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This report highlights existing data on Indigenous student academic achievement, school-based mental health supports, and school push-out from school districts across Humboldt County. Educational outcomes for Native American students in Humboldt County are far worse than educational outcomes for other students. A high number of Native students graduate from Humboldt County high schools unprepared to enter the workforce or higher education. The solutions and resources in this document can help counties develop approaches for improving education for indigenous students.
This report focuses on the problems of school bias and pushout, how vulnerable youth populations intersect with one another, and the need to address these complex and overlapping issues in a manner that is respectful of all students served by our education system. The report suggests that a focus on youth leadership and restorative justice can support healthy student interactions and conflict resolution, while improved professional development can better equip teachers and staff to address school environment and culture issues that negatively affect students.
This document presents a model school district policy on transgender and gender nonconforming students, which outlines best practices for schools to ensure that all students are safe, included, and respected in school, regardless of their gender identity or expression. The model presents some policy objectives, key points, and alternatives to consider, and covers a wide range of issues. Model language in some example areas include prohibiting bullying, harassment, and discrimination on the basis of gender identity, calling for pronouns and school records to correspond with students’ expressed identity, and expanding professional development for staff.
The City of Seattle is in the final year of a four-year demonstration phase for its Seattle Preschool Program. The four-year demonstration phase of SPP has three purposes. The first is to demonstrate that the approved structure is viable. The second is to develop a community infrastructure to improve the quality of preschool programs. The third is to create norms and a process to support continuous quality improvement (CQI) through evaluation. Results from evaluation during the demonstration phase will inform improvements in these efforts. Further improvements include attention to language to and literacy, integration of content across domains in children’s activities, and supports for sustained, reflective thinking as well as personal care routines that contribute to health. This report can additionally prove useful for cities looking for ways to assess ongoing early education reform or program implementation.
This toolkit was developed to help cities and local school districts assess the quality of their public pre-K programs. It translates evidence and best practices into a set of items to appraise the design and implementation of the pre-K program. The information gathered through this guide can be useful to advocates, city leaders, and district or local program administrators in building a common understanding of the strengths, weaknesses, and priorities of a city’s pre-K program. Local leaders should use this guide as part of a collaborative conversation across community stakeholders.
This guide is intended to provide information and guidance for advocates and other stakeholders as they seek to increase investments in high quality preschool in their states. The benefits of attending a high-quality preschool program are well known, unfortunately access to these programs differs greatly across the United States. To help support policy makers in understanding their states’ needs, advocates and state leaders have distinct but complementary roles to play. When these stakeholders work together to develop policy priorities they are often more successful at achieving wins in preschool quality and expansion. Strategies that have been most successful include identifying and gathering state-specific data to create compelling stories; using research to target and identify the “ask;” and then communicate the “ask.” While states have designed their own early care and education systems, this work can also be done at a local level to increase access to high-quality preschool and expand services to meet family needs.
Black children experience unequal treatment beginning at an early age, which contributes to inequalities in learning and development. By the time they enter kindergarten, Black children are on average nearly nine months behind in math and almost seven months behind in reading compared to their White non-Hispanic peers. Math and reading abilities at kindergarten entry are powerful predictors of later school success, and children who enter kindergarten behind are unlikely to catch up. High quality early childhood education (ECE) programs can help all children enter kindergarten with the foundational academic and social-emotional skills they need to succeed. However, access to high quality ECE in the U.S. is low and unequal.
Girls who are LGTBQ are more likely to experience harassment in school and feel unsafe in school. The report lists what schools can do to help LGBTQ girls achieve educational success.
A contribution to a host of previous efforts to better understand the opportunities and academic outcomes of students experiencing homelessness. The report describes the population of students experiencing homelessness in California in 2018–19 and then, drawing on earlier data from the California Department of Education, identifies several school- and student-level factors associated with differences in academic achievement for these students, including living arrangements, school mobility, and school discipline. This report offers findings that highlight the multilayered challenges that students experiencing homelessness face and suggests comprehensive practice and policy strategies to be implemented across multiple levels of governance to improve educational outcomes.