EDUCATION POLICY INNOVATION COLLABORATIVE EXAMINES EARLY LITERACY AMID COVID-19
In “COVID-19 and Third-Grade Reading Policies: An Analysis of State Guidance on Third-Grade Reading Policies in Response to COVID-19,” Amy Cummings and Meg Turner explore how third-grade reading policies were addressed in the guidance states issued during the COVID-19 pandemic and offer lessons for moving forward in supporting students’ literacy.
GARDNER CENTER EXPLORES IMPLEMENTATION OF FULL SERVICE COMMUNITY SCHOOLS IN OAKLAND
In three new briefs under the topic “Full Service Community Schools in the Oakland Unified School District, 2019-2020,” Kendra Fehrer and Jorge Ruiz de Velasco offer descriptive profiles of Oakland Unified School District’s community school implementation model in elementary and middle schools.
MADISON EDUCATION PARTNERSHIP EXPLORES POTENTIAL IMPACT OF DELAYED SCHOOL START TIMES ON MIDDLE SCHOOL ATTENDANCE
In the executive summary “The Impact of Sleep and Circadian Factors on Middle School Attendance in the Madison Metropolitan School District: A Mixed-Methods Investigation,” David T. Plante, Elizabeth Blair, Jesse Cook, and P. E. Peppard evaluate the impact of sleep and circadian factors on attendance and behavioral outcomes among middle school students to help inform district plans to delay school start times.
OFFICE FOR EDUCATION POLICY EXAMINES EQUITY IN ARKANSAS’ IDENTIFICATION PROCESS OF GIFTED AND TALENTED STUDENTS
In “Using State Assessments to Increase Equity in G/T Identification,” Sarah C. McKenzie, Joshua McGee, Charlene A. Reid, and Bich Tran examine Arkansas’ identification process of gifted and talented students and explore whether academically gifted students in the state are being overlooked in that process.
REL NORTHEAST & ISLANDS CREATES CONTINUOUS IMPROVEMENT TOOLKIT
In “Continuous Improvement in Education: A Toolkit for Schools and Districts,” Karen Shakman, Diana Wogan, Sheila Rodriguez, Jared Boyce, and Debra Shaver provide an overview of continuous improvement processes with a focus on the implementation of Plan-Do-Study-Act cycles to help school- and district-based practitioners engage in continuous improvement efforts.
REL NORTHWEST EXAMINES SCHOOL DISCIPLINE
In “Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions?”, Vicki Nishioka and colleagues examine the impact of a shift in Oregon’s school discipline policies on suspensions and expulsions.
JOB OPPORTUNITIES
Help spread the word about these new job opportunities! The Friday Institute for Educational Innovation is hiring a research assistant/ research associate; Harlem Children's Zone is seeking a managing director, research & evaluation; the Tennessee Department of Education is hiring a senior research statistician; and the Spencer Foundation seeks to hire an associate program officer.
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DID YOU KNOW...?
ICYMI: RPP funding opportunity
The Spencer Foundation is now accepting proposals for its Research-Practice Partnership (RPP) Grants Program! The program is designed to support education research projects that engage in collaborative and participatory partnerships with project budgets up to $400,000 and durations of up to three years.
Intent to apply:
Due November 24, 2020, 12 PM CT
Full proposal deadline:
December 17, 2020, 12:00 PM CT
You can learn more here!
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VIRTUAL BROWN BAGS
For NNERPP members only
Our next Virtual Brown Bag is coming up on Wednesday, November 18, at 3 pm ET / 2 pm CT / 12 pm PT!
Presenter:
Susan Patrick, Tennessee Education Research Alliance
Topic:
Susan will share findings from this year’s Tennessee Educator Survey, including insights from teachers and school leaders about their experiences during the COVID-19-related school closures in terms of supporting their students and providing learning opportunities in new and different ways. We hope you join us!
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