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2019-07-22
Convergence Partnership;
Provides background research about the current state of physical activity in the nation and highlights organizational practices and public policies to improve physical activity among children and youth. The report serves as a launching pad for action for practitioners and advocates who are interested in engaging in systems and environmental change approaches in four key arenas: schools, early childcare and education settings, out-of-school-time programs, and communities.Commissioned by the Convergence Partnership, a national collaborative of health funders in the U.S., the report was informed by research and key informant interviews. Reflecting the Convergence Partnership's vision, the report's analysis of policy opportunities at the federal, state and local level emphasizes ways to ensure that health equity is at the forefront of collaborative efforts.This document is part of a larger strategy to identify high-impact approaches that will move the Convergence Partnership closer to the vision of healthy people in healthy places. In addition to this document, the Partnership has released other policy briefs on topics such as the built environment and access to healthy food.
2019-01-02
Loyola University Chicago Center for Urban Research and Learning;
CURL formed a partnership with Women and Girls' Collective Action Network and Chicago Girls' Coalition to conduct a secondary data analysis to determine how young women and girls are faring in Illinois. This project aims to provide statistical evidence that will inform on the issues, needs, and solutions required to ensure the healthy development of all young women and girls in Illinois.
2019-01-02
Chicago Girls' Coalition;
CURL formed a partnership with Women and Girls' Collective Action Network and Chicago Girls' Coalition to conduct a secondary data analysis to determine how young women and girls are faring in Illinois. This project aims to provide statistical evidence that will inform on the issues, needs, and solutions required to ensure the healthy development of all young women and girls in Illinois.
2019-01-09
Loyola University Chicago Center for Urban Research and Learning;
The project seeks to better understand challenges and obstacles faced by undocumented students at Jesuit universities and ways of eliminating those barriers. This project was done in collaboration with Fairfield University, Santa Clara University and Loyola University Chicago.
2019-01-02
Casey Family Programs;
This factsheet provides national data trends for Native American and Alaska Native children in care.
2019-01-31
Youth Research & Evaluation eXchange (YouthREX);
This report is designed for practitioners working with young people living with and affected by HIV in Ontario. As resource navigators and connectors to services and programs, youth workers play an important role in the wellbeing of youth. They are uniquely positioned to support young people living with and affected by HIV and break down stigma. This report offers youth workers recommendations for best practices at the individual, interpersonal, organizational, and community levels.The report is organized into three main sections. The first sets the context, highlighting the demographics of youth living with HIV in Canada (specifically in Ontario) and the intersecting factors that contribute to the vulnerability of youth living with and affected by HIV, through a social determinants of health lens. The next section details frameworks, evidence-based interventions, and program features that support youth living with and affected by HIV. The final section outlines recommendations for best practices and strategies that can be adopted by youth workers and youth-serving organizations.
2019-01-01
Red Hook Initiative;
In the summer of 2017, the Real Rites Researchers - a group of Red Hook young adults - came together after being tired of witnessing violence, feeling ignored and harassed, and being ready to make a change. The Researchers grew up in Red Hook witnessing violence, disinvestment, and over-policing. After taking matters into their own hands, the Researchers launched a participatory study about violence and community-building for young adults in Red Hook. The research was conducted by, with, and for their community. This report details their findings and reveals young peoples' desire to be at the forefront of change in their own community.
2020-02-05
Center for High Impact Philanthropy at University of Pennsylvania;
There has never been a more urgent time to address mental health and addiction. In Health in Mind: A Philanthropic Guide for Mental Health and Addiction, the Center for High Impact Philanthropy at the Penn School of Social Policy & Practice identifies approaches that are most effective at preventing, treating, and supporting the recovery or long-term management of mental health conditions and substance use disorders. In it donors will find:Five strategies you can use to address mental health and addictionEvidence for the opportunities that have the greatest potential for impactA range of solutions and philanthropic opportunities for each strategy
2019-02-01
Grantmakers for Education;
Grantmakers for Education's 10th anniversary edition of Trends in Education Philanthropy: Benchmarking 2018-19 offers insights on the current and evolving priorities of the education funding community. This new report identifies significant and profound shifts in education investments toward social and emotional learning and postsecondary and early education, and away from the core K-12 reforms that have largely defined the last decade of policymaking, as well as other relevant findings.
2020-01-01
Great Minds;
For the Partnership for Los Angeles Schools, the adoption of Eureka Math® at the elementary level five years ago was part of a broad, long-term, system-wide strategy to transform some of the city's highest-need schools and then scale up successful practices across the district.It's working.Data from the state's Smarter Balanced assessment show steady and major gains by all nine Partnership elementary schools using Eureka Math. Gains averaged 16 percentage points from school year 2014-2015 (pre-Eureka Math) to school year 2018-2019.Progress was especially strong at two recent Partnership additions: 20th Street Elementary, which joined in 2015, and 107th Street Elementary, which joined in 2016. Scores are up 22.6 percentage points and 21.8 percentage points, respectively, at these schools. Both 20th Street and 107th Street benefited from what the Partnership learned from implementing Eureka Math in the network's original six elementary schools.
