College enrollment indicators, labor market analyses, supporting multilingual children and parents, and schools’ responses to COVID-19

HOUSTON EDUCATION RESEARCH CONSORTIUM EXAMINES COLLEGE ENROLLMENT INDICATORS AND HOUSTON AND TEXAS LABOR MARKETS

In “Transitioning to College and Work (Part 2: A Study of Potential Enrollment Indicators),” Brian Holzman and Horace Duffy examine three potential indicators of college enrollment that might be considered in an early warning system.

In “Transitioning to College and Work Part 3: Labor Market Analyses in Houston and Texas,” Brian Holzman, Mehreen Gul, Esmeralda Sánchez Salazar, and Camila Cigarroa Kennedy examine the dynamics of the Houston area and Texas labor markets and the feasibility of 60×30TX, an effort aimed at ensuring 60 percent of Texans ages 25-34 complete a postsecondary credential by 2030.

MADISON EDUCATION PARTNERSHIP EXPLORES PERCEPTIONS OF PARENTS OF MULTILINGUAL CHILDREN ENROLLED IN 4K

In the executive summary “Engaging with Parents of Multilingual Children: Exploring Multilingual Parents’ Perceptions about Their Children’s Early Care and Education Program and Their Decision-Making about Enrollment and Attendance,” Lorena Mancilla and Anna Rhoad-Drogalis examine how parents of multilingual children enrolled in Madison Metropolitan School District Four-Year-Old Kindergarten perceive their children’s programs.

EDUCATION RESEARCH ALLIANCE FOR NEW ORLEANS EXAMINES SCHOOLS’ RESPONSES TO COVID

In “How America's Schools Responded to the COVID Crisis,” Douglas N. Harris and colleagues examine how traditional public, charter, and private schools nationwide have responded to the pandemic. This study was published in partnership with the National Center for Research on Education Access and Choice (REACH).

"How Districts Can Learn From their COVID Response: Stats 101 not Required": Nora Gordon and Carrie Conaway call for districts to systematically assess, refine, and improve their responses to COVID-19, and outline how they can do so relatively easily.

"UChicago Consortium on School Research Independently Validates the Success of CAFÉCS": Steven McGee reflects on a recent evaluation report from the UChicago Consortium about computer science offerings in Chicago Public Schools that validates the efforts of the Chicago Alliance for Equity in Computer Science.

"New York Early Care and Education Survey: Understanding the Impact of COVID-19 on New York Early Childhood System": Kate Tarrant and Mark Nagasawa examine patterns, challenges, and important issues in early care and education in New York in light of COVID-19, as captured in a survey for members of the state’s early childhood workforce.

"What’s Next for Schools? Dismantling, Healing, and Refusing to Return to Normal": Adelric McCain, Jenny Nagaoka, and Alex Seeskin call for educators to reimagine what learning and a powerful school community can look like.

DID YOU KNOW...?

The NNERPP 2020 Virtual Annual Forum starts Monday! We could not be more excited to start this year’s learning journey. Participants will gather virtually for 30 live breakout sessions on RPP effectiveness, use of research evidence, sustainability, adaptability, flexibility, RPP management, and the future of education and RPPs. We look forward to seeing everyone July 20-24!

VIRTUAL BROWN BAGS
For NNERPP members only

We are taking a break from our Virtual Brown Bag series this month due to the NNERPP Annual Forum taking place July 20-24.

Stay tuned: We will be back in August!

NNERPP aims to develop and support RPPs in education in order to improve the connection between research, policy, and practice.

NNERPP is made possible by the generous funding support of the William T. Grant Foundation, Bill & Melinda Gates Foundation, Spencer Foundation, The Annie E. Casey Foundation, and The Wallace Foundation.

For more information about NNERPP, please visit our website: nnerpp.rice.edu