NNERPP WELCOMES NEW MEMBER
Join us in welcoming our newest member: Brigham Young University - Public School Partnership! Partners include Brigham Young University’s David O. McKay School of Education and arts and sciences colleges and five public school districts (Alpine, Jordan, Nebo, Provo City, and Wasatch County). Welcome to NNERPP!
CHICAGO ALLIANCE FOR EQUITY IN COMPUTER SCIENCE EXAMINES EQUITY IN
REMOTE LEARNING PLANS
In “Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19,” John Wachen and Mark Johnson examine how state education agencies addressed equity in their remote learning guidance during the COVID-19-related
school closures.
HOUSTON EDUCATION RESEARCH CONSORTIUM EXAMINES LONG-TERM
ENGLISH LEARNERS
In “Long-Term English Learners (LTELs): Predictors, Patterns, & Outcomes Brief 1: Defining LTEL,” the first of a series of briefs on long-term English learners in Texas, Lizzy Cashiola and Daniel Potter seek to standardize the definition of a long-term English learner.
NYC EARLY CHILDHOOD RESEARCH NETWORK EXAMINES PREPARATION OF
INFANT-TODDLER WORKFORCE
In “Infant - Toddler Course Content and the Teacher Education Pipeline in New York State Undergraduate Early Childhood Education Programs,” Jennifer Gilken, Jennifer Longley, and Jillian Crosby explore how New York undergraduate early childhood education teacher programs are preparing educators to work with infants and toddlers.
REL MIDWEST EXAMINES PARTICIPATION IN PROFESSIONAL DEVELOPMENT PROGRAM ON CULTURALLY RESPONSIVE PRACTICES
In “Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin,” Jameela Conway‐Turner, Kyle Fagan, Alexander Mendoza, and Daniyal Rahim examine how Wisconsin’s Building Culturally Responsive Systems professional development program was taken up across the state and how participation was related to school outcomes.
REL SOUTHWEST EXAMINES POSTSECONDARY OUTCOMES AMONG HIGH SCHOOL GRADUATES WITH DISABILITIES
In “College Enrollment and Completion Among Texas High School Graduates With a Disability,” Trey Miller, Marshall Garland, and Dean Gerdeman examine college outcomes among Texas public high school graduates by disability status, student demographic characteristics, and primary disability type.
RESEARCH ALLIANCE FOR NEW YORK CITY SCHOOLS UPDATES OVERVIEW ON VIRTUAL AND BLENDED LEARNING
In “Exploring the Evidence on Virtual and Blended Learning,” The Research Alliance provides an overview of the research and guidance on remote teaching and remote and blended learning. The overview was first prepared in May and has now been updated.
JOB OPPORTUNITIES
Help spread the word about these new job opportunities! The Houston Education Research Consortium is hiring a research analyst and a research scientist and the Education Policy Innovation Collaborative is looking for a postdoctoral research associate.
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DID YOU KNOW...?
Coming soon! We are excited to share two new publications soon:
--Our winter edition of NNERPP | Extra, our quarterly magazine, will share four brand-new articles: For our Research Insights piece, we begin a new two-part series; our RPP Deep Dive article also kicks off a new multi-part series; we share a new How To article; and we continue our Improving Improvement series.
--The 2020 NNERPP Year-in-Review report, our fourth entrant in this series, will highlight the outstanding work our members have engaged in throughout 2020 and showcase our collective contributions as a community to the RPP field.
In the meantime, explore previous NNERPP | Extra issues here and previous NNERPP Annual Reports here!
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SPECIAL ANNOUNCEMENT
Testimony Regarding Institute of Education Sciences, US Department of Education: In a joint open letter to the Biden-Harris Transition Team, Ruth López Turley on behalf of the Houston Education Research Consortium and Paula Arce-Trigatti on behalf of NNERPP urge federal funding support for RPPs in education, writing in part: “Using research to inform education decision making is vital to our nation’s efforts to improve educational equity by race, ethnicity, economic status, and other factors associated with inequitable educational opportunities. Allowing these inequities to persist is not only morally wrong but also extremely costly. … The cost of reinstating funding for the Researcher-Practitioner Partnerships in Education program is miniscule compared to the benefits of improving educational equity.”
You can read the full letter here.
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