Bringing More Accountability, Access, and Transparency to School Voucher Systems

RESOURCE

K-12

Bringing More Accountability, Access, and Transparency to School Voucher Systems

Publication Year:  2024  

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National Education Policy Center releases Bringing More Accountability, Access, and Transparency to School Voucher Systems. Joshua Cowen and Ryan D. Nowak of Michigan State University summarize the research evidence about vouchers and consider how existing programs can be improved. They identify three areas of policy design—accountability, access, and transparency—that are especially important for student success and a good-faith use of public funding.

By National Education Policy Center.

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    Report on Social and Emotional Learning in US Schools

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    K-12 | Science of Learning & Dev | SEL

    Report on Social and Emotional Learning in US Schools

    Publication Year:  2024  

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    CASEL and RAND release Social and Emotional Learning in U.S. Schools: Findings from CASEL’s Nationwide Policy Scan and the American Teacher Panel and American School Leader Panel Surveys, a new study finding that more school leaders say they are prioritizing SEL as part of critical academic recovery efforts, despite shifts in funding or political divides.

    By CASEL and RAND.

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      Truth in Education Funding Guide

      RESOURCE

      K-12 | Narrative

      Truth in Education Funding Guide

      Publication Year:  2024  

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      Your Guide to Understanding Vouchers and Supporting Public Education

      This guide offers key resources to understand the controversy surrounding vouchers and advocate for equitable and effective public education.

      By the Partnership for the Future of Learning.

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        Strategic Communications for State System Leaders Navigating Times of Social Conflict

        RESOURCE

        K-12 | Narrative | Science of Learning & Dev | SEL

        Strategic Communications for State System Leaders Navigating Times of Social Conflict

        Publication Year:  2023  

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        Moderated by Natalie Walrond of the National Center. With Sheila Briggs, Education First; and Maria Echaveste, Opportunity Institute. Offers ideas about strategic communications and examples of effective approaches to navigating social and political challenges, including cross-sector collaboration, using data, and storytelling.

        Listening guide here
        35 minute audiocast here.

        By the National Center to Improve Social and Emotional Learning and School Safety at WestEd.

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          Safe Schools, Thriving Students: What We Know About Creating Safe and Supportive Schools

          RESOURCE

          K-12 | Safety

          Safe Schools, Thriving Students: What We Know About Creating Safe and Supportive Schools

          Publication Year:  2023  

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          The report summarizes research on the effectiveness of two sets of strategies to improve student safety in schools: increasing physical security and building supportive school communities.

          By the Learning Policy Institute.

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            The Bipartisan Safer Communities Act: A Dangerous New Chapter in the War on Black Youth

            RESOURCE

            K-12 | Safety

            The Bipartisan Safer Communities Act: A Dangerous New Chapter in the War on Black Youth

            Publication Year:  2023  

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            Brief by Deanie Anyangwe and Clarence Okoh of CLASP.

            In June 2022, President Biden signed the Bipartisan Safer Communities Act (BSCA) into law as a response to a series of recent mass shooting tragedies. The act has generally been upheld as a major legislative victory that addresses gun violence and invests in mental health supports. While the investments in mental health are long overdue, the BSCA simultaneously includes a series of dangerous provisions that will disproportionately expose people who are Black, brown, disabled, and young—as well as those experiencing poverty—to increased criminalization.

            By The Center for Law and Social Policy (CLASP).

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              Pandemic Learning: Less Academic Progress Overall, Student and Teacher Strain, and Implications for the Future

              RESOURCE

              K-12

              Pandemic Learning: Less Academic Progress Overall, Student and Teacher Strain, and Implications for the Future

              Publication Year:  2022  

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              This GAO report surveyed K-12 public school teachers to measure the pandemic’s effect on academic progress in the 2020-2021 school year. Findings: 52% of teachers said they had more of their students start the 2020-2021 school year behind compared to the typical school year; 64% of teachers said they had more students who made less academic progress than in a typical school year; 45% of teachers said they had at least half their students end the school year a grade level behind.

              By U.S. Government Accountability Office.

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                Talking About Youth Probation, Diversion and Restorative Justice.

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                K-12 | Racial Equity | SEL

                Talking About Youth Probation, Diversion and Restorative Justice.

                Publication Year:  2022  

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                A new tool kit lever­ages pub­lic per­cep­tion research to help juve­nile jus­tice prac­ti­tion­ers and oth­er experts become bet­ter com­mu­ni­ca­tors to advance reforms.

                By The Annie E. Casey Foundation.

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                  We All Belong – School Resource Hub.

                  RESOURCE

                  K-12 | Racial Equity | SEL

                  We All Belong – School Resource Hub.

                  Publication Year:  2022  

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                  The hub provides lesson plans and tools for teaching history and current event about race and gender in classroom given the current censorship climate.

                  By The Southern Education Equity Network.

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                    School District Spending of American Rescue Plan.

                    RESOURCE

                    K-12 | SEL

                    School District Spending of American Rescue Plan.

                    Publication Year:  2022  

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                    The report features the results of a multi-series survey focused on how district leaders are using ARP funds. The survey found that districts’ spending remained consistent from the 2021-22 to 2022-23, focused on improving instructional practices, expanding learning opportunities and learning time, hiring staff, and addressing the social-emotional needs of students. Additionally, district leaders indicated that they are using ARP funding for long-term system changes that will prioritize a shift in expanding whole child supports, including social, emotional, mental, and physical health and development of their students.

                    By AASA.

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