Micro-credentials, universal free school meals, school accountability rules, and new job opportunities

DIGITAL PROMISE EXAMINES DISTRICTS’ EXPERIENCES WITH MICRO-CREDENTIALS

In “Integrating Micro-Credentials into Professional Learning: Lessons from Five Districts,” Christina Luke and Viki M. Young share what five school districts participating in a Challenge Collaborative learned about effectively integrating micro-credentials into professional learning for computational thinking.

METRO ATLANTA POLICY LAB FOR EDUCATION EXAMINES THE IMPACT OF FREE SCHOOL MEALS ON STUDENT HEALTH AND ATTENDANCE

In “The Effect of Free School Meals on BMI and Student Attendance,” Will Davis, Daniel Kreisman, and Tareena Musaddiq examine the effect of universal free school meals on child weight and school absences.

REL MID-ATLANTIC EXAMINES UNINTENDED CONSEQUENCE OF SCHOOL ACCOUNTABILITY RULES

In “Why School Accountability Systems Disproportionality Identify Middle Schools’ SWD Subgroups for TSI,” Lauren Forrow and Kevin Kelly examine how sample size requirements in accountability systems lead to middle schools being identified at a higher rate for Targeted Support and Improvement (TSI) based on the performance of their students with disabilities than elementary or high schools.

JOB OPPORTUNITIES

Help spread the word about these new job opportunities! The Houston Education Research Consortium is hiring a Research Grant Writer and the University of Arkansas is hiring a Research and Analytics Programmer.

"Education Leaders’ Knowledge of Causal Research Design: A Measurement Challenge": Heather C. Hill and Derek C. Briggs investigate education leaders’ knowledge of key ideas from statistics and research design that are necessary to critically evaluate research evidence.

"Take Space, Make Space: How Students Use Computer Science to Disrupt and Resist Marginalization in Schools": Jean J. Ryoo, Tiera Tanksley, Cynthia Estrada, and Jane Margolis explore how students who are historically underrepresented in computer science enact agency in computer science classrooms as forms of resistance to their broader inequitable schooling experiences.

"The Effects of Absenteeism on Academic and Social-Emotional Outcomes: Lessons for COVID-19": Lucrecia Santibañez and Cassandra Guarino analyze the impact of absenteeism on test scores and social-emotional learning in the recent, pre-pandemic past to approximate the impact the pandemic could have on student outcomes.

DID YOU KNOW...?

Educational Researcher Call for Proposals
Educational Researcher issued an open call for proposals for a special issue addressing anti-Black racism in education. Proposed manuscripts should explicitly confront anti-Blackness in education research, policy, and practice and explore the potential of education for Black liberation. Interested authors should submit abstracts of no more than 1,000 words by November 6, 2020.

You can learn more here!

AEFP Call for Proposals
The Association for Education Finance and Policy (AEFP) is now accepting proposals for the 46th annual AEFP conference, which will be held virtually from March 17-20, 2021, under the theme “Promoting Equity and Opportunity Through Education Policy Research.” Submissions are due November 13, 2020.

You can learn more here!

VIRTUAL BROWN BAGS
For NNERPP members only

Our next Virtual Brown Bag is coming up on Monday, October 19, at 3 pm ET / 2 pm CT / 12 pm PT!

Presenters:
Members of the Chicago Alliance for Equity in Computer Science (CAFÉCS) team

Topic:
We will hear from members of the Chicago Alliance for Equity in Computer Science (CAFÉCS) about their partnership model, the development of a coaching theory of change, and the development of practical measures.

The CAFÉCS partnership is committed to ensuring that every high school student in Chicago Public Schools receives a compelling and relevant experience in computer science by partnering with CPS in providing schools with sufficient support and creating systems of accountability such that the quality of the computer science experience is equitable across the entire district.

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