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        Reports
        Artificial Intelligence and the Future of Learning
        Artificial Intelligence and the Future of Learning
        Artificial Intelligence and the Future of Learning

        The U.S. Department of Education Office of Educational Technology’s new policy report, Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations, addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education. The report describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks.

        Reports
        MapED - School & District Navigator
        MapED - School & District Navigator
        MapED - School & District Navigator

        The NCES Education Demographic and Geographic Estimates (EDGE) program designs and develops information resources to help understand the social and spatial context of education in the U.S. This map displays a comprehensive selection of public schools and school districts across America, including specialized types like public charter and special-education schools

        Reports
        Growing Inland Achievement (GIA) - Data Dashboards
        Growing Inland Achievement (GIA) - Data Dashboards
        Growing Inland Achievement (GIA) - Data Dashboards

        Growing Inland Achievement (GIA) maintains several data dashboards to allow our partners to quickly access regional data on college and career readiness, degrees and certificates, demographics, dual enrollment, FAFSA completion, labor market, and postsecondary success

        Reports
        How to Understand the Meaning of Your Child’s Challenging Behavior
        How to Understand the Meaning of Your Child’s Challenging Behavior
        How to Understand the Meaning of Your Child’s Challenging Behavior

        The Backpack Connection Series was created by TACSEI to provide a way for teachers and parents/caregivers to work together to help young children develop social emotional skills and reduce challenging behavior.

        Reports
        Community Engagement Initiative-Statewide System of Support
        Community Engagement Initiative-Statewide System of Support
        Community Engagement Initiative-Statewide System of Support

        The Community Engagement Initiative is a five-year effort intended to strengthen the System of Support by building the capacity of school districts to authentically engage one another. This includes identifying effective models of community engagement, developing metrics to evaluate those models, having difficult conversations, building trusting relationships and participating the Local Control and Accountability Plan (LCAP) development process.

        Reports
        Parent Organization Network Family & Community Engagement Report 2021
        Parent Organization Network Family & Community Engagement Report 2021
        Parent Organization Network Family & Community Engagement Report 2021

        The Parent Organization Network (PON) and Transformative Inquiry Designs for Effective Schools and Systems (TIDES) partnered for this research project and analyzed school district rating and narrative responses to the 2021 Priority 3 Self-Reflection Tool. The Tool is focused on three areas: building relationships between staff and families, building partnerships for student outcomes, and seeking input for decision making.

        Reports
        Study Finds Teachers Need More Support with Math Instructional Materials for English Leaners
        Study Finds Teachers Need More Support with Math Instructional Materials for English Leaners
        Study Finds Teachers Need More Support with Math Instructional Materials for English Leaners

        Research outline the needs of math teachers in support of instructional materials for English Learners.

        Reports
        New Vision for Education: Fostering Social and Emotional Learning through Technology
        New Vision for Education: Fostering Social and Emotional Learning through Technology
        New Vision for Education: Fostering Social and Emotional Learning through Technology

        This report explores how competencies and skills developed through social and emotional learning (SEL) are as important as the foundational skills required for traditional academic learning. The New Vision for Education project examines the role that technology can potentially play to improve SEL education for the future.

        Reports
        From Response to Reopening: State Efforts to Elevate Social and Emotional Learning During the Pandemic
        From Response to Reopening: State Efforts to Elevate Social and Emotional Learning During the Pandemic
        From Response to Reopening: State Efforts to Elevate Social and Emotional Learning During the Pandemic

        This brief focuses on social and emotional learning related policy actions due to COVID-19, providing concrete recommendations based on state examples about ways to enhance the social, emotional, and academic learning of all students.

        Reports
        Expanding Middle School CTE to Promote Lifelong Learner Success
        Expanding Middle School CTE to Promote Lifelong Learner Success
        Expanding Middle School CTE to Promote Lifelong Learner Success

        This report examines leading state approaches to middle school CTE through interviews with state CTE directors, state and local leaders, and practitioners who support or work directly with middle school CTE students.

        Reports
        Career Readiness: A Business-Led Approach for Supporting K-12 Schools
        Career Readiness: A Business-Led Approach for Supporting K-12 Schools
        Career Readiness: A Business-Led Approach for Supporting K-12 Schools

        This paper reviews how states and districts have historically approached career readiness in K-12 schools and the limitations and challenges with current approaches. This paper also defines career readiness and argues that it should be pursued as an integrated measure under postsecondary readiness as part of ESSA state accountability systems as well as specific recommendations for the business community in addressing key implementation challenges involving the career readiness components of a postsecondary readiness indicator.

        Reports
        The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts
        The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts
        The Effect of Career and Technical Education on Human Capital Accumulation: Causal Evidence from Massachusetts

        This paper investigates the impact of participating in a specialized high school-based CTE delivery system on high school persistence, completion, earning professional certifications, and standardized test scores. The paper focuses on individuals from low-income families, an overrepresented group in CTE.

