The purpose of this report is to help improve the academic achievement of English learners (ELs) in Providence Public Schools (PPSD) and to help the district meet the detailed requirements laid out in the Settlement Agreement that PPSD entered with the U.S. Department of Justice (DOJ). Knowing that the Council of the Great City Schools had…

Foster children have been identified as one of the most high-risk groups for academic failure in schools today. However, a small number of foster youth are beating the odds by achieving academically. How are they able to overcome tremendous barriers and succeed? This phenomenological study reports the findings of former foster youth and their P-12…

This report describes the Achieve 180 Program in Year 3, the last of the three years initially planned for this comprehensive program. The 54 participating schools received Texas Education Agency campus accountability ratings of "Improvement Required" (IR), "Not Rated," or "Former Improvement Required". The 2019-2020…

This case study examines how magnet school and school turnaround processes can work together to promote desegregation and improvement. Based on cross-case analysis of three magnet schools undergoing turnarounds, this study draws on data from the 2010 federal Magnet Schools Assistance Program grant and qualitative fieldwork through observations,…

The AISD Afterschool Centers on Education (ACE Austin) program provided academic assistance, enrichment, college and career readiness, and family engagement activities at six elementary and four middle school campuses through Cycle 9 funding through the Texas Education Agency. ACE Austin was found to have a positive impact on students' academic…

The Afterschool Centers on Education of the Boys and Girls Clubs of the Austin Area (ACE BGCA) provided academic assistance, enrichment, college and career readiness, and family engagement activities at four elementary, three middle, and two high schools through Cycle 10 funding through the Texas Education Agency. ACE BGCA was found to have a…

This District of Columbia Public Schools School Year 2018-2019 "Parental Right to Know Guide" informs parents on their rights with regard to the following: (1) Notice of Non-Discrimination and Non-Retaliation; (2) Teachers and Paraprofessionals; (3) Student Achievement (PARCC Data); (4) Student Records; (5) Unsafe School Choice Option;…

This article reports on the perspectives of mothers and educators in relation to the engagement of mothers in their children's learning as children living in complex circumstances made the transition to school. For the purposes of this study, family engagement related to engaging with children's learning, which may not necessarily equate to…

The paper begins with a challenge, namely: How do we work with families and communities to co-create the next generation of family and community engagement, providing equitable learning pathways--both in and out of school and from birth to young adulthood--that will enable all children to be successful in the 21st century? Exploring what it takes…

The purpose of this study was to evaluate the Literacy-Infused Science Using Technology Innovation Opportunity (LISTO) validation project (Valid 45). LISTO was funded by the Investing in Innovation (i3) Fund and involved a multi-year intervention that provided virtual professional development and coaching, and literacy-infused science curricula to…

Gifted African American students are underrepresented and underserved in gifted education. The current article provides an overview of proper identification, racial identity development implications, psycho-social concerns and the importance of family involvement in the development of gifted African American students. A case study is presented to…

This research focused on performance indicators for elementary and middle school students. Performance indicators are factors that could hinder or enhance early childhood education. For instance, poverty affects a child's development and educational outcomes beginning in the formative years, both directly and indirectly through mediated,…

The AISD Afterschool Centers on Education (ACE Austin) program provided academic assistance, enrichment, college and career readiness, and family engagement activities at seven elementary, one middle, and two high schools through Cycle 10 funding through the Texas Education Agency. ACE Austin was found to have a positive impact on students'…

"Culturally and Linguistically Responsive Education" provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to…

The New York State Department of Education (NYSED) has been supporting selected districts in the planning and implementation of PreK-3rd Grade systems. NYSED is supporting the use of the Framework for Planning, Implementing, and Evaluating PreK-3rd Grade Approaches developed by Kauerz and Coffman (2013). Recognizing the ultimate goal of PreK-3rd…