Equity

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.

 

Featured Blog: 

1

Descriptors (Bodies of Work): 

EDC Expert Featured in Family Engagement Panel at WQED Institute

Naomi Hupert

EDC Research Scientist Naomi Hupert (at left) was a featured panelist in the WQED Institute for Digital Innovation, Education and Family Engagement. During the Institute, Hupert discussed findings from EDC’s research on the role that technology can play in helping families and teachers promote young children’s school readiness and success.

Descriptors (Bodies of Work): 

Opening Doors to Computer Science

EDC is leading a PreK-16 computer science education initiative to prepare students for life in our wired world and its workplaces. This feature article spotlights two of our projects related to computer science and computational thinking: Beauty & Joy of Computing NYC and Massachusetts Computing Attainment Network. “The real power of computer science is that it gives you a language to help you do stuff you want to do,” says June Mark. “That power to create things can be harnessed to attract more students to computer science. We need to use that to actively recruit kids who might not see themselves as computer scientists or interested in this field...” “Student interest in computer science keeps expanding, but there are not enough teachers to teach the subject,” Jim Stanton says. “We have to help districts scale up their efforts to offer high-quality computer science courses, and to train and retain teachers who are qualified to teach the subject.”

Source: 

EDC Newsroom

Publication Date: 

Fri, 03/31/2017

Descriptors (Bodies of Work): 

On the Program for K-12: Computational Thinking

In this special Issues & Insights feature published in honor of Computer Science Education Week, EDC Managing Project Director Joyce Malyn-Smith explains why it is so important for all students to have strong computational thinking skills and discusses what teachers can do to help students develop these skills: "There are certain things that all teachers can do to foster computational thinking skills in the classroom. Helping students learn how to break sophisticated problems into component parts is one thing. Helping them test, evaluate, refine their ideas, and find patterns among data—especially in math and science—are other ways. Even just using the technical language of computational thinking—words such as abstraction, model, and simulate—helps students grasp some fundamentally important ideas."

Source: 

EDC Newsroom

Publication Date: 

Tue, 12/20/2016

Descriptors (Bodies of Work): 

How to Achieve Computer Science For All

Published in honor of Computer Science Education Week 2016, this EDC Expert Roundtable features four EDC experts--Paul Goldenberg, Leslie Goodyear, Jim Stanton, and Joyce Malyn-Smith--sharing what EDC is learning what it will take for all students who are interested in computer science to have the opportunities they deserve.

Source: 

EDC Newsroom

Publication Date: 

Fri, 03/31/2017

Descriptors (Bodies of Work): 

Regan Vidiksis

Email Regan Vidiksis

Descriptors (Bodies of Work): 

Photo: 

Regan Vidiksis

First name: 

Regan

Last name: 

Vidiksis

Bio: 

Regan Vidiksis is an early education researcher with extensive experience in advancing effective strategies to promote children’s early science and mathematics learning and support teachers in integrating technology into early childhood settings in developmentally appropriate ways. She specializes in deepening understanding of effective, systematic approaches to improving teaching and learning, especially among underrepresented and underresourced teachers and families.

As a researcher and project manager for EDC’s evaluation of Ready to Learn, Vidiksis contributes to studies that measure children’s learning from literacy, math, and science public media learning resources and provide new insight into ways to enhance the school readiness of preschoolers in high-need communities.

Vidiksis serves as a researcher on the Next Generation Preschool Science project, funded by the National Science Foundation (NSF). In the project, she is working with a team to develop, iteratively refine, and evaluate the promise of an innovative early science curriculum that promotes science practices, concepts, and discourse in preschool classrooms serving children from low-income backgrounds.

Currently, Vidiksis contributes to several other EDC STEM education initiatives. She is advancing the goals of IDEAS: Inventing, Designing, and Engineering on the Autism Spectrum, an NSF-funded project aiming to develop an Engineering Design program for middle school children on the autism spectrum and their general education peers. Vidiksis is also working on Monkeying Around, an NSF-funded initiative to design, produce, and research animated and live-action videos, along with parent-child engagement resources, that seek to build preschoolers’ computational thinking skills.

Vidiksis was named a 2014-2015 CADRE Fellow, for her work in NSF Discovery Research K-12 STEM research. She regularly presents her findings at the annual conferences of national organizations, including the National Council for Teachers of Mathematics and the National Head Start Association. She has also served as a proposal reviewer for the American Educational Research Association.

