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American Institutes for Research;
American Institutes for Research (AIR) conducted this study as part of the Student-Centered Learning Research Collaborative's initial cycle of research. The team at AIR worked alongside fellow scholars, educators, and policymakers to investigate the impact of specific student-centered practices and then translate their findings for cross-sector audiences.
The research questions investigated in this study are:
What practices do teachers employ to provide feedback to students on their performance that assist with the development of student agency?
What contextual factors do teachers view as facilitators of or challenges to implementing these practices?
How well do student survey questions measure student agency?
Were the measurement properties of the agency scales consistent over time and across student subgroups?
Are there significant subgroup differences in measures of student agency?
How does student agency change during the school year?
Do changes in student agency during the school year differ between subgroups of students?
How do teachers use data to inform their practices?
This report represents their work over the past two years as they designed, tested, and revised teacher practices as part of a networked improvement community and examined how student agency impacted academic outcomes.
American Institutes for Research;
Personalized learning is often equated with individual learning using technology. Yet for many students, learning on their own may not effectively meet their needs. The aim of this study was to explore racial differences in experiences and benefits associated with collaboration. We collected data from a variety of sources for students, teachers, and classrooms within four racially diverse high schools that emphasized both personalization and collaboration. Our sample included 892 students, 138 teachers, and 30 classrooms. Our qualitative analyses identified emergent themes from focus groups and interviews, and our quantitative analyses examined associations among opportunities for collaboration, classroom experiences, and outcomes, testing whether these associations differed forBlack students versus White students. We found that, for all students, reports of high-quality collaboration were strongly associated with positive classroom experiences and mind-set/ dispositional outcomes such as motivation, engagement, and self-efficacy. Moreover, high-quality collaboration was strongly associated with students' perceptions of personalization—and personalization, in turn, was strongly associated with outcomes. At the same time, focus group discussions revealed that Black students perceived less relevance in collaborative activities, more frequent experiences of exclusion and marginalization, and lower support from teachers during collaborative group work than did non-Black peers. Findings from this study suggest that collaborative experiences could be among the factors that contribute to positive changes in the academic trajectories of Black students, particularly when these opportunities reflect high-quality features. Thus, schools and educators aiming to address equity through personalization should consider increasing opportunities for high-quality collaboration.
William T. Grant Foundation;
While there are numerous barriers to career advancement for scholars of color, the Foundation believes that many of these can be mitigated through strong mentoring relationships that address issues of difference. But the power of effective mentoring will only be realized when the institutions in which these relationships exist begin to change. The guide, which was developed in collaboration with the Forum for Youth Investment is derived from interviews with grantees and consultants who participated in the Foundation's mentoring program for junior researchers of color.
Education Development Center;
Student-centered learning encompasses four overlapping and complementary principles (JFF, 2014): competency-based progression, personalization, flexibility in where and when learning takes place, and facilitation of key skills and dispositions such as agency and ownership. To date, few studies have attempted to quantitatively characterize implementation of student-centered learning in order to investigate the relationship between variability in implementation and student outcomes—particularly outcomes among high-need student subgroups (Steele, Lewis, Santibañez, et al., 2014). Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state's requirement that students graduate with a proficiency-based diploma, to study students' exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Using Latent Profile Analysis, a statistical technique used to uncover hidden subgroups (i.e., latent profiles) based on the similarity with which a group of individuals responds to a set of survey questions, we found that three distinct proficiency-based education (PBE) exposure profiles existed, in similar proportions across all the participating schools and within every school. Analyses of district level administrative data showed that having an IEP was associated with higher exposure to PBE practices but that other student characteristics, including free and reduced-price lunch status and gender were not associated with more exposure to PBE practices. We also observed a positive relationship between exposure to PBE practices and increased levels of student engagement, and a negative association between exposure to PBE practices and SAT scores. Finally, qualitative analyses revealed that implementation to date has largely focused on identifying graduation standards and implementing new proficiency-based grading practices, with traditional classroom practices still fairly commonplace.
Centre for Asian Philanthropy and Society (CAPS);
Our study finds that scholarships for higher education are highly impactful, at the individual, community, and country levels.
For an individual, receiving a scholarship makes attending university possible. It means greater earning power, greater confidence and motivation, and a greater desire to influence other lives through leadership.
At the community level, we observe that most scholarship recipients want to give back and do so by volunteering. They want to change society for the better by pursuing careers in education, the government, and the social sector.
The aggregate effect for the country is human capital development, which drives economic growth. Scholarships also help offset increasing tuition costs across Asia and mitigate income inequality by making it possible for low-income students to attend university.
A single scholarship enhances 26 lives on average, including the scholar, her family, the students she mentors and leads, and the community members she volunteers for.
We also present a toolkit for enhancing the effectiveness of scholarship programs. The toolkit showcases both the "why" and "how" of setting clear goals, improving communication and engagement with scholars, and enhancing their employability and career success. These strategies can magnify the impact of scholarships for students, donors, and governments.
Emerging Practitioners in Philanthropy;
Dissonance & Disconnects: How entry and mid-level foundation staff see their futures, their institutions, and their field, examines the thoughts and feelings of early- and mid- career practitioners on philanthropy and their futures in it. The report focuses on themes including participants' experiences at work, the alignment between their institutions' practices and their values, and how participants see their futures in the sector. It is meant to support conversation among emerging leaders and senior executives about foundation practices and how they can better unlock talent up and down the org chart while also bringing foundations into deeper alignment with their values.
This report looks at community violence that affects young African-American men and boys. It also provides goals that should be achieved and practices that contribute to community transformation as to make the cities safer for Black males. The report focuses on ways to implement a comprehensive, public health approach to violence and showcases some effective practices.
Public Religion Research Institute;
"American Democracy in Crisis: The Challenges of Voter Knowledge, Participation, and Polarization"— the first of a series of surveys from PRRI/The Atlantic examining challenges to democratic institutions and practices— finds an alarming number of Americans do not know what factors qualify people for or disqualify people from voting. The survey also finds large divides by political party, race, and ethnicity regarding the biggest problems facing the U.S. electoral system. At the same time, there is strong, bipartisan support for a range of policies that increase access to the ballot.
Among Organisation for Economic Cooperation and Development (OECD) countries, the United States ranks near the bottom in infant mortality rates. This is particularly perilous for black babies in the U.S., who are more than twice as likely to die before their first birthday as a white baby. In addition to the medical care and access a woman and baby receive, these poor outcomes are also driven by social determinants of health—non-clinical factors such as social, educational, environmental, and economic opportunities that affect a woman's overall health and wellbeing. This multi-faceted challenge requires a multi-faceted approach.
Cross-sector collaborations offer a way forward in their ability to direct multiple actors and interventions toward the same goal. In this report, we highlight lessons learned from two of our birth outcomes projects in Fresno County, California, and Staten Island, New York, to offer others insights into paths to success and challenges to be aware of when seeking to address birth outcomes through such collaborations.