2019-01-01
WestEd;
Although mathematics standards have changed dramatically in recent years, teaching mathematics is as complex as it has always been. Some would argue that mathematics teaching has become even more complex, with the implementation of the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010), as teachers are being asked to make significant shifts in their instruction.1 Teachers report that they are incorporating math standards into their daily practice and are feeling positive about their efforts to do so (Reade, Perry, & Heredia, 2018; Perry, Marple, & Reade, 2017), but the education field still has little empirical documentation on exactly how math teachers are shifting their classroom instruction to align with the CCSS-M. Exactly what are math teachers doing in their classrooms to help students master the standards?Part of the reason for the lack of data is the challenge of accurately measuring what happens during classroom instruction. The only real way to know what is happening in classrooms is through direct observation, and while it may be possible to get the gist of math classes through quick "drop-in" observations, it is ideal, for a systemic understanding of change, to use a valid and reliable observation instrument tied to specific elements of instruction. This sort of targeted instrument enables observers to obtain meaningful data and identify patterns in instruction across different lessons and teachers.Regardless of who carries out these observations and analyzes the resulting data -- teachers, principals, district staff, or partners from a research institution -- it is challenging and time-consuming work. But this work is essential in order to gain knowledge of how the standards are being implemented in classrooms to support all students in achieving mastery of the CCSS-M. Without understanding of how teachers and students are responding to the standards, it is impossible to know what supports and course changes are still needed, from either a district perspective or a policy perspective. Additionally, we frequently hear that there are not enough real-life examples of what the CCSS-M look like in classrooms when implemented well. Without examples of high-quality, standards-aligned instruction, it is difficult for educators to imagine how the standards should look and feel in their own classrooms, or to gauge their own progress. Carefully documented classroom observations can be a source of these sorts of real-world examples of standards-aligned instruction.The Math in Common (MiC) initiative was launched to support CCSS-M implementation in grades K-8 in 10 California school districts. As part of its evaluation of MiC, WestEd conducted classroom observations in participating MiC districts to document K-8 teachers' instructional shifts related to the CCSS-M. The research staff visited elementary and middle school classrooms in nine MiC school districts, during the 2015-16, 2016-17, and 2017-18 academic years, to observe and analyze mathematics lessons, using an observation protocol adapted for this project. Participants from MiC teams often joined us during the observations and debriefed with us afterwards.Our preliminary learning from these classroom observation data was publicly reported in a blog post characterizing common structural features of highly rated lessons (Seago & Perry, 2017) and in case studies of incremental change in teacher practice over time (Seago & Carroll, 2018). This report describes additional analyses of observation data on eight dimensions of classroom mathematics instruction. These analyses are drawn from our complete set of classroom observation data: 201 lesson observations, representing more than 130 hours of observation over three years. We begin the report by describing our classroom observation protocol and the dimensions of classroom instruction that we observed using this protocol. We then present our findings on the instructional variability that we saw across classrooms and districts. Next, drawing on classroom transcripts and observation data, we discuss what highly rated classrooms looked like across the various dimensions that we observed, and how administrators and others can support this sort of CCSS-M-aligned instruction. The report concludes with several recommendations for conducting effective classroom observations.Our primary goal with this report is to share with teachers and administrators what we have learned about how particular elements of CCSS-M-aligned instruction look and feel when implemented effectively in the classroom. We also wish to stimulate discussion in the feld about what kinds of information can best help educators understand standards implementation, and to share emerging insights from our experience trying to measure shifts in mathematics instruction.
2019-01-01
WestEd;
For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale changes in their systems. However, state math assessment scores have remained flat, suggesting that many districts may still be in the early stages of understanding and implementing changes that are necessary to support instruction.This report describes how 10 districts participating in the Math in Common (MiC) initiative have approached implementation of the CCSS-M somewhat differently. To implement their district visions of the CCSS-M, each MiC district's MiC leadership team developed three critical collaborative structures. These structures enabled these districts' practitioners, administrators, and thought partners to meet to learn, interpret, and refine the ways they wanted to shift the dynamics of classroom instruction so that the new math standards could come to life in their classrooms.This new way of operating may have contributed to the "bright spots" that a few of these districts are demonstrating in relation to improving student mathematics achievement (Perry & Huang, 2019). In this report, we share this information so that other districts across the state may benefit from some of the implementation design lessons learned by these 10 districts, as CCSS-M implementation continues and as districts shift to the Next Generation Science Standards, which demand similarly profound changes in teaching and learning.
