Education Commons^™

Research To Practice: Improving Job Development Through Training And Mentorship, Alberto Migliore, John Butterworth, Derek Nord, Amy Gelb

Research to Practice Series, Institute for Community Inclusion

Prior research suggests that employment consultants who provide job development support do not consistently use the most promising practices in their field1. These practices include involving family and friends in the job search, using job restructuring or job creation to expand employment opportunities, negotiating with employers, and using planning strategies that emphasize choice, empowerment, and an effective job match. The purpose of this study was to validate a curriculum based on these promising practices for a training and mentoring program that targeted employment consultants.

Improving Educational Outcomes Of English Language Learners In Schools And Programs In Boston Public Schools, Miren Uriarte, Faye Karp, Laurie Gagnon, Rosann Tung, Sarah Rustan, Jie Chen, Michael Berardino, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

Using 4 years of student-level demographic, enrollment and testing and school-level characteristics, this study analyzes the enrollment and outcomes of English Language Learners (ELLs) in Boston Public School between SY2006 and SY2009 and assess the relative impact of individual and school level factors in testing outcomes of ELLs. The study reports on the improvement in ELL dropout rates and testing outcomes during the period of observation. It reports also on the outcomes of ELLs at different levels of English proficiency and finds (1) higher dropout rates and lower testing performance among low English proficiency students; (2) a minimal proportion of …

Learning From Consistently High Performing And Improving Schools For English Language Learners In Boston Public Schools, Rosann Tung, Virginia Diez, Laurie Gagnon, Miren Uriarte, Pamela Stazesky, Eileen De Los Reyes, Antonieta Bolomey

Gastón Institute Publications

Against a backdrop of increasing BPS ELL enrollment, district ELL leadership transitions, state and federal policies affecting ELL education, and with the knowledge that many teachers and administrators within the Boston Public Schools are expert practitioners with ELL students, we addressed the following research questions:

• In which BPS schools were ELL students performing at a consistently high level or showing steady improvement during SY2006-SY2009?
• What were some of the practices that these schools’ staffs credited with their success with ELL students during SY2006-SY2009?
• Which of the practices identified by school staff were shared among the selected schools?

Through case study …

Data Note: Setting Higher Employment Expectations For Youth With Intellectual Disabilities, Alberto Migliore, Daria Domin

Data Note Series, Institute for Community Inclusion

Integrated employment is a critical goal because it leads to greater economic self-sufficiency, social inclusion, and personal satisfaction. Unfortunately, high schools do not always include integrated employment as a primary goal in the transition plans of students with intellectual or developmental disabilities. Moreover, in some cases sheltered employment is listed as the primary goal.

Data Note: Students With Autism: Setting Higher Expectations For Postsecondary Education, Alberto Migliore, Jaime Lugas

Data Note Series, Institute for Community Inclusion

Setting expectations and goals in high school is key for a successful transition into adulthood. Postsecondary education is a particularly important goal because higher levels of educational attainment are associated with increased quality of life, including better employment outcomes. Unfortunately, the transition plans of students with autism do not often include postsecondary education as a goal.

Cultural Proficiency In Education: A Review Of The Literature Focused On Teachers, School Leaders, And Schools, Cady Landa

Gastón Institute Publications

This literature review complements numerous studies conducted by the Gastón Institute in the last twenty years showing the significance of cultural differences for the educational outcomes of Latino and other cultural- and linguistical-minority children. The Gastón Institute and Sociedad Latina partnered to produce this review with the goal of deepening the understanding of policy makers and administrators of the benefits of culturally proficient schools for all students.

The author, Cady Landa, presents a wealth of information on the characteristics of cultural proficiency and the qualities that it calls for in teachers, students, and administrators. She has drawn from dozens of …