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Neild, Ruth Curran; Wilson, Sandra Jo; McClanahan, Wendy – Research for Action, 2019
This review summarizes virtually all available evidence on the effectiveness of specific afterschool programs, based on a comprehensive literature search and review of studies published in 2000 or later. The review is motivated, in part, by a growing emphasis on using rigorous assessment of program impacts to inform decision-making in education…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, After School Programs
Neild, Ruth Curran; Wilson, Sandra Jo; McClanahan, Wendy – Research for Action, 2019
This evidence guide provides detailed research summaries on the effectiveness of specific afterschool programs for improving outcomes for students in grades K-12. The purpose of the guide is to present information that education agencies, afterschool providers, and others can use as they make decisions about afterschool programming. The guide is a…
Descriptors: Educational Legislation, Elementary Secondary Education, Federal Legislation, After School Programs
Research for Action, 2019
Outcomes-based funding (OBF) has become an increasingly common tool for states seeking to improve student outcomes, and the inclusion of certificates in OBF policies has been subject to considerable scrutiny. But studying the effects of OBF on certificates is exceptionally challenging. Certificates vary greatly in length, type, and labor market…
Descriptors: Financial Support, Outcome Based Education, Certification, State Aid
Moran, Della; Shenbanjo, Tosin; Fontana, Jason – Research for Action, 2018
Cities and school districts across the Commonwealth and country are seeking to combine the benefits of both community- and school-based early childhood programs through a "mixed-delivery model." In a mixed-delivery model, school districts shoulder the administrative burden of federal and state grants, subcontract a number of their seats…
Descriptors: Partnerships in Education, Preschool Education, Models, Scaling
Stohr, Alison; Fontana, Jason; Lapp, David – Research for Action, 2018
Research shows that exposure to teachers of color has a positive impact on students of all races, and particularly on students of color. Despite these positive effects, only 4% of Pennsylvania's teachers are people of color. This percentage is not only one of the lowest in the nation, but it is also starkly disparate from Pennsylvania's own…
Descriptors: Minority Group Teachers, Teacher Recruitment, Minority Group Students, Teacher Persistence
Fontana, Jason; Lapp, David – Research for Action, 2018
Recently, the Pennsylvania Department of Education provided new data for 2016-17 that include the race and gender of the 155,854 teachers in Pennsylvania's public schools. Research for Action (RFA) compiled and cleaned the raw data and is providing, for the first time, a public dataset with the race and gender demographics of each public school,…
Descriptors: Public School Teachers, Teacher Characteristics, Demography, Racial Composition
Research for Action, 2018
Research shows that process quality in early childhood education (ECE) programs--specifically teacher-child interactions--is the strongest predictor of children's gains in learning and development. Due to a number of factors associated with the city's early childhood infrastructure and the budgets of the current Head Start grants, it has been…
Descriptors: Early Childhood Education, Preschool Teachers, Teacher Student Relationship, Early Intervention
Shaw-Amoah, Anna; Lapp, David – Research for Action, 2018
Housing instability and homelessness are highly detrimental to children and youth, and the effects often linger long after the experience itself. Students who have experienced homelessness are more likely to drop out of school and, in turn, adults without a high school degree or GED are more likely to experience homelessness themselves. Under the…
Descriptors: Homeless People, Federal Legislation, Public Schools, Identification
McCarty, Alyn; Comly, Rachel; Strouf, Kendra; Rigsby, Matthew – Research for Action, 2018
Research for Action's Year Two evaluation report indicates that most lead teachers demonstrated high fidelity to the key elements of the Blueprint approach in the classroom, though some teachers experienced issues related to differentiating instruction and the simultaneous implementation of Blueprint and Creative Curriculum. The authors found…
Descriptors: Emergent Literacy, Literacy Education, Teaching Methods, Preschool Education
Hartmann, Tracey; Crofton, Molly; Comly, Rachel; Strouf, Kendra; Reumann-Moore, Rebecca – Research for Action, 2017
Philadelphia's Out-of-School Time (OST) system has identified K-3rd grade literacy support as the focus of the first phase of its strategic plan, launched in 2017. Research shows that OST programs can have an impact on early literacy skills, and this plan views OST programs as an important "delivery system" for addressing critical needs…
Descriptors: Emergent Literacy, After School Programs, Primary Education, Urban Education
McClanahan, Wendy; Hartmann, Tracey A. – Research for Action, 2017
As part of an ongoing, multi-million dollar Wallace Foundation initiative to improve and expand arts learning opportunities for young people, the Wallace Foundation, in partnership with the Boys & Girls Clubs of America (BGCA), developed the Youth Arts Initiative (YAI) to deliver otherwise inaccessible high-quality arts programs to low-income…
Descriptors: Art Education, Youth Programs, National Organizations, Youth Clubs
Research for Action, 2017
There are more than three dozen systemic community schools initiatives currently underway nationwide, with even more communities considering the reform. Yet few tools exist to help school districts, government agencies, and communities at large track their progress. To address this gap, Research for Action (RFA), with generous funding from the…
Descriptors: Community Schools, Educational Development, Progress Monitoring, Educational Indicators
Lin, Joshua; Hughes, Rosemary; Long, Daniel; Kim, Dae – Research for Action, 2016
As a group, English Language Learners (ELLs) are diverse and come from a variety of home languages, cultures, educational backgrounds, and educational needs. This brief focuses on descriptive characteristics of the ELL students served by the School District of Philadelphia in 2014-2015. Specifically, this brief highlights the diversity of the ELL…
Descriptors: English Language Learners, Student Characteristics, School Districts, Demography
Rowland, Jeannette; Reumann-Moore, Rebecca; Hughes, Rosemary; Lin, Joshua – Research for Action, 2016
Academic success for ELLs depends on high quality instruction and the infrastructure needed to support it (e.g., staff, curricular materials, collaboration, professional development). This brief examines the challenges schools face in these areas and the strategies they use to mediate them. The purpose of this brief is to share these strategies…
Descriptors: English Language Learners, Teaching Methods, Barriers, Student Needs
Reumann-Moore, Rebecca; Rowland, Jeannette; Hughes, Rosemary; Lin, Joshua – Research for Action, 2016
Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their…
Descriptors: Educational Environment, English Language Learners, Public Schools, Teaching Methods
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