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Mathematica Policy Research, Inc.;
The principal supervisor job has traditionally revolved around administration, operations and compliance, but as principals have increasingly been called on in recent years to concentrate on supporting high-quality teaching, the idea of a complementary makeover of the supervisor job has gained attention. In 2014, with funding from The Wallace Foundation, six large school districts around the country embarked on a four-year, $24-million initiative to redesign the supervisor position so it focused primarily on supporting principals in their role as instructional leaders.This report, which looks at the final year and the effects of the Principal Supervisor Initiative, concludes that the effort succeeded in changing the job so that it centered on developing and evaluating principals to help them promote effective teaching and learning in their schools. Over the course of the initiative, principals' ratings of their supervisors' effectiveness rose from 3.88 to 4.10 on a scale of 1-to-5, a statistically significant increase. Principals reported greater frequency of supervisor practices to develop school leadership—such as helping principals with data analysis, providing them with useful feedback and working with them to assess teacher effectiveness.
Unprecedented sums of federal money are flowing to states and school districts to address the ravages of the coronavirus pandemic—a total of nearly $190 billion in three rounds of funding over the past 15 months. These funds are matched by the magnitude of need. It is hard to overstate how profoundly the Covid crisis has disrupted the nation's educational enterprise. To help state and local policymakers spend these federal funds effectively, FutureEd has assembled a playbook of 18 research-based educational interventions proven to enhance instructional quality, school climate, student attendance or student achievement. We explain the rationale for each intervention, summarize and rate the strength of the supporting research, and provide insights into implementation.
Education Law Center;
The COVID-19 pandemic and resulting shift to virtual learning brought into sharp relief the inequities that English Learners (ELs) experience in New Jersey's public education system. Despite tremendous work on the part of educators, parents, and other caregivers to provide continuity of learning during this time, their efforts were hindered by school districts that fell short of meeting their obligations under New Jersey's Bilingual Education Code - the state regulations governing EL education - before and during the pandemic, and by a lack of sufficient guidance, support, and enforcement from the State, including shortcomings in the Code itself.The aim of this report is to identify EL-specific needs and rights within New Jersey's education system; understand whether schools are meeting these needs and respecting these rights; and, where they are not, make appropriate policy recommendations.
Measure of America of the Social Science Research Council;
A Portrait of California 2021–2022: Human Development and Housing Justice, the third volume in Measure of America's Portrait of California series, takes a human development approach to understanding the country's most populous and diverse state. Using the American Human Development Index (HDI), it presents a detailed picture of how Californians are doing on three key dimensions of well-being—a long and healthy life, access to knowledge, and a decent standard of living. In addition to an in-depth survey of well-being levels across the state, this volume in the Portrait of California series focuses on a central prerequisite to a good life, one that far too many Californians struggle to attain: access to safe and secure housing. The Covid-19 pandemic dramatically underscored the importance of stable, affordable housing when it comes to access to education, living standards, and health. A Portrait of California 2021–2022: Human Development and Housing Justice explores the impact of California's housing crisis on all three components of the index and outlines policies that can help the state address homelessness and housing insecurity to ensure that all Californians have a safe place to call home.This report presents HDI scores for the state overall as well as by gender, by race and ethnicity, by nativity, by metro area, and by neighborhood cluster. In addition to providing HDI scores for various groups and geographies, it also delves deeper into the underlying causes of the gaps in well-being between them—structural racism, discrimination, sky-high housing costs, among others—and offers recommendations for addressing these challenges and building a fairer future for the Golden State, one in which every Californian can lead a freely chosen life of value.
Black Education Research Collective;
This report presents findings from a research study the Black Education Research Collective (BERC) conducted to better understand how the COVID-19 pandemic and systemic racism have impacted Black education from the perspectives of Black parents, teachers, students, educators, and community leaders. Findings underscored the historical and systemic nature of trauma in Black communities as a result of racism in U.S. institutions, including schools and school systems. Participants expressed concern over the fact that schools are ill-equipped to meet the social, emotional, and academic needs of their children and that COVID-19 and increasing racial violence have revealed further their lack of capacity or willingness to meet the educational needs of Black students or expectations of Black parents.