        Reports
        Modeling The Economic And Health Impact Of Increasing Children’s Physical Activity In The United States
        Modeling The Economic And Health Impact Of Increasing Children’s Physical Activity In The United States
        Modeling The Economic And Health Impact Of Increasing Children’s Physical Activity In The United States

        This article provides supporting research in quantifying the economic and health effects of increasing physical activity among children to understand its impact and priority.

        Reports
        How Children's Social Competence Impacts Their Well-Being in Adulthood
        How Children's Social Competence Impacts Their Well-Being in Adulthood
        How Children's Social Competence Impacts Their Well-Being in Adulthood

        This 20-year study tracked a group of kindergarten students who were evaluated on social capabilities (e.g., listening to other, sharing materials). Researchers followed these children for the next two decades, examining whether these assessments could predict how these same children would fare by early adulthood.

        Reports
        Relationships First: Creating Connections that Help Young People Thrive
        Relationships First: Creating Connections that Help Young People Thrive
        Relationships First: Creating Connections that Help Young People Thrive

        This booklet introduces research on building developmental relationships and provides action steps for organizations and leaders to contribute to a young person’s development.

        Reports
        Boosting Social and Emotional Development In and Out of School
        Boosting Social and Emotional Development In and Out of School
        Boosting Social and Emotional Development In and Out of School

        This report discusses conversations among state lawmakers on whether and how to incorporate SEL into school and after-school curriculum.

        Reports
        Entrepreneurial Soft Skills for the Future: a Scoping Study
        Entrepreneurial Soft Skills for the Future: a Scoping Study
        Entrepreneurial Soft Skills for the Future: a Scoping Study

        This report contributes to the broader debate around the role that soft skills can play in entrepreneurial success.

        Reports
        Substance Misuse Prevention for Young Adults
        Substance Misuse Prevention for Young Adults
        Substance Misuse Prevention for Young Adults

        This guide supports health care providers, systems, and communities seeking to prevent substance misuse among young adults. It describes relevant research findings, examines emerging and best practices, identifies knowledge gaps and implementation challenges, and offers useful resources.

        Reports
        The Misdiagnosis of Special Education Costs
        The Misdiagnosis of Special Education Costs
        The Misdiagnosis of Special Education Costs

        This report looks at the factors leading to increased special education costs for districts.

        Reports
        To Secure Knowledge-Social Science Partnerships for the Common Good
        To Secure Knowledge-Social Science Partnerships for the Common Good
        To Secure Knowledge-Social Science Partnerships for the Common Good

        This report highlights the need for government, academia, donor organizations, and the private sector to collaborate on social science research through funding, data, ethics, research quality, and research training.

        Reports
        Education Inequalities at the School Starting Gate
        Education Inequalities at the School Starting Gate
        Education Inequalities at the School Starting Gate

        This study examines the relationship between children’s socioeconomic status (SES) and their cognitive and noncognitive skills when starting school using data from the kindergarten classes of 1998 and 2010.

        Reports
        Investing for Student Success Lessons From State School Finance Reforms
        Investing for Student Success Lessons From State School Finance Reforms
        Investing for Student Success Lessons From State School Finance Reforms

        This report looks at how federal and state governments can invest resources to achieve high-quality education and student success in ways that redress the effects of inequities and historical discrimination. The report also reviews resource inequalities in U.S. schools. It analyzes the results of efforts to address these inequalities, examining recent research on the outcomes of school finance reforms nationally and in four states—Connecticut, Massachusetts, New Jersey, and North Carolina. The report also contains recommendations for federal and state actions that could support greater resource equity.

        Reports
        Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism
        Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism
        Attendance Playbook: Smart Solutions for Reducing Chronic Absenteeism

        This resource provides local policymakers and educators with nearly two dozen practical strategies for improving attendance that have proven track records and in many instances are easy to introduce and simple to scale.

        Reports
        Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning
        Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning
        Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning

        This brief defines employability skills overall with a focus on social and emotional competencies and research on why they are essential. It also discusses how social and emotional learning programs and practices can support the development of these skills and how after-school and expanded learning settings are an ideal place for this to happen.

        Reports
        Well-Being in the Workplace: Why it Matters for Organizational Performance and How to Improve It
        Well-Being in the Workplace: Why it Matters for Organizational Performance and How to Improve It
        Well-Being in the Workplace: Why it Matters for Organizational Performance and How to Improve It

        This report presents the key findings from a three-year international study that investigated workplace well-being, the activities most effective for enhancing well-being, and the benefits for organizations fostering well-being for their employees.

        Reports
        Workforce of Today, Workforce of Tomorrow: The Business Case for High-Quality Childcare
        Workforce of Today, Workforce of Tomorrow: The Business Case for High-Quality Childcare
        Workforce of Today, Workforce of Tomorrow: The Business Case for High-Quality Childcare

        The report argues for the importance of childcare for the business future of the United States.

