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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From COVID-19 Response to Comprehensive Change Policy Reforms to Equip Youth and Young Adults in Foster Care to Thrive
This report by the Annie E. Casey Foundation addresses the following topics: (1) Why lawmakers should act on policy reform regarding foster care before pandemic-relief provisions expire; (2) The disparate outcomes that youth and families of color face in foster care; (3) Why effective youth advocacy is important for reform; and (4) Policy solutions that enhance support for all young people in foster care.
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A Nation of Readers: How State Chiefs Can Help Every Child Learn to Read
The Council of Chief State School Officers and Policy Studies Associates worked together to develop a resource intended to help improve national student reading performance. The resource builds on a discussion with state chiefs, reading experts, policy experts, and other stakeholder groups at the CCSSO’s 2020 Literacy Summit. Specifically, the resource describes four actions state leaders can take to set the conditions for key stakeholders—including educator preparation programs, regional educational services agencies, school districts, and schools—to align curricula and instruction to evidence-based reading practices.
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Prevalence of Coaching and Approaches to Supporting The Valuable Role of Edtech Coaches during the COVID-19 Pandemic: A National Survey
This 2020 report by Mahsa Bakhshaei, John Seylar, Pati Ruiz, and Mai Chou Vang presents findings from a survey administered to instructional technology coaches in the United States. Survey results show that administratorsand, to a higher degree, teachers, valued the role of instructional technology coaches more during the pandemic than they did prior to school closures. By using their expertise in meaningful use of technology in teaching and learning, instructional technology coaches significantly facilitated the transition of their school and/or district community to online instruction. They supported administrators in designing useful learning continuity plans, teachers in minimizing teaching disruption, and families in fostering a home home environment that supports remote learning.
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How Can State Policy Support Local School Districts as They Develop Principal Pipelines?
States can pull a number of policy levers to help school districts develop, support and maintain a large corps of effective school principals. These are summarized in this October 2021 paper by Paul Manna.
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Principal Leadership in a Virtual Environment Stephanie Stephenson et al November 2021
The sudden shift to remote learning during the pandemic has heightened awareness of the need for principals who can ensure that high-quality, equitable education takes place virtually as well as within the four walls of a classroom. Research on the topic is still emerging and has a number of gaps, but this new report offers a set of early considerations for decision-makers. Written by Digital Promise, the report is based on an examination of research literature and interviews with 11 educators knowledgeable about virtual learning. It draws as well on the experiences of Digital Promise working with schools and school districts.
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Strong Principals, Strong Pipelines: A Guide for Leveraging Federal Sources to Fund Principal Pipelines
Strong Principals, Strong Pipelines: A Guide for Leveraging Federal Sources to Fund Principal Pipelines is designed to help districts identify federal funding for principal pipelines. It focuses on financing for “comprehensive, aligned principal pipelines,” that is, a set of coordinated (“aligned”) procedures and policies designed to cultivate and support effective school leaders across the range (“comprehensive”) of talent management activities under a district’s purview. Such pipelines have been shown by research to have benefits for student achievement. Written by Brenda Turnbull, Sean Worley and Scott Palmer, the December 2021 guide was published by Policy Studies Associates in association with Education Counsel.
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Suddenly Online: A National Survey of Undergraduates
During the COVID-19 Pandemic This 2021 report shares results from Digital Promise’s national, random-sample survey of more than 1,000 college students whose coursework moved from in-person to completely online in spring 2020 due to the COVID-19 pandemic.
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Summer for All: Building Coordinated Networks to Promote Access to Quality Summer Learning and Enrichment Opportunities Across a Community
A look at how organizations in four cities successfully coordinated efforts to increase access to, and improve the quality of, summer learning opportunities. Published by the Rand Corporation in November 2021, this is the 8th in Rand’s Summer Learning series, and is authored by Catherine H. Augustine, Jennifer Sloan McCombs, Garrett Baker.
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