This report was funded by a consortium of leading New York City philanthropic donors eager to see CUNY focus more intentionally on preparing students for the workplace. Work began just before Chancellor Rodriguez was appointed, and when he took office, he strongly encouraged the project.The understanding between the chancellor and Opportunity America: that the organization would bring an independent perspective to its research and ultimately speak with an independent voice, but that the aim of the study was to make recommendations that are plausible for CUNY—some implementable in the short term, others goals for the future.
The Wallace Foundation;
In 2016, The Wallace Foundation launched the University Principal Preparation Initiative to help seven universities strengthen principal preparation and to help each state develop policies to improve principal effectiveness statewide. This chart summarizes which of seven policy levers were more often in place.
Center for Racial Equity, Seattle Education Association;
The purpose of this report is to share aspects of the experiences and priorities of Black families — including their culturally affirming practices — and of educators to enable Seattle Public Schools to improve instruction, support, and equity for students and families during remote learning (and beyond).
William T. Grant Foundation;
Research-practice partnerships (RPPs) are an important part of the educational ecosystem that connects research, policy, practice, and community work in the United States. They are a prime example of how long-term collaborative approaches to research can address persistent challenges and systemic inequities in our schools and communities.Research-Practice Partnerships in Education: The State of the Field expands on the 2013 white paper Research-Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts by scanning the current landscape of partnerships, identifying points of variation, and outlining shared principles.
Scientific Research Publishing;
This paper utilises a qualitative literature review to highlight the shift to learner-centred methodologies in vocational education and training and profile the applications of trauma informed approaches to address learner needs and increase learner inclusion and chances of success. The discussion begins by identifying the need for trauma informed approaches in delivery related to technical and further education and workplace settings. The characteristics of trauma informed training environments are then considered such that the professional development needs of trainers can be established. The paper presents a model competency statement that can be used to develop training programs for trainers working in vocational education and training. The model competency statement, entitled "Utilise trauma informed training practices", can be used as a basis for development of accredited programs, nationally recognised units of competence, professional development programs or any other program related to implementation of trauma informed approaches in an adult training setting.
Launched in 2009, BPS Arts Expansion, the public-private partnership led by the Boston Public Schools Visual and Performing Arts Department and EdVestors, brings together local foundations, the school district, arts organizations, higher education institutions, and the Mayor's Office to focus on a coherent, sustainable approach to quality arts education for all BPS students. This collaboration of local leaders along with students, families, and school staff, has enabled Boston to emerge as a national leader among urban districts working to expand arts education.The purpose of this study is to examine how access to arts education in BPS influences education outcomes pertaining to student social emotional and academic outcomes as well as parent and teacher perspectives regarding school climate. This research strengthens the case for quality arts education for every student, finding significant evidence increases in arts education lead to improvements on a range of indicators of student and parent school engagement.
American Council on Education;
This issue brief summarizes results from a series of surveys evaluating U.S. voters' attitudes and perceptions regarding international students. Three iterations of the survey were administered in March 2017, December 2019, and February 2021 in partnership with the Winston Group and with support from the Charles Koch Foundation.Key findings from the surveys include:A clear majority of those surveyed believe international students make significant academic and diplomatic contributions and have a positive impact on domestic peers.For example, 58 percent of respondents indicated they believe that "international students are valuable additions to campuses because they bring intellectual talent and energy to campuses."The belief that students from abroad "take seats" from U.S. students persists; however, there is growing confidence in international students' academic qualifications and preparedness.There is prevailing sentiment that international students should be "encouraged" to study in the United States. However, there is a lack of support for a concerted effort to grow the number of international students here.There is support for international students remaining in the U.S. after completing their studies.Overall impressions of the favorability of international students have not diminished since the beginning of the COVID-19 pandemic; however, there is interest in ensuring that incoming international students—and all travelers from abroad—do not spread the virus.Though a minority view, there is some level of concern that international students are improperly vetted or do not adhere to visa regulations.When it comes to policy implications, the issue brief recommends actions for policymakers to take to strengthen and restore international student enrollment to pre-pandemic levels, and to facilitate institutions' ability to enroll the number of students they can effectively support.The issue brief also pulls from ACE's 2021 report Toward Greater Inclusion and Success: A New Compact for International Students to make recommendations for refining campus practices.