In this report, we summarize the initial 23 Preschool Development Grant Birth through Five (PDG B-5) renewal states’ planned CEE activities as they were written into their grant applications in late 2019.
The PDG B-5 state profiles were developed to highlight each state’s and territory’s’ work on the initial and renewal grants to-date, and to show their growth over time.
The initiative is designed to improve educational and long-term employment outcomes for youth of color in Oakland, California, while expanding and diversifying the local health care workforce.
The initiative is designed to improve educational and long-term employment outcomes for youth of color in Oakland (Alameda County), California, while expanding and diversifying the local health care workforce.
This brief presents findings from an evaluation of the Oakland Health Pathways Project (OHPP), a joint initiative of Oakland Unified School District (OUSD), Alameda Health System (AHS), and Alameda County Health Care Services Agency (ACHCSA). OUSD applies Linked Learning, an approach to college and career preparation that combines classroom learning with real-world work experiences, to its health pathways. Through the initiative, OUSD aimed to expand and enhance health pathways for students and worked with AHS and ACHCSA to improve work-based learning experiences. Based on interviews with key school and pathway personnel, as well as focus groups and surveys of participating students in their senior year, this brief describes the health pathway student experience and the perceived impact of participation on college and career readiness. The brief concludes with key takeaways for those creating curricula that integrate rigorous academics and career-themed coursework, as well as those designing work-based learning experiences. The key takeaways are as follows:
Connecting Classrooms to the Real World
Consider student interest when selecting pathways themes and course content
Integrate technical and academic content through projects
Embed dual enrollment courses connected to pathway themes
Providing Work-based Learning Experiences
Offer a range of work-based learning opportunities and intentionally target harder€“to€“reach students
Take time to understand the barriers students face to participating in internships and target supports to mitigate those barriers
Prepare students for work-based learning experiences and integrate them into the curriculum
Who gets what? Describing the non‐supervisory training and supports received by home visiting staff members and its relationship with turnover
The early childhood home visiting field lacks a basic understanding of home visiting program staff members’ receipt of on-the-job training from experts outside of their programs who are not their immediate colleagues or supervisors. To address this gap, we created a unique dataset by asking program leaders to log the external technical assistance (TA) that staff members received, and we collected a survey from 288 of the same staff members. We performed descriptive analyses to learn how many hours of TA staff members were receiving, what topics the TA most commonly addressed, and what formats (e.g., in‐person or virtual/remote, individual, or group) the TA was most commonly provided in. We then associated characteristics of the TA received with staff and program characteristics, as well as with staff members’ turnover. Multilevel analyses showed the TA supports that home visiting staff members received differed by role (home visitor or supervisor) and program characteristics, including home visiting model—Nurse Family Partnership (NFP) or Parents as Teachers (PAT)—program size, and maturity. About 23% of the home visiting staff members left their programs over the course of 18 months. PAT staff members were more likely to leave their programs than NFP staff members. We did not find that characteristics of TA received were predictive of staff members’ turnover. Implications and the need for further research are discussed.
How Education and Industry Partner on Work-Based Learning. Lessons Learned from an Evaluation of Oakland Health Pathways
This brief presents findings from the Oakland Health Pathways Project (OHPP), a joint initiative of Oakland Unified School District, Alameda Health System, and Alameda County Health Care Services Agency. The initiative is designed to improve educational and long-term employment outcomes for youth of color in Oakland (Alameda County), California, while expanding and diversifying the local health care workforce. It applies Linked Learning, an approach to college and career preparation that combines classroom learning with real-world work experiences. This brief draws on interviews with key personnel from the three partner organizations to distill lessons learned on effective cross-sector partnerships and delivery of authentic work-based learning. These lessons are timely as the health care industry is projected to account for about a third of total U.S. job growth through 2026, and includes 20 of the 30 fastest growing occupations nationally. Findings from this Oakland initiative can help other communities better align K-12 education and student experiences with projected local labor needs.
This report summarizes the progress made by the schools that participated in the Pathway Schools Initiative through the 2017–18 school year on a fundamental set of outcome indicators: continuity in the PreK–3 enrollment pipeline, literacy instructional practices, teaching quality, effective school leadership, and student reading achievement.
Evaluation for Minnesota’s Race to the Top-Early Learning Challenge Funds to Promote Access to High-Quality Programs: Year 3 Final Scholarship Implementation Annual Report
This is the final annual report on the evaluation of Minnesota’s Race to the Top – Early Learning Challenge (RTT-ELC) focusing on the Race to the Top – Early Learning Scholarships.