Summer learning, classroom quality, students’ perceptions, arts ed, American Indian students, and teacher turnover, retention, & employment outcomes

BOSTON P-3 RESEARCH-PRACTICE PARTNERSHIP EXAMINES SUMMER LEARNING AND CLASSROOM QUALITY

In “Can Center-Based Care Reduce Summer Slowdown Prior to Kindergarten? Exploring Variation by Family Income, Race/Ethnicity, and Dual Language Learner Status,” Meghan McCormick and colleagues examine whether enrollment in center-based summer care helps support kindergarten readiness by reducing income-, race-, and language-based gaps in children’s summer learning rates.

In “Rethinking Classroom Quality: What We Know and What We Are Learning,” Michelle Maier, JoAnn Hsueh, and Meghan McCormick propose a broader conception of classroom quality and corresponding measures in early childhood education.

EDUCATION RESEARCH ALLIANCE FOR NEW ORLEANS EXPLORES HOW STUDENTS’ PERCEPTIONS DIFFER WHEN TEACHERS SHARE THEIR DEMOGRAPHICS AND EXAMINES ACCESS TO ARTS EDUCATION

In “Do Students Perceive Their Teachers and Schools More Positively When More of Their Teachers Look Like Them?”, Alica Gerry and Lindsay Weixler explore students’ perceptions of their teachers, their school climates, and their own academic engagement, and whether those perceptions differ when they have more teachers who look like them.

In “Will the Arts Come Marching In? Access to Arts Education in Post-Katrina New Orleans,” Sarah Woodward offers an extensive overview of the arts education landscape in post-Katrina New Orleans amid the two competing pressures of test-based and market-based accountability.

REL CENTRAL DEVELOPS GUIDE TO CONDUCTING NEEDS ASSESSMENTS FOR AMERICAN INDIAN STUDENTS

In “Guide to Conducting a Needs Assessment for American Indian Students,” Kerry Englert, Kara Underwood, Lucy Fredericks, Joshua Stewart, and Ceri Dean provide guidance on how to conduct needs assessments in a culturally appropriate manner to better understand the strengths, challenges, and needs unique to schools serving American Indian students.

REL MID-ATLANTIC EXAMINES TEACHER TURNOVER

In “Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia,” Erin Dillon and Steven Malick explore the distribution, effectiveness, and turnover of teachers in the School District of Philadelphia.

REL NORTHEAST & ISLANDS EXAMINES TEACHER RETENTION AND TEACHER EMPLOYMENT OUTCOMES

In “Investigating the Relationship between Adherence to Connecticut’s Teacher Education and Mentoring Program Requirements and Teacher Retention,” Makoto Hanita and colleagues examine Connecticut’s induction program for beginning teachers and the relationship between program adherence and in-district and in-state teacher retention.

In “Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island,” Jessica Bailey, Noman Khanani, Natalie Lacireno Paquet, Karen Shakman, and Georgia Bock analyze patterns of mobility and certification among beginning teachers in Rhode Island by preparation program type.

"A Tiered Approach to Ensuring Students are Present, Engaged, and Supported in the 2020–21 School Year": Hedy Chang and Cecelia Leong recommend a multi-tiered approach to supporting student attendance and engagement in the COVID era.

"Using Data to Enact Change: How a Networked Improvement Community of Teachers Worked to Improve Graduation Rates at Alternative High Schools": This REL Midwest video shares the experiences of teachers, administrators, and students as they go through a continuous improvement cycle as part of a Networked Improvement Community (NIC) facilitated by the REL and working to strengthen competency-based credit recovery practices in Minnesota.

DID YOU KNOW...?

Are you interested in applying to NSF’s Computer Science for All (CSforAll) RPP solicitation and want to learn more about how to design your RPP project or proposal?

We've got a workshop for that!
NNERPP is hosting a virtual RPP Development Workshop this fall. The extended deadline is just around the corner: Workshop applications are due Monday, September 28, 2020!

Virtual workshop dates:
October 12-16, 2020

Workshop applications:
Due Monday, September 28, 2020

Find more information & apply to the workshop here!

VIRTUAL BROWN BAGS
For NNERPP members only

Our next Virtual Brown Bag is TODAY, Friday, September 25, at 3 pm ET / 2 pm CT / 12 pm PT!

Presenter:
Paula Arce-Trigatti, NNERPP

Topic:
At this summer’s Annual Forum, we invited a team from Chicago Beyond to present their guidebook, “Why am I always being researched?”, and to lead us in an initial conversation about the 7 inequities that get in the way of the truth when conducting research. In this virtual brown bag, we invite NNERPP members to continue the conversation by taking a reflective look at their own RPPs with respect to the first three inequities: access, validity, and information. Paula will facilitate an exploratory discussion with participants about how these three inequities show up in our work and what, if any, strategies teams are using to address them.

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