Equity

Graduation Outcomes of Students who Entered New York City Public Schools in Grade 5 or 6 as English Language Learners

Wed, 02/01/2017

Author(s): 

Michael Kieffer, Caroline Parker

This study describes high school graduation outcomes for students who entered New York City schools in grade 5 or 6 as English learner students. It uses longitudinal administrative data from New York City public schools for 2003/04 through 2012/13 to analyze high school graduation outcomes for students who entered New York City schools in grade 5 or 6 in 2003/04 as English learner students.
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Length: 

21pp.

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AOCC 2017

Date: 

03/03/2017
Cambridge, MA

From 4:00 to 5:30 p.m. Leanne Trujillo, Lauren Katzman, Ron Walker, Alexis Morgan, and Caroline Parker will participate in a featured panel, "Disproportionality in Special Education: A Call to Action," at the 2017 Harvard Graduate School of Education Alumni of Color Conference. This year's conference will feature keynotes by Dr. Rhonda Williams, Dr. Bettina Love, Simran Noor, Dr. Peter Keo, Dr.

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EDC Supports NSF in Hosting First INCLUDES PI Meeting

Leslie Goodyear Photo

On January 4-6, 2017, EDC supported the National Science Foundation (NSF) in hosting the first NSF INCLUDES Principal Investigator Meeting in Arlington, VA. Through the INCLUDES initiative, the NSF is working to Identify proven, innovative ideas that create access to science and engineering for groups traditionally underrepresented in those fields, and then scale up those ideas to help more people.

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

Wed, 04/19/2017

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.

Exploring STEM

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Length: 

21 pp.

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Variation Across Hispanic Immigrant Generations in Parent Social Capital, College-Aligned Actions, and Four-Year College Enrollment

Mon, 08/01/2016

Author(s): 

Sarah Ryan, Robert K. Ream (University of California, Riverside)

This article, published in the American Educational Research Journal, investigates the process of four-year college enrollment among different immigrant generations of Hispanic adolescents. Of particular interest is how parents of Hispanic youth use resources embedded in their social networks to promote their children’s engagement in college-aligned actions and whether this process varies according to student immigrant generation status.

Length: 

34 pp.

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Harnessing Principal Power

This story spotlights EDC's Cheryl King who, with the support of The Wallace Foundation, works to strengthen principal preparation and training programs nationwide: "In short, there’s a connection between principals who know how to support effective teaching and learning in their schools and high-performing teachers and students. 'The importance of principal preparation in turning around chronically low-performing schools cannot be overstated,' says King. But preparing principals who are ready to address the complex challenges facing these schools is a serious challenge. Traditional courses with a primary focus on scholarship and theory are simply not enough. Effective principals report the need for clinically supervised internships that allow them to grapple with real problems, in real schools."

Source: 

EDC Newsroom

Publication Date: 

Tue, 02/07/2017

Descriptors (Bodies of Work): 

Leading in Times of Transition or How to Dance During an Earthquake

Teaser: 

Jana Martella is the Co-Director of the U.S. Department of Education (ED)-sponsored comprehensive technical assistance Center on Enhancing Early Learning Outcomes that is co-led by Education Development Center, Inc. (EDC), National Institute for Early Education Research (NIEER), and Council of Chief State School Officers (CCSSO). In her 30 years of experience in the field of education, Jana has worked on multiple initiatives designed to improve the quality of early childhood programs, services, and systems. She has also served as a state education agency legislative liaison, coordinator for federal programs, school administrator, and classroom teacher. Throughout her career, a central part of her focus has been on education system and program improvement through standards-based reform. In this post, originally published on NIEER's Preschool Matters blog, Jana shares her insights on how to successfully navigate times of transition and work effectively to improve outcomes for young children and their families.

Featured Blog: 

1

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New Directions for Educational Media

Wed, 02/01/2017

Author(s): 

Shelley Pasnik, Carlin Llorente, Naomi Hupert, Savitha Moorthy

This 2-page brief presents 8 new directions drawn from the authors' report Reflections on the Ready To Learn Initiative, 2010 to 2015 that educational media producers can take to better foster all children's school readiness and success. Since 2006, EDC and SRI have worked together on a series of efficacy studies and evaluations of Ready To Learn resources.

Ready To Learn Brief

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Length: 

2 pp.

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Why Does Investing in Young Children Matter?

In this feature article, four of EDC's early childhood experts--Jana Martella, Rachel Christina, Mary Mackrain, and David Jacobson--discuss the key role that early childhood programs play in setting the stage for young children's successful lifelong learning and good health. In the U.S., early childhood programs have been proven to provide a return on investment of $7 in long-term benefits for every $1 invested--including in strengthening the future workforce by ensuring all children enter school ready to learn and succeed--and the return on investment is even greater in impoverished communities around the world.

Source: 

EDC Newsroom

Publication Date: 

Mon, 01/23/2017

Descriptors (Bodies of Work): 

Setting Young Children Up for Success

In this feature, EDC experts Kim Netter and Mary Mackrain talk about how mental health consultants can help strengthen programs, services, and systems to better support children's social and emotional growth, well-being, and school readiness and success. Kim Netter says: "Research suggests that an early onset of mental health issues is linked to environmental factors, such as poverty, exposure to violence, and physical or emotional neglect. However, prevention work can be done and supports can be put in place early on when a mental health consultant is in the mix promoting healthy development and growth, so children can thrive in school and in life." Mary Mackrain notes: "Early childhood mental health consultation teams mental health professionals with early childhood professionals to improve the social, emotional, and behavioral health of children in child care and early education programs. The mental health consultant offers skilled observations, individualized strategies, and early identification of children with challenging behaviors that places them at risk for expulsion. The key is that services must be provided by mental health experts who have worked with children under age five."

Source: 

EDC Newsroom

Publication Date: 

Mon, 01/23/2017

Descriptors (Bodies of Work): 

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