Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project
This report by Jennifer Sloan McCombs, Catherine H. Augustine, John F. Pane, and Jonathan Schweig was published in December 2020 by the RAND Corporation. It summarizes the largest and longest study of its kind on summer learning programs, revealing short- and long-term benefits among students who consistently attended voluntary, five- to six-week summer learning programs. The findings suggest that these programs can be an important component of how school districts support learning and skill development among children in low-income communities.
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How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research
How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research delves into 219 high-quality studies of school leadership conducted since 2000 to synthesize what the most recent body of evidence says about the principalship. Among other things, it looks at principal impact on student learning and other outcomes, identifies behaviors and skills of effective school leaders, and offers an emerging vision of how those behaviors can be carried out with an equity focus. The report was published in February 2021 by Wallace Foundation and was written by Jason A. Grissom, Anna J. Egalite and Constance A. Lindsay.
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Reducing Structural Barriers to School and Work for People With Juvenile Records
This March 2021 report by The Council of State Governments Justice Center explores how juvenile justice involvement can carry lifelong consequences, and how state policies are blocking people with juvenile justice involvement from opportunity. The report also offers advice for lawmakers on removing these barriers to opportunity.
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Stability and Change in Afterschool Systems, 2013-2020: A Follow-Up Study of Afterschool Coordination in Large Cities
This report from the National Institute for Work and Learning was published in March 2021, and was written by Linda Simkin, Ivan Charner, Caitlin Rose Dailey, Safal Khatri and, Sanskriti Thapa. It provides a follow-up to a 2012-2013 study, which found that 77 of 100 large U.S. cities were coordinating the work of out-of-school-time providers, government agencies, private funders, and others to provide high-quality afterschool programs to the children who stand to benefit most. The report provides a look at the state of afterschool coordination just prior to the unexpected and devastating closure of schools and afterschool programs in the spring of 2020 owing to the global pandemic. It focuses on three key components described in the research on afterschool coordination—a designated coordinating entity, a common data system, and a framework or set of standards for program quality.
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Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning
Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning suggests that districts and out-of-school-time programs implementing SEL consider: focusing on developing a set of social-emotional skills of both students and adults; defining those skills and planning the needed supports from school districts and OST intermediary organizations; developing a common language for SEL that can build shared understanding of the terminology among school and OST staffers; setting aside staff time for clear and frequent communication; and documenting and formalizing SEL routines and practices, such as protected time for SEL in the school/OST schedule, so they can survive staff turnover. The report covers how, in the first two years of the initiative, six communities (Boston, Dallas, Denver, Palm Beach County in Florida, Tacoma and Tulsa) have gone about incorporating social and emotional learning programs and practices into the school and OST parts of the day.
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Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project
Every Summer Counts: A Longitudinal Analysis of Outcomes from the National Summer Learning Project offers a full account of outcomes from the largest- and longest study of its kind on summer learning programs – following nearly 6,000 students in five urban school districts from the end of 3rd grade through the spring of 7th grade. The districts (Boston; Dallas; Duval County, Fla.; Pittsburgh; and Rochester, N.Y.) joined with local out-of-school time intermediaries and community partners to participate in Wallace’s National Summer Learning Project (NSLP), which launched in 2011 to understand the implementation and effectiveness of voluntary summer learning programs.
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Job Training for Youth With Justice Involvement: A Toolkit by the National Youth Employment Coalition
Job Training for Youth With Justice Involvement: A Toolkit by the National Youth Employment Coalition, was published in December 2020 with support from the Annie E. Casey Foundation. The publication is intended to foster meaningful collaboration between professionals in the federal workforce development system and the juvenile justice system.
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Navigating Uncertain Times: A Scenario Planning Toolkit for the Arts & Culture Sector
Navigating Uncertain Times: A Scenario Planning Toolkit for the Arts & Culture Sector describes four possible scenarios for the pandemic’s course, and people’s behavior in the wake of it, over the next five years. The materials include an overview, detailed scenarios and worksheets to help organizations think through and plan for a response to each scenario. Although the planning could be carried out by a single person, the authors recommend involving people throughout the organization in the endeavor, and they suggest ways to conduct planning workshops over a half day or full day or in multiple short sessions over a longer period.
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Using State-level Policy Levers to Promote Principal Quality: Lessons from Seven States Partnering with Principal Preparation Programs and Districts
This a report was commissioned by the Wallace Foundation, and based up a study by The Rand Corporation. The states covered —California, Connecticut, Florida, Georgia, Kentucky, North Carolina and Virginia—are participants in Wallace’s University Principal Preparation Initiative, which centers on efforts by preparation programs to upgrade their offerings in part by working with partner districts and their states.
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Changing the Principal Supervisor Role to Better Support Principals: Evidence from the Principal Supervisor Initiative
Changing the Principal Supervisor Role to Better Support Principals: Evidence from the Principal Supervisor Initiative, by researchers from Mathematica and Vanderbilt, explores the implementation and impact of the Principal Supervisor Initiative, a four-year, Wallace-supported venture launched in 2014 by six large districts to reshape the principal supervisor role. The report finds that by the initiative’s end the districts had succeeded in changing the job so that it centered on developing and evaluating principals in ways meant to help them promote high-quality teaching and learning in their schools. Principals reported increased frequency of supervisor practices to develop school leadership—such as providing them with useful feedback and working with them to assess teacher effectiveness. Principals also gave a more positive assessment than they had earlier of overall supervisor effectiveness. Changes in supervision did not have an impact on teachers’ perceptions of their principal’s performance. And although central offices made headway in adapting their operations to the new supervisor role—as indicated by improved principal and supervisor views of central office support—there was room for more progress on this front.
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