NNERPP Newsletter 5(10): COVID-19, immigrant generation, ECE, gifted students, summer meal programs, post-secondary, teachers, & student employment

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#1 | DIGITAL PROMISE
“Learning in the 21st Century: How the American Public, Parents, and Teachers View K-12 Teaching and Learning in the Pandemic”
Produced for Digital Promise by Langer Research Associates

#2 | EDUCATION POLICY INNOVATION COLLABORATIVE
“COVID-19 and Michigan’s Lowest Performing Schools”
By Emily Hatch and Erica Harbatkin

#3 | HOUSTON EDUCATION RESEARCH CONSORTIUM
“An Alternative Approach to Measuring Student Immigrant Generation”
By Erin Baumgartner, Brian Holzman, and Luis Sánchez

#4 | METRO ATLANTA POLICY LAB FOR EDUCATION
“Student Achievement Growth During the COVID-19 Pandemic: Insights From Metro-Atlanta School Districts”
By Tim Sass and Thomas Goldring

#5 | NYC EARLY CHILDHOOD RESEARCH NETWORK
“Examining Perceptions of Early Intervention Services in Infant-Toddler Care Settings Across Diverse Urban Neighborhoods”
By Karen McFadden, Jacqueline Shannon, and Jahnavi DeSousa

#6 | OFFICE FOR EDUCATION POLICY
“A Longitudinal Study of Gifted Status and Academic Growth”
By Sarah McKenzie, Josh McGee, Charlene A. Reid, and Bich Tran

#7 | REL CENTRAL
“The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota”
By R. Marc Brodersen, Douglas Gagnon, Jing Liu, and Steven Tedeschi

#8 | REL SOUTHWEST
“Alternative Career Readiness Measures for Small and Rural Districts in Texas”
By Susan Burkhauser, Lynn Mellor, Marshall Garland, and David Osman

“Outcomes for Early Career Teachers Prepared Through a Pilot Residency Program in Louisiana”
By Yinmei Wan, Thanh Nguyen, Valeriy Lazarev, Jenna Zacamy, and Dean Gerdeman

#9 | RESEARCH ALLIANCE FOR NEW YORK CITY SCHOOLS
“Summer Meals for NYC Students: Understanding the Perspectives and Experiences of Families”
By Kathryn Hill

#10 | TENNESSEE EDUCATION RESEARCH ALLIANCE
“Schooling During COVID-19: Fall Semester Trends From Six Tennessee Districts”
By Susan Kemper Patrick, S. Colby Woods, Nisha Bala, and Francisco A. Santelli

#11 | UCHICAGO CONSORTIUM ON SCHOOL RESEARCH
“Navigating the Maze: Understanding CPS Graduates’ Paths Through College”
By Jenny Nagaoka, Jee Sun Lee, Alexandra Usher, and Alex Seeskin

#12 | URBAN EDUCATION INSTITUTE
“High School Student Employment in Bexar County: Prevalence, Patterns, and Trends”
By the Urban Education Institute team

>> FRIDAY INSTITUTE FOR EDUCATIONAL INNOVATION: Data Analyst and Visualization Specialist || Research Associate
>> MATHEMATICA: Senior Postsecondary Education Researcher and Project Leader || Senior Special Education Researcher and Project Leader
>> VANDERBILT UNIVERSITY: Associate or Full Professor with Tenure in Disrupting Inequities in Education

“Does Your District’s Way of Decisionmaking Reinforce Systemic Racism?”
By Jennifer Cheatham and John B. Diamond

“Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade”
REL Midwest video

DID YOU KNOW?

Funding opportunity:

William T. Grant Foundation is now accepting applications for its Institutional Challenge Grant which will award $650,000 over three years.

From the program overview:
“The Institutional Challenge Grant encourages university-based research institutes, schools, and centers to build sustained research-practice partnerships with public agencies or nonprofit organizations in order to reduce inequality in youth outcomes. To do so, research institutions will need to shift their policies and practices to value collaborative research. They will also need to build the capacity of researchers to produce relevant work and the capacity of agency and nonprofit partners to use research.”

>> You can learn more here!

Applications are due September 14, 2021.

VIRTUAL BROWN BAGS

WHEN: Wednesday, May 26, at 3 pm ET / 2 pm CT / 12 pm PT

PRESENTER: Tim Sass, Metro Atlanta Policy Lab for Education (MAPLE)

TOPIC: Tim Sass will share recent MAPLE research on pandemic-induced learning impacts on metro-Atlanta students and recommendations for what school districts can do to mitigate these impacts and support students as we look ahead, including what resources will be required. See the research report here.

ABOUT THE RPP: MAPLE partners with five public school districts in metro Atlanta, working together to generate data-driven insights that inspire public policies that lift students—especially those experiencing vulnerabilities—and provide a clear picture of the humanity beyond the numbers. MAPLE is committed to using rigorous research to show what policies and programs work, which don’t, and sharing evidence-based recommendations to promote more positive, equitable outcomes.

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

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