        Reports
        Equity & Social and Emotional Learning: A Cultural Analysis
        Equity & Social and Emotional Learning: A Cultural Analysis
        Equity & Social and Emotional Learning: A Cultural Analysis

        This brief analyzes, revises, and supplements what is known about social and emotional learning to foster the development of citizens who contribute to an increasingly interconnected, diverse global community.

        Reports
        Students from Low-Income Families and Special Education
        Students from Low-Income Families and Special Education
        Students from Low-Income Families and Special Education

        This report provides policymakers and educators background on the disproportionality of low-income students in special education.

        Reports
        Bridging the Soft Skills Gap
        Bridging the Soft Skills Gap
        Bridging the Soft Skills Gap

        This report makes a case for partnerships between business and education sectors and outlines strategies already being used successfully across the country as well as providing recommendations for businesses looking to help students develop soft skills for the workplace.

        Reports
        The Link Between School Attendance and Good Health
        The Link Between School Attendance and Good Health
        The Link Between School Attendance and Good Health

        This article showing the link between chronic school absenteeism and poor long-term health outcomes can help pediatricians and their colleagues promote school attendance through interactions with patients and parents and government advocacy.

        Reports
        Is Retaining Students in the Early Grades Self-Defeating?
        Is Retaining Students in the Early Grades Self-Defeating?
        Is Retaining Students in the Early Grades Self-Defeating?

        Even in the absence of test-based promotion policies, the extent to which America’s school systems have retained low-performing students in the same grade has varied considerably over time. Proponents of retention have long argued that low-performing students stand to benefit from an improved match of their ability to that of their peers and from the opportunity for additional instruction before confronting more challenging material. They also contend that the threat of being held back and the creation of grade cohorts that are more homogenous in ability could yield benefits even for higher-performing students.

        Reports
        Grade Retention and Promotion: Information for Parents
        Grade Retention and Promotion: Information for Parents
        Grade Retention and Promotion: Information for Parents

        Grade retention, also known as nonpromotion, flunking, failing, being held back, or the gift of time, refers to a child repeating his or her current grade level again the following year. Whether used to address low performance and/or behavior problems, research generally has not found favorable achievement or adjustment outcomes for students who are retained. Nevertheless, retention rates have been rising. This trend appears to be heavily influenced by the recent “reform” movement emphasizing national or state-wide educational grade-level standards and accountability and the accompanying grade-level tests to determine which students are promoted to the next grade. The National Association of School Psychologists provides this guide for parents on grade retention. Whatever the reason, if retention is suggested for your child, it is vital that you as a parent make sure you know what options are available and are involved in making decisions about his or her education. By working together, parents and educators can discuss and identify specific strategies to help ensure the educational success of your child.

        Reports
        Grade Retention Research Brief
        Grade Retention Research Brief
        Grade Retention Research Brief

        Hanover Research reviews literature on the academic, social-emotional, and equity-related effects of grade retention. This research brief also presents potential alternatives to retention and social promotion, and includes case studies of two school districts which have successfully implemented alternatives to grade retention.

        Reports
        National Education Technology Plan
        National Education Technology Plan
        National Education Technology Plan

        The National Education Technology Plan (NETP) sets a national vision and plan for learning enabled by technology through building on the work of leading education researchers; district, school, and higher education leaders; classroom teachers; developers; entrepreneurs; and nonprofit organizations. The principles and examples provided in this document align to the Activities to Support the Effective Use of Technology (Title IV A) of Every Student Succeeds Act as authorized by Congress in December 2015.

        Reports
        San Bernardino County CAST Results Overview
        San Bernardino County CAST Results Overview
        San Bernardino County CAST Results Overview

        The 2019 California Science Test (CAST) results show that a little over 20 percent (22.70%) of the 96,804 students with scores in San Bernardino County Met Standard or Exceeded Standards. 17.30% of students received an overall performance level of Standard Met and 5.32% received an overall performance level of Standard Exceeded. Students in 5th, 8th, 10th and 11th grade each scored above 20% standard met or standard exceeded. Students in 5th grade (24.70% standard met or above) scored higher than the rest of the other grades; followed by, 11th grade (24.35%), 8th grade (22.70%), 10th grade (20.99%), and 12th grade (19.08%). Students across all grade levels scored better in both Life Sciences (8% Above Standard, 47% Near Standard) and Earth and Space Sciences (8% Above Standard, 45% Near Standard) than in Physical Sciences (7% Above Standard, 41% Near Standard).

        Reports
        Age of Entry to Kindergarten and Children’s Academic Achievement and Socioemotional Development
        Age of Entry to Kindergarten and Children’s Academic Achievement and Socioemotional Development
        Age of Entry to Kindergarten and Children’s Academic Achievement and Socioemotional Development

        Perhaps no other issue appears so frequently and dominantly in parents’ discussions of school readiness or school districts’ readiness policies as that of the age at which children are eligible (or required) to start kindergarten. This research report presents its findings from a study following more than 900 children from kindergarten through third grade.

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