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Racial Equity and Student Centered Learning

December 4, 2020

This report collects the perspectives and experiences regarding Student-Centered Learning (SCL) and racial equity in education of a racially diverse set of community stakeholders across New England. It examines how racial equity strategies and Student-Centered Learning practices could be integrated to combat racism and racial inequities in education.

"In Theory It's a Good Idea": Understanding Implementation of Proficiency-based Education in Maine

October 1, 2018

Education Development Center (EDC) partnered with 10 districts in rural Maine that were in the process of implementing the state's requirement that students graduate with a proficiency-based diploma, to study students' exposure to student-centered, proficiency-based education and the relationship between exposure and student academic performance and engagement. Using Latent Profile Analysis, a statistical technique used to uncover hidden subgroups (i.e., latent profiles) based on the similarity with which a group of individuals responds to a set of survey questions, we found that three distinct proficiency-based education (PBE) exposure profiles existed, in similar proportions across all the participating schools and within every school. Analyses of district level administrative data showed that having an IEP was associated with higher exposure to PBE practices but that other student characteristics, including free and reduced-price lunch status and gender were not associated with more exposure to PBE practices. We also observed a positive relationship between exposure to PBE practices and increased levels of student engagement, and a negative association between exposure to PBE practices and SAT scores. Finally, qualitative analyses revealed that implementation to date has largely focused on identifying graduation standards and implementing new proficiency-based grading practices, with traditional classroom practices still fairly commonplace.

Highlights from the MetroWest Adolescent Health Survey: 2016 MetroWest Region High School Report

January 1, 2017

The 2016 MetroWest Adolescent Health Survey (MWHAS) marks the beginning of a new decade in monitoring trends in adolescent health behaviors to advance school and community prevention efforts. Since 2006, the MWAHS has been administered every other year in communities served by the MetroWest Health Foundation, with the goal of supporting data-driven improvements in health programs and policies at the local and regional levels. In 2016 alone, more than 40,000 students were surveyed in 26 school districts, providing important adolescent health data on key areas of concern and emerging health issues. Over the course of the initiative, the MWHAS data has greatly enhanced school and community efforts to prevent harm from risky behaviors and improve adolescent physical, mental, and emotional wellbeing. This data report is for high school, grades 9-12.

Districts Developing Leaders: Lessons on Consumer Actions and Program Approaches From Eight Urban Districts

October 26, 2010

Profiles eight Wallace-supported approaches to preparing future principals to succeed in improving troubled city schools, including establishing clear expectations so that university preparation programs can craft training accordingly.

Quality Measures: Principal Preparation Program Assessment

June 5, 2009

Designed to help principal preparation programs assess the quality of the training offered, includes "rubrics" (ratings with descriptions of what they mean) on course content and internships as well as a handbook on how to conduct the assessment.

Digital Technology and the End of Social Studies Education

April 1, 2007

In Fall 2000, when "Theory and Research in Social Education" (TRSE) first dedicated an issue to technologies in social studies education, Neil Postman contributed a View Point piece to this issue. Postman, who died in 2003, was an interesting choice because he was an outspoken critic of educational technology who believed that, as he said at the time, "the new technologies both in and out of the classroom are a distraction and an irrelevance." Taking his cue from Postman, the author addresses the issue of digital technology in social studies education by telling a story of his own. He offers a wandering narrative -- and an old-fashioned one at that -- common in the religious stories that Postman saw as the prototype for all cultural stories: the narrative of faith, tested by doubt, emerging reaffirmed. He also discusses two elements that he believes need to be far more present in social studies education, at the pre-service and K-12 level: (1) Clearer disciplinary perspectives; and (2) easier ways of working with data within these perspectives. Technologies, if carefully designed, can be helpful in both areas.

Adobe Youth Voices Literature Review

November 1, 2006

Education Development Center, Inc. (EDC) received a grant from Adobe to conduct an evaluation of the Adobe Youth Voices (AYV) program. As part of the evaluation, EDC conducted a review of relevant literature to situate AYV in a broader context, provide stakeholders with a framework for understanding goals and outcomes, and frame and inform the evaluation questions. EDC reviewed scholarly articles, program reports and evaluations, and research studies that addressed youth media programs, youth development, teacher professional development, and other areas related to AYV's goals.Among the findings, the literature review includes 6 key points that speak to the AYV program:1. The goals of youth media programs most commonly cited can be grouped into several categories: Youth voice -- the capacity for self-expression Youth development -- the process of developing the skills and personal attributes that enable young people to become successful adults Media literacy -- the ability to analyze, evaluate and produce information in a variety of media forms Skill development -- such as communication, critical thinking, technology, and media production skills Social action or civic engagement 2. Outcomes and impacts on participants of youth media programs commonly found in the literature include: Improved skills Improved community perception of youth Positive youth development Increased social action and civic engagement 3. Outcomes and impacts on participants of youth development programs frequently cited include:Improved communication, critical thinking, and related skills Increased self-esteem More positive attitudes towards school and their futures 4. There is broad agreement that traditional educational approaches do not adequately address 21st century skills. Education must adapt to be more compatible with the ways in which young people think and learn, as well as the tools and media that are part of their environment.5. Student engagement in education has been associated with positive youth development and 21st century skills. Engaging instruction often includes inquiry- or project-based, multidisciplinary, and authentic learning activities.6. Educator professional development is believed to be a key step toward improving student outcomes. While there is little research that can demonstrate this connection, there is new focus on evaluating the effectiveness of professional development activities. Elements of effective professional development include learning communities and collaboration, ongoing support and assistance, and active or applied learning.

Self-Evaluation in Youth Media and Technology Programs: A Report to the Time Warner Foundation

November 1, 2003

This 2003 report documents the self-evaluation practices, challenges, and concerns of the Time Warner Foundation's Community Grantees; reviews the resources available to youth media programs wishing to conduct program and outcome evaluations; and begins to identify useful directions for further exploration.