The Partial Credit Workgroup convened on May 6 and July 10, 2013 with membership from the California Department of Education, California Department of Social Services, California School Board Association, legislative aides, advocacy and philanthropy communities, former foster youth, and government and agency providers who serve foster youth and highly mobile students in the educational realm…. Read more »
Research
San Diego County Office of Education Partial Credits Resource Table
This document shows the credit conversion table used in San Diego County schools.
Chronic Stress and the Risk of High School Dropout
A variety of factors impact a student’s readiness to learn and their educational success, which research finds is a leading determinant in lifelong health. One factor that can impede such readiness is chronic stress, which can manifest in both physiological and psychological ways to undermine a student’s opportunity to learn and succeed in school. This… Read more »
Missed Opportunities: Youth Homelessness in America
National Estimates The first in a series of Research-to-Impact briefs by Chapin Hall at the University of Chicago on understanding and addressing youth homelessness. A one-page summary accompanies this study. Missed Opportunities: National Estimates highlights results from a national survey on unaccompanied youth homelessness in America. The study captures youth homelessness broadly, including sleeping on… Read more »
Missed Opportunities: LGBTQ Youth Homelessness in America
The second in a series of Research-to-Impact briefs by Chapin Hall at the University of Chicago on understanding and addressing youth homelessness. A one-page summary accompanies this study. Missed Opportunities: LGBTQ Youth Homelessness in America highlights research related to the specific experiences of young people who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ)… Read more »
Missed Opportunities: Pregnant and Parenting Youth Experiencing Homelessness in America
The third in a series of Research-to-Impact briefs by Chapin Hall at the University of Chicago on understanding and addressing youth homelessness. A one-page summary accompanies this study. Missed Opportunities: Pregnant and Parenting Youth Experiencing Homelessness in America details the unique challenges faced by young people experiencing homelessness who are pregnant or parenting. Our findings… Read more »
Missed Opportunities: Counting Youth Experiencing Homelessness in America
July 2018 The fourth in a series of Research-to-Impact briefs by Chapin Hall at the University of Chicago on understanding and addressing youth homelessness. Missed Opportunities: Counting Youth Experiencing Homelessness in America summarizes key lessons learned from conducting point-in-time counts of youth experiencing homelessness in 22 diverse counties across the United States. Youth counts can… Read more »
Homelessness in America: Focus on Youth
United States Interagency Council on Homelessness (USICH) To prevent and end homelessness in America, we need to have a clear understanding of who is at risk of homelessness and who experiences homelessness. We also need to be attentive to differences within and between subpopulations of people who are at risk or are experiencing homelessness. In… Read more »
ESSA: Will Adding a Nonacademic Accountability Indicator Enhance Student and Learning Supports?
School accountability is a policy tool with extraordinary power to reshape schools – for good and for bad. Systems are driven by accountability measures. This is particularly so under “reform” conditions. Passage of the Every Student Succeeds Act (ESSA) brings with it concerns and issues about what will and should be done to ensure that every student succeeds. The months ahead are a critical time for reversing the marginalization and fragmentation of student and learning supports that policies over many years have created. Detailed discussion relevant to these concerns started with the rule-making related to Title I. The U.S. Department of Education issued a Request for information “seeking advice and recommendations for Title I regulations under ESSA.” While only a small part of the new act, it does call for a focus on what widely are referred to as “nonacademic” indicators (see Exhibit A). This is an especially important matter for those eager to expand accountability as a step forward in broadening school improvement efforts, especially those related to student and learning supports and whole child development.
Student Learning and Supports: Moving Forward
This brief report discusses research and development relevant to transforming student and learning supports to enhance equity of opportunity. Specifically, it outlines a necessary shift in school improvement policy and provides a prototype for a unified, comprehensive, and equitable student and learning supports component to replace the existing fragmented and disorganized set of student and learning supports.
Abstract Bibliography of Homeless Education Resources
The bibliography is intended to inform, educate, and empower those who serve at‐risk children, youth, and families, especially those who are homeless and/or highly mobile. This edition includes items published in 2013 that are listed topically for easy reference. The list is not exhaustive but does represent a cross‐section of materials available. Nine publications from NCHE including issue briefs, research summaries and data collection reports, are detailed. The bibliography also references products issued by related Federal agencies and organizations on homeless families, children and youth as well as scholarly articles and studies.