Diversion: A Hidden Key to Combating Racial and Ethnic Disparities in Juvenile Justice
Published in September 2022, this report by The Sentencing Project provides an overview of diversion and how it works. Key topics covered in the report are: (1) Why diversion is better than arrests and formal court processing for both youth and the communities in which they live; (2) How existing policies and practices in diversion disadvantage youth of color; and (3) What leaders and advocates can do to equitably expand and improve the use of diversion.
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Strengthening Students’ Social and Emotional Skills: Lessons from Six Case Studies of Schools and Their Out-of-School-Time Program Partners
This report summarizes the learnings from six case studies of collaborations between schools and organizations involved in their out-of-school-time programs. All were aimed at building students’ social-emotional skills. One of the most important lessons is that committed school leadership matters in the success of these programs. This report from the RAND Corporation was published in September 2022, and was written by Katie Tosh, Heather L. Schwartz and Catherine H. Augustine.
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Study of State Policies to Prohibit Aiding and Abetting Sexual Misconduct in Schools
This 2022 study for the US Department of Education was conducted by Policy Studies Associates, Magnolia Consulting and SRI International. It examined states’ development and implementation of laws and policies to prohibit aiding and abetting educator sexual misconduct in schools. The study also sought to describe the challenges states have encountered in implementing the requirements of Section 8546 and how they have addressed these challenges. The study addressed four main questions: 1. To what extent do states have laws, regulations, codes of ethics, and/or policies that prohibit assisting or aiding and abetting the employment of school staff, contractors, or agents who have engaged, or where there is probable cause to believe they have engaged, in sexual misconduct with a student or minor? 2. How did states develop laws, regulations, codes of ethics, and/or policies to address Section 8546? 3. How are SEAs implementing laws, regulations, codes of ethics, and/or policies that prohibit aiding and abetting? 4. What challenges have SEAs faced in implementing state laws or policies required under Section 8546?
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Community-Based Workforce Engagement Supports for Youth and Young Adults Involved in the Criminal Legal System: Findings from an Exploratory Scan
This June 2022 publication from the Urban Institute, written by Leah Sakala, Krista White and Constance Hull. The report summarizes findings from an exploratory study of community-based workforce development programs. It involved both a national survey and a series of follow-up interviews with staff members who work with youth who have been adjudicated for or convicted of serious offenses.
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Developing Effective Principals: What Kind of Learning Matters?
Developing Effective Principals: What Kind of Learning Matters? synthesizes empirical research from 2000 to 2021 on principal preparation and development. It underscores the importance of improving the availability and quality of principal learning programs. Among other things, the authors find that high-quality pre-service preparation programs have common elements, including rigorous recruitment of program candidates, close partnerships with school districts, and a course of study in which candidates apply what they learn, guided by experienced mentors or coaches. Mentoring and coaching are also influential and valuable for current principals, along with collegial learning networks and applied learning, according to the report. Moreover, a specific focus on equity-oriented leadership has the potential to improve principals’ ability to meet the needs of diverse learners. The publication was published by Wallace Foundation, released in May 2022 and was written by Linda Darling-Hammond, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagné and Steve Tozer.
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From Access to Equity: Making Out-of-School-Time Spaces Meaningful for Teens From Marginalized Communities
To develop meaningful out-of-school-time programming for young people from marginalized communities, experts suggest that programs introduce practices that foster “a genuine sense of dignity and belonging for youth” and improve working conditions for program staffers. This April 2022 report sponsored by the Wallace Foundation discusses these challenges of out-of-school-time programs.
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Study of State Policies to Prohibit Aiding and Abetting Sexual Misconduct in Schools
Study of State Policies to Prohibit Aiding and Abetting Sexual Misconduct in Schools by Anderson. L.M et al., published by Policy Studies Associates 2022. This study examined states’ development and implementation of laws and policies to prohibit aiding and abetting educator sexual misconduct in schools. The study also sought to describe the challenges states have encountered in implementing the requirements of Section 8546 and how they have addressed these challenges. It sought to understand how states are addressing implementation of the provisions in Section 8546, and addressed four main questions: (1) To what extent do states have laws, regulations, codes of ethics, and/or policies that prohibit assisting or aiding and abetting the employment of school staff, contractors, or agents who have engaged, or where there is probable cause to believe they have engaged, in sexual misconduct with a student or minor? (2) How did states develop laws, regulations, codes of ethics, and/or policies to address Section 8546 (3) How are SEAs implementing laws, regulations, codes of ethics, and/or policies that prohibit aiding and abetting? (4) What challenges have SEAs faced in implementing state laws or policies required under Section 8546.
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Supporting Quality in Summer Learning: How Districts Plan, Develop and Implement Programs
School district-led summer learning programs can play a vital role in supporting students academically and providing them with enriching activities they may not otherwise experience. This publication, funded by Wallace Foundation and written by Education Development Center, sheds light on the complex array of policies, procedures, and resources that go into the design and operation of these programs. The report explores topics such as program focus and goals, community partnerships, professional development, family engagement, and funding streams. It was published in June 2022 by Leslie Goodyear, Tony Streit, Alyssa Na’im and others.
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Black Disparities in Youth Incarceration
This 2021 publication by Josh Rovner reveals that despite long-term declines in youth incarceration, the disparity at which black and white youth are held in juvenile facilities has grown. Black youth are more than four times as likely to be detained or committed in juvenile facilities as their white peers.
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Deepening Science Engagement with Challenge Based Learning: Research Report
This 2020 report from Digital Promise by Emi Iwatani, Barbara Means, Maria R. Romero, and Mai Chou Vang reports on a project conducted during the 2018-19 school year. A total of 18 middle school teachers and five administrators from three U.S. school districts partnered with instructional coaches and learning sciences researchers from Digital Promise to address an ambitious educational challenge: How to deepen engagement and learning of middle school science in our schools and beyond. The overarching goals of the Challenge Based Science Learning Project, funded by the William and Flora Hewlett Foundation, included producing high-quality open educational resources (OER) for middle school science, and understanding whether and how activities built around these resources can promote deeper learning in science classrooms. Digital Promise organized this collaborative effort and also provided formative evaluation and research support.
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