What Factors Predict High School Graduation in the Los Angeles Unified School District

Analyzes longitudinal data on the educational progress of the district's 2001-02 ninth graders and compares the relative importance of factors affecting graduation rates, including failed classes, transfers, school characteristics, and demographics

Civic Lessons: Public Schools and the Civic Development of Undocumented Students and Parents

In the Court reasoned that by providing undocumented students with core academic instruction, public schools could contribute to their participation in democratic institutions and thus enhance civic life. This article assesses this and a set of related claims. Drawing on three data sets, the authors consider how access to public schools shapes the civic development and civic engagement of undocumented students and their parents. They first introduce data from a longitudinal study tracking the civic development of youth through high school and into adulthood. They then share survey data that indicates the relatively high levels of school participation among undocumented immigrant parents in . Finally, they report on a case study of twelve community-based groups who support robust school participation of undocumented immigrant parents. They find that public schools are key sites where undocumented immigrant youth and adults encounter other citizens and engage the state. Public schools teach about, and provide practice in, civic engagement. Undocumented immigrant students and parents develop knowledge, skills, and commitments for civic engagement by participating in school activities, school-based social networks, school governance, and educational reform

Civic Lessons: Public Schools and the Civic Development of Undocumented Students and Parents

In the Court reasoned that by providing undocumented students with core academic instruction, public schools could contribute to their participation in democratic institutions and thus enhance civic life. This article assesses this and a set of related claims. Drawing on three data sets, the authors consider how access to public schools shapes the civic development and civic engagement of undocumented students and their parents. They first introduce data from a longitudinal study tracking the civic development of youth through high school and into adulthood. They then share survey data that indicates the relatively high levels of school participation among undocumented immigrant parents in . Finally, they report on a case study of twelve community-based groups who support robust school participation of undocumented immigrant parents. They find that public schools are key sites where undocumented immigrant youth and adults encounter other citizens and engage the state. Public schools teach about, and provide practice in, civic engagement. Undocumented immigrant students and parents develop knowledge, skills, and commitments for civic engagement by participating in school activities, school-based social networks, school governance, and educational reform

NEPC Review: Creating Strong Building Blocks for Every Student: How Middle Schools Can Lay the Foundation for Rigorous High School Pathways (Center for American Progress, August 2020)

In the wake of the 2018 reauthorization of the Perkins Career and Technical Education Act, the Center for American Progress published a report articulating ideal components of middle school career and technical education (CTE) programs. Creating Strong Building Blocks for Every Student documents inequitable access to high-quality pathways that integrate challenging academics and CTE. While the report's recommendations are appealing, they come up short in addressing the key challenge. Accordingly, the report is helpful but incomplete and could lead states, districts, and schools to implementation strategies and practices that fall into familiar routines that maintain the harmful status quo for students from marginalized backgrounds.</p

NEPC Review: Updating Career and Technical Education for the 21st Century

Updating Career and Technical Education for the 21st Century makes the claim that schools are failing to unleash the potential of Career and Technical Education (CTE). According to the report, CTE enables students to graduate from high school with the skills, knowledge and abilities required to meet the needs of a rapidly changing economy and the demands of the workplace. While the report claims to highlight the &ldquo;most effective models underway across the United States&rdquo; and discuss program elements best suited for replication, the showcased program descriptions provide limited evidence regarding effectiveness, and the report neglects to identify how programs and practices could be replicated. Further, while the report makes reference to programs that have the potential of bridging CTE and academic curricula, it fails to detail the importance of this strategy or to describe these efforts or their potential impact. Rather, the report reinforces the harmful existing mindset that views CTE and college preparatory curricula as being on different sides of the educational spectrum.</p

The Heart of the Matter: The Coaching Model in America's Choice Schools

The Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania was contracted by the National Center on Education and the Economy (NCEE) in 1998 to conduct the external evaluation of the America's Choice school design. CPRE designed and conducted a series of targeted studies on the implementation and impacts of the America's Choice design. This report coincides with the publication of three separate studies by CPRE on the impact of America's Choice in a number of districts across the country using a variety of quantitative and analytic approaches. Those impact analyses and a stand-alone piece on classroom observations conducted in Cohort 4 schools can be viewed as separate pieces or as complements to the information presented in this report. Another recent CPRE publication from fall 2001 is a widely distributed report entitled, Instructional Leadership in a Standards-based Reform, a companion piece to both the impact reports and this report

The Heart of the Matter: The Coaching Model in America\u27s Choice Schools

The Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania was contracted by the National Center on Education and the Economy (NCEE) in 1998 to conduct the external evaluation of the America’s Choice school design. CPRE designed and conducted a series of targeted studies on the implementation and impacts of the America’s Choice design. This report coincides with the publication of three separate studies by CPRE on the impact of America’s Choice in a number of districts across the country using a variety of quantitative and analytic approaches. Those impact analyses and a stand-alone piece on classroom observations conducted in Cohort 4 schools can be viewed as separate pieces or as complements to the information presented in this report. Another recent CPRE publication from fall 2001 is a widely distributed report entitled, Instructional Leadership in a Standards-based Reform, a companion piece to both the impact reports and this report

The Heart of the Matter: The Coaching Model in America's Choice Schools

The Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania was contracted by the National Center on Education and the Economy (NCEE) in 1998 to conduct the external evaluation of the America's Choice school design. CPRE designed and conducted a series of targeted studies on the implementation and impacts of the America's Choice design. This report coincides with the publication of three separate studies by CPRE on the impact of America's Choice in a number of districts across the country using a variety of quantitative and analytic approaches. Those impact analyses and a stand-alone piece on classroom observations conducted in Cohort 4 schools can be viewed as separate pieces or as complements to the information presented in this report. Another recent CPRE publication from fall 2001 is a widely distributed report entitled, Instructional Leadership in a Standards-based Reform, a companion piece to both the impact reports and this report

Joint European policy on the COVID-19 risks for people with mental disorders: An umbrella review and evidence- and consensus-based recommendations for mental and public health

As COVID-19 becomes endemic, identifying vulnerable population groups for severe infection outcomes and defining rapid and effective preventive and therapeutic strategies remains a public health priority. We performed an umbrella review, including comprehensive studies (meta-analyses and systematic reviews) investigating COVID-19 risk for infection, hospitalization, intensive care unit (ICU) admission, and mortality in people with psychiatric disorders, and outlined evidence- and consensus-based recommendations for overcoming potential barriers that psychiatric patients may experience in preventing and managing COVID-19, and defining optimal therapeutic options and current research priorities in psychiatry. We searched Web of Science, PubMed, and Ovid/PsycINFO databases up to 17 January 2022 for the umbrella review. We synthesized evidence, extracting when available pooled odd ratio estimates for the categories “any mental disorder” and “severe mental disorders.” The quality of each study was assessed using the AMSTAR-2 approach and ranking evidence quality. We identified four systematic review/meta-analysis combinations, one meta-analysis, and three systematic reviews, each including up to 28 original studies. Although we rated the quality of studies from moderate to low and the evidence ranged from highly suggestive to non-significant, we found consistent evidence that people with mental illness are at increased risk of COVID-19 infection, hospitalization, and most importantly mortality, but not of ICU admission. The risk and the burden of COVID-19 in people with mental disorders, in particular those with severe mental illness, can no longer be ignored but demands urgent targeted and persistent action. Twenty-two recommendations are proposed to facilitate this process