We describe what CEE is, how to do it, what the benefits are, key decisions that must be made, and facilitators and barriers to implementation.
Education & learning publications
Like the state as a whole, the vast majority of Bay Area schools are failing to meet state goals for arts education by not providing a sequential, standards-based course of study in all four of the required arts disciplines.
Scaling Deeper Learning for Equity Lessons Learned from the Deeper Learning + Diffusion and Scaled Impact Initiative
This research brief summarizes six lessons from the Hewlett Foundation’s Deeper Learning + Diffusion of Innovation and Scaled Impact Initiative.
Programs serving children with disabilities—IDEA as a key component of a state early childhood system
All programs serving young children and their families need to understand IDEA and what it means for families and children with disabilities to access and benefit from all early childhood programs available in their community.
Telepractice for Part C early intervention services: Considerations for effective implementation and Medicaid reimbursement
The purpose of this report is to provide information about the use of telepractice as a delivery method for EI services and the process for Medicaid reimbursement.
This research study provides confirmatory evidence that six YouthTruth student experience scales are associated with key school-level student academic and behavioral outcomes, including math and reading proficiency rates, chronic absences rates, and suspensions.
College-Based Transition Services’ Impact on Self-Determination for Youth With Intellectual and Developmental Disabilities
Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus.
Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) Summer 2022 Findings Memo
This memo includes initial efficacy study results of final year of the Collaborative Partnership to Teach Mathematical Reasoning Through Computer Programming (CPR2) study. It additionally includes implementation findings for this year of the study.
This study examines arts education access for students served by California’s district community day schools, county community schools, and juvenile court schools; which we collectively refer to as court and community schools (CCS).