On-track indicators, school improvement, remote learning, and new job opportunity

UCHICAGO CONSORTIUM EXAMINES ON-TRACK INDICATORS AND SCHOOL IMPROVEMENT

In “The Forgotten Year: Applying Lessons from Freshman Success to Sophomore Year,” Alex Seeskin, Shelby Mahaffie, and Alexandra Usher identify indicators to help high school sophomores stay on-track to graduate and go on to college, building on 15 years of evidence and Chicago Public Schools’ work around freshman year and Freshman OnTrack. This research was conducted and released in collaboration with the To&Through Project.

In “Supporting School Improvement: Early Findings from a Reexamination of the 5Essentials Survey,” Holly Hart, Christopher Young, Alicia Chen, Andrew Zou, and Elaine M. Allensworth provide an updated and expanded validation of the 5Essentials Survey as a tool to predict school improvement and student outcomes.

WISCONSIN EDUCATOR EFFECTIVENESS RESEARCH PARTNERSHIP EXAMINES FAMILIES’ PERCEPTIONS OF REMOTE LEARNING

In “Suggestions from Wisconsin Families for Improving Home/Remote Learning,” Curtis J. Jones and colleagues examine Wisconsin family perceptions of the home/remote learning provided to students in the spring during the COVID-19 pandemic and their ideas for improvements moving into the fall.

JOB OPPORTUNITIES

Help spread the word about this new job opportunity! Alief Independent School District is hiring a Data Analysis Manager.

"Getting it Right: Using Implementation Research to Improve Outcomes in Early Care and Education": In a new publication, the Foundation for Child Development provides insights for researchers, policymakers, and practitioners into the importance of implementation research for understanding how early care and education programs function. Find an open source book, chapter summaries highlighting key takeaways, and a three-part webinar series in this comprehensive body of work.

"Integrating Play into Literacy Instruction: Strategies for Your Classroom": This REL Midwest video shares research-based recommendations for teaching literacy to young children through play-based learning.

"Tips from a Teacher: Supporting Early Childhood Literacy Skills in the Time of COVID-19": Megan Hillegass shares how caregivers can support young children’s literacy skills at home.

"Teaching Through a Global Pandemic: Insights from the Tennessee Educator Survey": In this episode of The TNth Period: Education Research in Tennessee podcast, co-hosts Erin O'Hara and Laura Booker are joined by Susan K. Patrick, UrLeaka Newsome, Laura Cassetty, and Mike Hardy to discuss recent research on how Tennessee educators have addressed the challenges related to COVID-19 school closures.

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 are hosting a virtual RPP Development Workshop this fall!

Virtual workshop dates:
October 12-16, 2020

Workshop applications:
Open now, due September 15, 2020, for priority consideration

Find more information & apply to the workshop here!

VIRTUAL BROWN BAGS
Special Edition: Rescheduled Annual Forum session

This week, we heard from Kathryn Oliver, an expert in use of research evidence (URE) and the politics surrounding URE, to explore how and if co-production is the answer to evidence-based policymaking and what the tensions and challenges, costs and opportunities are.

If you weren’t able to join us, you can watch the recording and find the slides here (find access details in your inboxes)!

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