Equity

Supporting English Learners

This article spotlights the REL Northeast & Islands at EDC's work to support school districts in closing opportunity gaps and improving achievement for English learners. EDC’s Jill Weber and Julie Riordan discuss what they have learned and the REL's next steps. Weber notes: "Districts should evaluate how programs for ELs impact student outcomes. When districts implement a new intervention that is intended to support ELs, they don’t always have a way to measure whether it is having the desired effect. Digging into the impact of programs and services can have major implications for policy and practice." Riordan adds: "We’ve seen this work pay dividends. Districts that we have supported are using data to develop new programs and services for ELs and considering ways to evaluate these programs. Better information results in programs that more effectively address the diverse needs of EL students."

Source: 

EDC Newsroom

Publication Date: 

Thu, 01/19/2017

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EDC and Partners Expand Computer Science Education

Young Women Working On Computer

With grants totaling $27 million from government, foundation, industry, and higher education partners, EDC is leading a PreK-12 initiative to broaden student access to high-quality computer science (CS) learning. The goal of the initiative is to ensure that all students are computer literate by the time they graduate from high school, are ready to succeed in a wide variety of careers, and are prepared to be informed decision makers in an increasingly wired world.

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EDC Team is Awarded 100Kin10 Fellowship

100Kin10 Logo

EDC is one of nine 100Kin10 partner organizations that have been awarded 100Kin10 Fellowships. A team including Eden Badertscher and Uma MacDowell was selected from a large pool of applicants—there are over 280 100Kin10 partners—to receive the Fellowship for their work on EDC’s National Science Foundation-funded project, Designing for Equity by Thinking In and About Mathematics (DEbT-M).

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Waves of Change: Using Interactive Audio Instruction to Support the Hardest to Reach

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Rachel Christina, PhD, designs, implements, and evaluates research-based education initiatives around the world, with emphases on early childhood development, literacy, school quality improvement, and teacher and school leader professional development. Currently, Rachel leads EDC’s Basic Education and Literacy technical team. In this capacity, she has overseen the refinement and strategic rollout of EDC’s signature Read Right Now! literacy program and has advanced the worldwide use of EDC’s highly effective interactive audio instruction methodology for reaching the most disadvantaged children with early childhood programming. In this blog post, Rachel explains why it is vital for all young children to be able to access high-quality early childhood programs, and describes the powerful role that EDC’s approach to interactive audio instruction can play in providing high-quality, cost-effective early childhood programs at scale.

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New Evidence: The Impact of Community Partnerships

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David Jacobson works with states, districts, and communities to improve early education and care for low-income children and their families. He specializes in building effective prenatal through Grade 3 (P–3) systems with the aim of closing achievement gaps, addressing inequality, and building strong communities. Jacobson brings extensive experience in early childhood education, school improvement, and strategic planning to his work as a senior technical assistance specialist for the Center on Enhancing Early Learning Outcomes. He is also leading a team in providing technical assistance to Rhode Island’s Supporting Kindergarten Teaching and Learning initiative. In this post, excerpted from a longer piece published on the P-3 Learning Hub, David discusses new evidence on the powerful role that community partnerships can play in improving services and outcomes for young children and their families and connects the evidence to his Working Theory of Action for P-3 Community Partnerships.

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Standing Up and Being Counted

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Randy Kochevar,  Director of EDC’s Oceans of Data Institute, brings passion for science and conservation—as well as a proven ability to make complex scientific concepts engaging and comprehensible for diverse audiences—to his R&D of innovative online educational resources for teachers, students, and the public. Trained as a marine biologist, Randy leads a team that is working to transform K–16 science education to support students' entry into a world of big data through instructional design, research, and strategic partnerships with education and industry leaders. Currently, he is an investigator on the Ocean Tracks, CODAP, and Real World, Real Science programs. In this post, first published on the Oceans of Data Institute's blog, Randy discusses how important it is for our students to have the tools they need to be informed and to think for themselves.

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Keeping It Real: Building Bridges Between Employers and Schools

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Jessica Juliuson supports districts and schools in making systemic changes to ensure youth acquire the skills and knowledge they need to become productive members of the workforce. To this work, she brings over 20 years of experience in advancing innovations in instructional design and teacher development that enhance learning, promote civic engagement, and improve academic achievement—with an emphasis on equitable expectations, resources, and opportunities for all youth. As a member of an EDC team that has played a lead role in the design and implementation of the Ford Next Generation (NGL) initiative, she manages professional development for a wide network of STEM academies, while coordinating team externships that strengthen collaboration among schools, local communities, and industries. On November 9, Jessica and her colleague Ilene Kantrov will present this work at the 20th Annual National Career Academy Coalition (NCAC) Conference. In this post, Jessica shares some insights on the pivotal role that close collaborations between employers and schools plays in supporting college and career success. 

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EDC Contributes to National Computer Science Education Summit

White House

EDC’s Pam Buffington, Shelley Pasnik, and Jim Stanton were invited presenters at the Expanding Computing Education Pathways (ECEP) Summit last week. Held at the White House and George Washington University, the summit marked the first time that the 17 states leading state-level, systemic computer science (CS) education reform came together to share their work and meet with researchers who can inform their efforts.

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New York City ELL Study Offers Glimpse Into National English-Learner Trends

This article spotlights findings from a REL Northeast & Islands at EDC study conducted by EDC Principal Research Scientist Carrie Parker and Michael Kieffer of New York University: "With more than 140,000 English-learners enrolled in New York City's K-12 public schools, the district has more ELLs than all but five states: California, Texas, Florida, Illinois, and, of course, New York. That's why a recently released study from the Regional Educational Laboratory Northeast & Islands on English-learner reclassification patterns may hold value for ELL educators and policymakers across the nation. Noting that the city's English-learners speak about 150 home languages and arrive to school from a host of educational, socioeconomic, and cultural backgrounds, the researchers said the district provides a "unique opportunity to build knowledge about English learner student reclassification patterns."

Source: 

Education Week

Publication Date: 

Mon, 10/17/2016

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