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Full-Text Articles in Education
Strategies For Addressing Chronic Absenteeism In The Post-Pandemic Era, David Naff, Fatemah A. Khawaji, Morgan Meadowes, Kim Dupre, Zehra Sahin Ilkorkor, Jill Flynn, Jean Samuel, Christina Tillery, Meg Sheriff
Strategies For Addressing Chronic Absenteeism In The Post-Pandemic Era, David Naff, Fatemah A. Khawaji, Morgan Meadowes, Kim Dupre, Zehra Sahin Ilkorkor, Jill Flynn, Jean Samuel, Christina Tillery, Meg Sheriff
MERC Publications
Although chronic absenteeism has been an enduring concern in PK-12 schools, it has doubled since the onset of the COVID-19 pandemic. To explore strategies for addressing this issue, this MERC research and policy brief answers five questions: 1) What are trends in chronic absenteeism pre and post-pandemic?, 2) What factors contribute to chronic absenteeism and which student groups are particularly vulnerable? 3) What are the connections between chronic absenteeism and other student outcomes? 4) What strategies are effective in reducing chronic absenteeism?, and 5) What are policies at the state and school board level intended to help address chronic absenteeism? …
Unpacking "Giftedness": Research And Strategies For Promoting Racial And Socioeconomic Equity, David B. Naff, Genevieve Siegel-Hawley, Amy Jefferson, Michael Schad, Morgan Saxby, Kathryn Haines, Zoey Lu
Unpacking "Giftedness": Research And Strategies For Promoting Racial And Socioeconomic Equity, David B. Naff, Genevieve Siegel-Hawley, Amy Jefferson, Michael Schad, Morgan Saxby, Kathryn Haines, Zoey Lu
MERC Publications
Giftedness as a construct continues to be contested in academia, in the classroom and around kitchen tables. It means different things to different communities and, as a result, acquiring the "gifted" label looks different around the country. Once labeled, student giftedness produces different responses depending on state and district guidelines. A constant among the patchwork of defining, identifying and responding to student giftedness, though, is a serious racial and economic disparity in who is considered gifted and who is not. This report provides key takeaways from research literature on gifted and talented (GT) programs. It is organized according to five …
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane
MERC Publications
This report comes from the MERC Achieving Racial Equity in School Disciplinary Policies and Practices study. Launched in the spring of 2015, the purpose of this mixed- method study was to understand the factors related to disproportionate school discipline outcomes in MERC division schools. The study had two phases. Phase one (quantitative) used primary and secondary data to explore racial disparities in school discipline in the MERC region as well as discipline programs schools use to address them. Phase two (qualitative) explored the implementation of discipline programs in three MERC region schools, as well as educator and student perceptions …