities, said education award director Jeff Valentine. “Their work raises important ethical and philosophical questions about what higher education is, what it should be and how a more equitable funding method can benefit everyone in our society.”

Recipients of the 2024 Grawemeyer Awards are being named this week pending formal trustee approval. The annual, $100,000 prizes also honor seminal ideas in music, world order, psychology and religion. Winners will visit Louisville in the spring to accept their awards and give free talks on their winning ideas.

Video Interviews with Past Recipients

Today’s struggle to pay for a college education
2018 Education Recipient Sara Goldrick-Rab

The Political Classroom
2017 Education Recipients Diana Hess and Paula McAvoy

Education can’t Trump Impoverished Beginnings
2016 Education Recipients Karl Alexander and Linda Olson

Let Teachers Learn from their Peers and Decide Things as a Team
2015 Education Recipients Andy Hargreaves and Michael Fullan

Improving Public Education by Addressing the Needs of Impoverished Children
2014 Education Recipient Diane Ravitch

Successful Public School Reform
2013 Education Recipient Pasi Sahlberg

Schooling Equality
2012 Education Recipient Linda Darling-Hammond

What Intelligence Tests Miss
2010 Education Recipient Keith Stanovich

Interview With Paul Attewell and David Lavin
2009 Education Recipients Paul Attewell and David Lavin

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