College & Careers

The EDC/NMEF Student-Centered Learning Questionnaire for Teachers

Fri, 08/04/2017

Author(s): 

Education Development Center, Inc.

This questionnaire was created by EDC, with funding from the Nellie Mae Education Foundation, for schools and districts to monitor support for student-centered learning (SCL). The questionnaire collects data on the Foundation’s four tenets of SCL, learning that is: competency-based, personalized, student-owned, and can occur anytime, anywhere. The questionnaire has been administered to over 1,000 teachers in 23 schools and 11 districts as part of the NMEF District-Level Systems Change initiative.

Cover of EDC/NMEF Questionnaire for Teachers

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Length: 

19 pp.

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The EDC/NMEF Student-Centered Learning Questionnaire for Students

Fri, 08/04/2017

Author(s): 

Education Development Center, Inc.

EDC, with funding from the Nellie Mae Education Foundation (NMEF), developed this questionnaire for schools and districts to support student-centered learning (SCL) approaches. The questionnaire is designed to collect data on the Foundation’s four tenets of SCL, learning that is: competency-based, personalized, student-owned, and can occur anytime, anywhere. Applied as a measure in the EDC evaluation of the NMEF District-level Systems Change initiative, the questionnaire has been administered to over 10,000 students in 23 schools and 11 districts.

Cover of EDC Nellie Mae Student Questionnaire

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Length: 

17 pp.

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Rethinking Accountability: Lessons from Alternative Education

Teaser: 

Jessica Kannam is a Policy/Research Assistant at American Youth Policy Forum (AYPF). Previously, she worked as a junior associate in the enrollment office of DC Public Schools, as part of their Urban Education Leaders Internship Program, and as an intern in the Housing Unit at Greater Boston Legal Services. In this post, Jessica provides a summary of a three-part blog series originally published in April on the AYPF blog, Forum for Thought. In the series, Jessica, Carinne Deeds (AYPF Policy Associate), and Jennifer Brown Lerner (AYPF Deputy Director) shared insights from a recent study tour to Denver, CO. As Jessica describes in this post, the series highlighted lessons learned on how states can leverage opportunities under the Every Student Succeeds Act (ESSA) to create accountability systems that support all students, especially those served in alternative education settings.

 

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Achieving Educational Equity and Justice in Career Academies: Challenges and Promising Strategies

Wed, 05/24/2017

Author(s): 

Career academies are a model of career and technical education (CTE) that combines academic rigor, instruction that is relevant to students’ lives, and strong relationships between students and adults. Shown to have positive impacts on high school students’ motivation, graduation rates, postsecondary enrollment, and career outcomes, career academies also have great potential to reduce opportunity and achievement gaps.

Young woman exploring electricity

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21 pp.

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Next Gen Workforce Now: Toward A Nation of Computer-Fluent Youth

Teaser: 

Joyce Malyn-Smith a nationally-recognized thought leader in the field of workforce development, brings specialization in effective strategies to promote STEM career readiness and success. Currently, she is leading several initiatives that focus on fostering key workforce competencies (e.g., computational thinking, computing skills, data literacy) in K-12 students. Working closely with the Massachusetts Department of Elementary and Secondary Education, she is leading a National Science Foundation (NSF)-funded initiative to expand and strengthen computer science education throughout Massachusetts. With NSF support, Malyn-Smith is leading a national computational thinking forum at EDC and is heading up an initiative to design online learning experiences that will prepare a large, diverse group of high school teachers to implement the Exploring Computer Science curriculum. In her work for the Oceans of Data Institute, she is co-leading work with four community colleges to create a career pathway model for big data careers. In this post, which is also featured on American Youth Policy Forum's blog, she shares her insights on essential steps to take to foster a strong future workforce.

 

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Farzeen Harunani

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Farzeen Harunani

First name: 

Farzeen

Last name: 

Harunani

Bio: 

Farzeen Harunani brings a fresh outlook on computer science (CS) education to her work at EDC. Harunani is committed to facilitating the expansion of CS education across the country and to seeking solutions to STEM equity issues for traditionally under-represented groups in the field.

As the Coordinator of District & Teacher Engagement the Massachusetts Computing Attainment Network (MassCAN), Harunani develops and assesses professional development efforts in the state to deliver high-quality computer science education to all teachers.

Previously, Harunani served as a mentor for the Girls Who Code program.  While a student at Marquette University, she proposed and founded a tutoring initiative for Upsilon Pi Epsilon, the computing honor society, to provide additional support to CS students outside of the classroom.

Harunani received a BS in Computer Engineering from Marquette University in 2015, and an MS in Computer Science from the University of Massachusetts, Lowell in 2016.

 

Staff: 

Staff Profile

Job title: 

Project Associate II

Program: 

Pathways to College and Careers

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Telephone: 

617-618-2591

Accelerating Success for All Youth through Career Academies: The Road to Equity

Teaser: 

Ilene Kantrov leads secondary education initiatives targeted at building a highly skilled and educated workforce. For over a decade, she has directed innovative programs—including Ford Partnership for Advanced Studies, Ford Next Generation Learning, Law and Justice, and Digital Media Arts—that use project- and inquiry-based approaches to develop academic and 21st-century knowledge and skills. In this post, first published on the Ford Next Generation Learning (NGL) website, Ilene provides a summary of findings from her recent report on equity challenges that career academies in the Ford NGL network have encountered, and describes 10 effective strategies that the academies are using to address inequities.

 

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