Investing in Successful Summer Programs: A Review of Evidence Under the Every Student Succeeds Act. RAND Corporation. Jennifer Sloan McCombs et al. June 5, 2019.
Research evidence suggests that summer breaks contribute to
income-based achievement and opportunity gaps for children and youth. However,
summertime can also be used to provide programs that support an array of goals
for children and youth, including improved academic achievement, physical
health, mental health, social and emotional well-being, the acquisition of
skills, and the development of interests.
This report is intended to provide practitioners,
policymakers, and funders current information about the effectiveness of summer
programs designed for children and youth entering grades K–12. Policymakers
increasingly expect that the creation of and investment in summer programs will
be based on research evidence. Notably, the 2015 Every Student Succeeds Act
(ESSA) directs schools and districts to adopt programs that are supported by
research evidence if those programs are funded by specific federal streams. [Note: contains copyrighted material].
[PDF format, 162 pages].
What Other States Can Learn from Louisiana’s Ambitious Efforts to Reshape Its Education System. RAND Corporation. Matthew D. Baird et al. June 11, 2019.
Historically, the state of Louisiana has earned low marks
when it comes to K–12 academic achievement. Low kindergarten readiness rates,
low national assessment scores, low college attainment rates, and high
unemployment rates among high school graduates have defined the state’s
education system for decades. Since 2012, however, the Louisiana Department of
Education has taken bold strides toward making systemic shifts in the state’s
education system. Some changes—such as restructuring the early childhood
education system and graduation requirements for high school students—have been
extensive. Others—such as changes to curricula for English language arts (ELA),
mathematics, social studies, and science—have been structurally modest but have
big implications for teaching and learning. Regardless of their scope and area
of focus, all reforms have been designed with one goal in mind: to improve
outcomes for all Louisiana public school students. [Note:
contains copyrighted material].
[PDF format, 8 pages].
Time for Change? Educators’ Perceptions of Discipline Reform in Their Schools. RAND Corporation. Rachel Perera, Courtney Armstrong. June 13, 2019.
Beginning in the late 1980s, policymakers concerned about
violence in schools began to enact “zero-tolerance” policies in
districts and states across the country. These policies mandated the use of
exclusionary discipline for a range of behaviors, including such less serious
offenses as classroom disruption and dress code violations. The efficacy of
exclusionary discipline has been challenged, given persistent concerns that
schools’ safety and discipline policies and practices do not create a safe and
supportive learning environment for all students; empirical evidence
demonstrating persistent disparities in school discipline; and the negative
consequences of harsh discipline practices on a number of student, teacher, and
school outcomes. Over the last few years, the state policy landscape has begun
to dramatically shift away from exclusionary discipline in response to both
local and federal pressure. This American Educator Panels Data Note provides
insight into teachers’ and principals’ perceptions of the need for discipline
reform in their schools. [Note: contains copyrighted
[PDF format, 6 pages].
Registered Apprenticeship in Science and Engineering. Urban Institute. Daniel Kuehn, Ian Hecker, Alphonse Simon. June 12, 2019
Workers with training in science, technology, engineering,
and mathematics (STEM) are in high demand in the United States and are
essential to innovation and economic growth. Apprenticeship is a proven
strategy for training workers, but it is underutilized in STEM occupations.
This report explores employers’ experiences with STEM apprenticeship. STEM
apprentices are concentrated in technician occupations that do not require a
bachelor’s degree. They are better paid and have higher training completion
rates than non-STEM apprentices. Nevertheless, employers often struggle with
adapting the traditional apprenticeship model to information technology and
engineering technology jobs that have do not have a history of using
apprenticeship. [Note: contains copyrighted material].
[PDF format, 47 pages].
Evaluation of North Carolina’s Pathways from Prison to Postsecondary Education Program. RAND Corporation. Lois M. Davis, Michelle C. Tolbert. May 22, 2019
RAND researchers focus on North
Carolina’s implementation of the Pathways from Prison to Postsecondary
Education Project. They examine the in-prison and community components of the
program and the experiences of Pathways students and staff. [Note: contains copyrighted material].
[PDF format, 112 pages].
A Rising Share of Undergraduates Are From Poor Families, Especially at Less Selective Colleges. Pew Research Center. Richard Fry and Anthony Cilluffo. May 22, 2019.
The overall number of undergraduates
at U.S. colleges and universities has increased dramatically over the past 20
years, with growth fueled almost exclusively by an influx of students from
low-income families and students of color. But these changes are not occurring
uniformly across the postsecondary landscape. The rise of poor and minority
undergraduates has been most pronounced in public two-year colleges and the
least selective four-year colleges and universities, according to a new Pew
Research Center analysis of National Center for Education Statistics data.
There has been less change at the nation’s more selective four-year colleges
and universities, where a majority of dependent undergraduates continue to be
from middle- and higher-income families. [Note: contains copyrighted material].
[PDF format, 18 pages].
Preparing the Future Workforce: Early Care and Education Participation among Children of Immigrants. Urban Institute. Erica Greenberg, Victoria Rosenboom, Gina Adams. March 22, 2019
Children of immigrants will make up a critical share of our
nation’s future workforce, but they are less likely than other children to
participate in early education programs known to support school readiness and
long-term productivity. This study describes the characteristics and enrollment
of children of immigrants using the most current and comprehensive dataset
available: the Early Childhood Longitudinal Study, Kindergarten Class of
2010–11. We find that children of immigrants tend to have fewer resources and
greater need than children of US-born parents but lower rates of enrollment in
center-based preschool. However, programs such as Head Start and state
prekindergarten, as well as public kindergarten programs, are making progress
in closing gaps in access. These findings suggest that current investments in
early education are helping prepare the future workforce for success in 2050
and that expanded investments are warranted. [Note:
contains copyrighted material].
[PDF format, 38 pages].