KIDS COUNT Data Book
The 32nd edition (June 2021) of the Annie E. Casey Foundation’s KIDS COUNT Data Book describes how children across the United States were faring before — and during — the coronavirus pandemic. It includes the Foundation’s annual state rankings and the latest available data on child well-being. It identifies multiyear trends — comparing statistics from 2010 to 2019. In addition, the report shares data on how families endured throughout the pandemic.
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Out-of-School Time Programs This Summer: Paving the Way for Children to Find Passion, Purpose & Voice - Parent, Teacher & OST Provider Perceptions
After a year of pandemic-induced isolation, parents’ top priorities for their children’s summer programs are addressing their social and emotional health, providing physical outdoor activities and helping them discover their passion and purpose. Those were key findings from a new national survey conducted in February and March 2021, as well as interviews and focus groups conducted earlier in December. Both were undertaken by Edge Research for Learning Heroes, a nonprofit dedicated to elevating the voice of parents in education, with support from Wallace Foundation.
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The Role of Assistant Principals: Evidence and Insights for Advancing School Leadership
Written by Vanderbilt University and Mathematica researchers who synthesized findings from 79 studies on APs published since 2000 and analyzed national and state data, this study describes what’s known about APs today; suggests how the role could be enhanced and how APs could be better supported; and identifies significant knowledge gaps for future research to fill.
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Transforming Juvenile Probation
Transforming Juvenile Probation (April 2021) is a publication of the Urban Institute which outlines a new way of thinking about juvenile probation term lengths and termination processes. It also provides research-informed guidance for term structure to promote youth success.
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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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Note : Appearance of activities, publications or organizations in these website listings does not constitute any type of endorsement from the Dwight Stuart Youth Fund. These listings are provided solely for informational purposes.
