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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Case Study Reports from Nationwide School Survey of COVID-19 Impacts
In partnership with the CDC Foundation, the National Association of Secondary School Principals conducted school surveys to address the impacts of COVID-19. The CDC Foundation also partnered with Deloitte and the Centers for Disease Control and Prevention on this project to monitor and evaluate the implementation of CDC-recommended COVID-19 mitigation strategies in schools—including gathering insights from school leaders. These findings were developed into three case studies.
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Navigating Social and Emotional Learning from the Inside Out: Looking Inside and Across 33 leading SEL Programs: A Practical Resource for Schools and OST Providers
This updated and expanded guide to evidence-based SEL programs offers detailed information on 33 pre-K through elementary school programs, encompassing curricular content and program highlights. Practitioners from schools, early childhood education (ECE) providers and out-of-school time (OST) can use this resource to look “inside and across” programs to better understand program content and assess program fit with their district or community needs. Written by Stephanie M. Jones, Katharine E. Brush, Thelma Ramirez, et. al. and published July 2021 by Harvard Graduate School of Education.
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Out-of-School Time Programs: Paving the Way for Children to Find Passion, Purpose & Voice - Parent, Teacher & OST Provider
New research and an accompanying online playbook sheds light on how parents, teachers and OST providers perceive the value of out-of-school time (OST) in children’s social, emotional and academic development. Published September 2021 by Learning Heroes and Edge Research, and written by Pam Loeb, Stacia Tipton, Erin Wagner, Lynn Olson, Bibb Hubbard, Windy Lopez-Aflitto, David Park.
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Putting Data to Work for Young People: A Framework for Measurement, Continuous Improvement, and Equitable Systems
This tool and guidebook can help people assess afterschool systems, the programs within them and youth outcomes—in the interest of informing system improvements. Published in July 2021 by Every Hour Counts.
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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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