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Last week, we hosted the fifth NNERPP Annual Forum, and the first one to take place virtually. This year’s learning journey was unprecedented in many ways: We gathered virtually, across one entire week, and opened up participation to much larger RPP teams than in the past – all amidst the disruptions of the pandemic. We are truly inspired by and grateful for the active participation and enthusiasm of our attendees and had a wonderful, energizing experience learning together last week!
Conference Theme
The uncertainties accompanying the pandemic initially inspired this year’s theme, “RPP Effectiveness: Adapting and Advancing Towards a New Normal in an Era of Disruption.” The second, more critical disruption that has emerged around racial justice following the murder of George Floyd reaffirmed the relevance of this theme. We thus designed this year’s agenda to spark reflective moments for participants to further examine a number of aspects related to their partnerships, specifically around adaptability, flexibility, equity, and openness to change. Participants gathered virtually for 30 live breakout sessions spanning five main themes: RPP Effectiveness; Use of Research Evidence; Sustainability, Adaptability, Flexibility; RPP Management; and Looking Ahead.
Key Takeaways & Continuing the Journey
As we made new connections with people and ideas across a number of aspects related to RPP work, we were energized by the conversations and commitments to making RPPs – and education – better. And the learning journey is not over – we look forward to continuing these discussions and building on what we have learned!
Thank You!
We are deeply grateful for the terrific participation and support of our attendees, both newcomers and Forum veterans. A special thank you to our outstanding group of facilitators and to our family of funders, without whom the Annual Forum would not be possible: the William T. Grant Foundation, Bill and Melinda Gates Foundation, Spencer Foundation, The Annie E. Casey Foundation, and The Wallace Foundation.
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DIGITAL PROMISE INTRODUCES NEW APPROACH FOR SETTING RESEARCH AGENDAS
In “Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education,” Babe Liberman and Viki Young share work on defining and testing a collaborative process for developing R&D agendas that are practice-driven and centered around equity-related challenges surfaced by on-the-ground voices.
EDUCATION POLICY INNOVATION COLLABORATIVE STUDIES DISTRICTS’ COVID-19 RESPONSES
In “How Did Michigan School Districts Plan to Educate Students During COVID-19? An Analysis of District Continuity of Learning Plans,” Melissa Lovitz, Tara Kilbride, Meg Turner, and Katharine O. Strunk review Continuity of Learning plans from 813 school districts in Michigan to examine how districts worked to ensure that students continued to learn during pandemic-related school closures.
HOUSTON EDUCATION RESEARCH CONSORTIUM EXAMINES COLLEGE SUCCESS INITIATIVE AND SCHOOL-TO-WORK LINKAGES
In “Cycle 1 of HISD’s College Success Initiative and Students’ Preparation for and Enrollment in College,” Courtney Thrash, Holly Heard, Camila Cigarroa Kennedy, and Vansa Shewakramani Hanson examine the early stages of the College Success Initiative, a program aiming to connect targeted high school students with college advisors, and its role in helping students prepare for, enroll, and remain in college.
In “School-to-Work Linkages in Texas,” Brian Holzman, Bethany Lewis, and Irina Chukhray examine how the connections between college majors and specific occupations in the labor market among bachelor’s degree holders in Texas affect wages and unemployment rates.
REL CENTRAL EXAMINES PERSONALIZED EDUCATION
In “How Legacy High School Students Use Their Flexible Time,” R. Marc Brodersen, Jeanette Joyce, David Yanoski, and Kara Underwood explore how students at Legacy High School in Bismarck Public Schools, North Dakota, use their designated flexible time, which allows students to choose how they spend a portion of their school day.
REL MID-ATLANTIC DEVELOPS APPROACH FOR IDENTIFYING AT-RISK STUDENTS
In “Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks,” Julie Bruch, Jonathan Gellar, Lindsay Cattell, John Hotchkiss, and Phil Killewald
describe an approach for identifying at-risk students using school data linked with data on child welfare events, justice system involvement, and other human services involvement.
TENNESSEE EDUCATION RESEARCH ALLIANCE EXPLORES EARLY POSTSECONDARY OPPORTUNITIES
In “EPSOs In Action: Promoting Equitable Access and Success in Early Postsecondary Opportunities,” Grace Shelton highlights takeaways from a conference on early postsecondary opportunities held by the Tennessee Department of Education, as identified by researchers, policymakers, and practitioners who attended the conference.
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DID YOU KNOW...?
The American Educational Research Association (AERA) has extended the 2021 Annual Meeting submission deadline from July 22 to Friday, August 14, at 11:59 p.m. PDT. See more information about the theme and submission requirements here.
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VIRTUAL BROWN BAGS
For NNERPP members only
We will be back with our regular Virtual Brown Bags in August. Stay tuned!
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