At North Salem High School, one of the most diverse high schools in Oregon, teachers and school leaders have made building positive relationships with students a top priority. In this video by Regional Educational Laboratory (REL) Northwest, two teachers share successful strategies they have used to connect to students and build authentic relationships.
The Center for School Turnaround and NIRN released a paper describing how to use the four domains for rapid school turnaround: harness turnaround leadership; facilitate talent development; foster instructional transformation; and enable a culture shift in practice through NIRN’s implementation science framework.
The UChicago Consortium on School Research released a paper providing a brief overview of the current state of the use of early warning indicators for improving students’ educational attainment; considerations about which indicators to use when developing an indicator system; and some of the questions that have arisen as schools, districts, and states engage in these efforts. It is intended for people who are positioned between the research and practice spheres, such as district and state institutional researchers or researchers at universities and research organizations who work closely with schools and districts. It may also be of interest to school and district administrators with a strong interest in developing and refining high school graduation and college readiness indicator systems and an interest in the data and research behind such systems.
The Education Commission of the States released a report discussing state approaches that systematically broaden dual enrollment access and provide pre-collegiate experiences to middle achieving and lower achieving students.
RAND released a report examining two key school supports that could help teachers address state standards in their instruction: curriculum requirements and school leader knowledge of standards. Findings highlighted in the report include: (1) the most commonly required and recommended instructional materials for English language arts and mathematics are not always aligned closely with the major emphases of state standards; (2) majorities of school leaders could not identify reading approaches that are aligned with most state standards; (3) school leaders had particular difficulty with identifying standards-aligned mathematics topics at higher grade levels in their schools. In addition, school leaders who reported requirements or recommendations for standards-aligned instructional materials were also better able to identify standards-aligned reading approaches.
Abt released a brief summarizing reports from the Career Pathways Design Study. The study was conducted to inform future research on career pathways approaches. Abt scanned career pathways studies and initiatives implemented as of February 2017 and consulted with 44 experts, then created a menu of evaluation design options to answer key research questions.
Chiefs for Change released a report providing a clear sense of the policies, practices, and conditions states can establish to build evidence and apply it in ways that can help solve problems and improve outcomes for students.
Section I of the report summarizes the evidence provisions in ESSA with a focus on those related to evidence-building. Section II outlines a proposed organizational framework for advancing state leadership on evidence-building. The framework includes three categories for SEAs to strengthen evidence-building efforts at the state, district, and school levels: (1) develop and adopt policies and practices; (2) build tools and infrastructure; and (3) establish partnerships.
AEI released a report exploring how community colleges could play a more active role in growing the number of apprenticeships nationwide—a role that would contribute to resolving the current mismatch between what postsecondary institutions produce and what employers need. The report begins with a brief summary of the past and current state of apprenticeships and the role apprenticeships play in other countries. It then turns to the challenges faced by community colleges interested in sponsoring apprenticeship programs and what reforms might help community colleges overcome the internal and external obstacles in their way to expansion. The authors conclude with the role private apprenticeship service providers may play as competitors to community colleges interested in apprenticeship programs.