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NWCC Newsletter


Developing a College- and Career-Ready Workforce: An Analysis of ESSA, Perkins V, IDEA, and WIOA

The College & Career Readiness & Success Center released a set of resources to assist state leaders in aligning labor market efforts with the education pipeline to provide students with the academic, technical, and employability skills they need to be successful in the workplace. Aligning the education-to-workforce pipeline can help increase cost-efficiency, promote coherence, and produce better outcomes for students and workers.

Public School Choice: Limited Options Available for Many American Indian and Alaska Native Students

The U.S Government Accountability Office (GAO) released a report examining the public school options located in areas with large Indian student populations. GAO used Education’s Common Core of Data for school year 2015-16 (most recent available) to analyze public school choice in (1) school districts in which Indian students accounted for 25 percent or more of all students (i.e., high percentages of Indian students) and (2) the 100 school districts with the largest number of Indian students. GAO also interviewed federal officials, relevant stakeholder groups, and tribal leaders to better understand school choice options for Indian students.

The Science of Early Learning

Deans for Impact released a report summarizing current cognitive-science research related to how young children — from birth to age eight — develop skills across three domains: agency, literacy, and numeracy. This document is intended to serve as a resource to anyone who is interested in our best scientific understanding of how young children develop control of their own behavior and intentions, how they learn to read and write proficiently, and how they develop the ability to think mathematically.

Afterschool Programs: A Review of Evidence Under the Every Student Succeeds Act

The Wallace Foundation released a report reviewing research from 2000 to 2017, that finds 124 afterschool programs with research that meets the research requirements of ESSA’s top three tiers, and of these half—62—showed positive impacts on students. The programs, which span grades K-12, are focused on everything from academics to physical fitness to career development. “Taken together,” the authors write, “the programs improved a variety of outcomes, ranging from mathematics and reading/ELA achievement to physical activity/health, school attendance, promotion and graduation, and social and emotional competencies.”

The report is accompanied by a detailed guide to the afterschool programs with evidence that meets research requirements of the top three ESSA tiers. The guide also includes summaries of studies of school-sponsored extracurricular programs, studies that fell short of Tiers I-III but could provide evidence at Tier IV, and studies of programs that combine afterschool and summer learning.

Policy Considerations for STEAM Education

The Education Commission of the States released a policy brief highlighting state policies and practices — including access efforts, federal and state funding and statewide coordination — that can help states to advance STEAM (science, technology, engineering, arts and mathematics) education and increase student participation.

Grow Your Own Programs for Bilingual Educators Essential Policies and Practices

In response to the growing population of English learner students and the need for districts and states to invest in the development of bilingual educators, New America released a reporting highlighting a promising strategy, Grow Your Own (GYO) programs. GYO programs are partnerships between educator preparation programs, school districts, and community organizations that recruit and prepare local community members to enter the teaching.

English Language Development Minutes, Models, and Outcomes: Beaverton School District

Education Northwest released a report identifying the English language development (ELD) program models that are most effective at improving ELL student educational outcomes and the amount of instructional time each program model requires to be effective.

The report finds that regardless of student characteristics, ELD program model, or grade level, providing more than 50 minutes of ELD instruction time without other changes to instruction is not likely to improve English language acquisition among ELL students. The report also finds that elementary ELL students in dual language and co-teaching programs made greater grade-to-grade English language proficiency growth compared to students in pull-out programs and students whose parents waived ELD services.

Five Questions State Boards Should Ask to Advance College and Career Readiness

The National Association of State Boards of Education (NASBE) released an analysis outlining five questions state board of education members can ask to advance college and career readiness policies in their state.

The analysis also highlights CTE initiatives in Indiana, Iowa, Kentucky, North Carolina, and Washington that help expand opportunities for all students to be successful as they transition to college or a career. These programs feature dual enrollment opportunities, rigorous coursework, new graduation pathways, course alignment with high-opportunity careers, skill building for the jobs of the future, and tracking of student attainment after graduation.

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