Before joining EDC, Vidiksis worked as a preschool special educator through the New York City Committee for Preschool Special Education and as a special instructor through the NYC Department of Health’s Early Intervention program, providing individualized services to young children and families in school, community, and home-based settings. She also worked as a special education evaluator for these agencies, conducting developmental assessments to assist in the determination of service qualification.  

Vidiksis received a BA in English Literature and Rhetoric from Binghamton University, and an MS in Early Child Education and Special Education from Hunter College.

 

 

 

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY  10014

Telephone: 

212-807-4229

Engineering for Every K–12 Student: A Landscape Analysis of K–12 Engineering Education in the Greater Boston Region

Fri, 04/01/2016

Author(s): 

Daryl Williams (Tufts University), Catherine McCulloch, Tracy McMahon, Leslie Goodyear

This landscape study, funded by the National Science Foundation and developed collaboratively by EDC and Tufts University, takes a look at the state of K–12 engineering education in the Greater Boston region. Through targeted interviews with and a survey of Boston-area stakeholders, the authors aimed to learn where stakeholders’ interests overlap and where needs exist. The analysis was augmented by a review of literature and websites.

Engineering for Every K-12 Student: A Landscape Analysis

Download: 

Length: 

80 pp.

Publication Type: 

Descriptors (Bodies of Work): 

Pilar Gonzalez

Email Pilar Gonzalez

Descriptors (Bodies of Work): 

Photo: 

First name: 

Pilar

Last name: 

Gonzalez

Bio: 

Pilar Gonzalez is an experienced educational researcher who is committed to using formative and summative research to gather evidence about educational interventions that promote educational equity and academic achievement for struggling students. Her main areas of interest and expertise are educational technology, English Language Learners, and content-area literacy.

Gonzalez leads the iZone Short-Cycle Evaluation Challenge, an evaluation project for the New York City Department of Education’s Office of Innovation to help the Department and its educators evaluate and pilot education technology tools in the classroom and build their capacity for evaluative thinking. She also leads the research portion of Playing with Data, a study funded by the National Science Foundation that is supporting teachers in data-driven decision-making.

Previously, Gonzalez managed research projects about social studies and science education, teacher professional development, early childhood education, digital micro-credentials, tablets in schools, and educational video games.

Gonzalez is co-author of a chapter about digital micro-credentials for teachers, “Digital Badges for Professional Development: Teachers’ Perceptions of the Value of a New Credentialing Currency,” published in Foundation of Digital Badges and Micro-Credentials.

Before joining EDC, Gonzalez taught English as a Second Language in New York City schools, and worked as a research and policy intern at New Visions for Public Schools, a non-profit school support and charter management organization. 

Gonzalez received a BA in History and Science from Harvard University, an MA in Sociology and Education/Education Policy from Teachers College at Columbia University, and an MS in Education/Teaching English to Speakers of Other Languages from Long Island University.  She is certified in Project Management in Development (PMD Pro).

Staff: 

Staff Profile

Job title: 

Research Associate II

Mailing Address: 

96 Morton Street, 7th Floor
New York, New York 10014

Telephone: 

212-807-4208

When Do Students in Low-SES Schools Perform Better-Than-Expected on a High-Stakes Test

Wed, 10/26/2016

Author(s): 

This empirical study, published in Urban Education, analyzed data from 638 teachers and 11,800 students in low-socioeconomic status (SES) urban schools (and schools with urban characteristics) exploring associations of school, teacher, teaching, and professional development characteristics toward student performance on the revised Advanced Placement (AP) Biology and AP Chemistry examinations.

Urban-education-cover

Length: 

35pp.

Publication Type: 

Descriptors (Bodies of Work): 

Home Language Survey Data Quality Self-Assessment

Wed, 02/01/2017

Author(s): 

Maria-Paz Avery, Caroline Parker, Erin Stafford, Susan Henry, Dan Mello

EDC's Regional Educational Laboratory Northeast and Islands worked with state and district practitioners to develop the Home Language Survey Data Quality Self-Assessment Tool. This 15-minute self-assessment is designed for use by state leaders who coordinate programs to support students’ English language acquisition and achievement in districts, as well as for district leaders who oversee the English learner student identification process in schools.

Home_Language_Survey_Self_Assessment_cover

Length: 

46pp.

Publication Type: 

Descriptors (Bodies of Work): 

Pages

Subscribe to RSS - Equity