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Wayne Harrison; Steve Higgins – Education Development Trust, 2023
The COVID-19 pandemic has had an unprecedented impact on education systems worldwide, leading to significant learning loss, exacerbating existing educational inequalities and disproportionately affecting disadvantaged students. Governments around the world have begun to invest in large-scale tutoring initiatives as a key component of their…
Descriptors: COVID-19, Pandemics, Tutoring, Tutorial Programs
Schmidt, Julia; Weissman, Evan – MDRC, 2021
Through the federal Coronavirus Aid, Relief, and Economic Security (CARES) Act of March 2020, Congress created the first-ever federal emergency aid program for higher education, the Higher Education Emergency Relief Fund (HEERF). In the 2020-21 academic year, MDRC partnered with the National Association of Student Financial Aid Administrators…
Descriptors: Pandemics, Federal Aid, Federal Legislation, COVID-19
Schaberg, Kelsey – MDRC, 2020
While the COVID-19 pandemic has led to high unemployment rates overall, low-wage workers have been hit particularly hard. It is likely that many of the jobs lost as a result of the current recession will never return, even as new jobs are created. Some job seekers may have to learn new skills so they can find employment in a new field. Sector…
Descriptors: COVID-19, Pandemics, Job Training, Retraining
McClain, Tim; Reykdal, Kim; Traugott, Jamie – Washington Office of Superintendent of Public Instruction, 2022
The Running Start Summer School Pilot program was established in 2020 by House Bill 2864 and enacted as Revised Code of Washington (RCW) 28A.630.600. To determine whether the summer term should be funded under the Running Start Program, a summer pilot was created to evaluate interest in and barriers to expanding the Running Start program to…
Descriptors: Summer Schools, Pilot Projects, State Legislation, Community Colleges
Collyer, Lee; Bolen, Tammy – Washington Office of Superintendent of Public Instruction, 2022
The Washington Social Emotional Learning Committee was established in 2019 through Senate Bill (SB) 5082 to address the growing body of evidence that shows the need for improving not only a student's academic abilities, but also their social and emotional competencies which are critical to every child's development. SB 5082 requires the Committee…
Descriptors: Social Emotional Learning, State Legislation, Educational Legislation, Program Implementation
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Doan, Sy; Schwartz, Heather L.; Lawrence, Rebecca Ann; Karoly, Lynn A. – RAND Corporation, 2022
This is the second of three annual reports evaluating the implementation and effects of two Delaware weighted funding programs for disadvantaged K-12 schools during the 2019-2020 to 2021-2022 school years: Opportunity Funding and the Student Success Block Grant (SSBG). The authors also examined best practices and coronavirus pandemic adaptations…
Descriptors: Program Evaluation, Program Implementation, Educational Finance, Economically Disadvantaged
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Doan, Sy; Schwartz, Heather L.; Henry, Daniella; Karoly, Lynn A. – RAND Corporation, 2021
This report is the first of three annual reports evaluating the implementation and effects of two newly expanded Delaware weighted education funding programs, the Opportunity Fund and the Student Success Block Grant (SSBG). The Opportunity Fund provides two streams of financial support--a flexible fund for local education agencies (LEAs) to fund…
Descriptors: Program Evaluation, Program Implementation, Educational Finance, Block Grants
Goldy, Camille; Bolen, Tammy; Wiek, Cindi – Washington Office of Superintendent of Public Instruction, 2021
In 2019, the Legislature passed Senate Bill 5082 (SB 5082), which directed the Office of Superintendent of Public Instruction (OSPI) to establish a Social Emotional Learning (SEL) Committee to build upon the work of the previous Social Emotional Learning Indicators (SELI) Workgroup. The purpose of the SEL Committee is to promote and expand SEL…
Descriptors: Social Emotional Learning, State Legislation, Educational Legislation, Program Implementation
Adams, Gina; Ewen, Danielle; Luetmer, Grace – Urban Institute, 2021
The COVID-19 pandemic has created unprecedented, urgent challenges for the child care and early education workforce. Though the workforce has always been fragile, new stressors presented over the past year have highlighted fundamental structural problems in the system, including the inequities facing Black, Latina, and Native American child care…
Descriptors: Early Childhood Education, Early Childhood Teachers, Child Caregivers, State Policy
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Wrabel, Stephani L.; Bush-Mecenas, Susan; Woo, Ashley – RAND Corporation, 2021
The U.S. Department of Education funds various types of technical assistance centers with the goal of providing the expertise and resources needed by state education agencies (SEAs), regional education agencies, and local education agencies (LEAs) to effectively implement federal education programs. Given the complexity of technical assistance for…
Descriptors: School Safety, Technical Assistance, School Districts, Federal Programs
White, Mathew A., Ed.; McCallum, Faye, Ed. – Routledge, Taylor & Francis Group, 2021
"Wellbeing and Resilience Education" engages with the immediate impact of the COVID-19 pandemic and the theoretical and applied elements of wellbeing and resilience education. It explores the implications for students, teachers, and teaching from a transdisciplinary and international perspective. Featuring thirteen chapters written by 27…
Descriptors: COVID-19, Pandemics, Well Being, Resilience (Psychology)
Office of Head Start, US Department of Health and Human Services, 2021
The Head Start Act mandates that each Head Start recipient receive a monitoring review at least once every 3 years; each newly designated recipient be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all recipients that "fail to meet the standards" receive Follow-up reviews. Reviewers…
Descriptors: Program Evaluation, Federal Programs, Disadvantaged Youth, Early Childhood Education
Office of Head Start, US Department of Health and Human Services, 2020
The Head Start Act mandates that each Head Start grantee receive a monitoring review at least once every 3 years; each newly designated grantee be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all grantees that "fail to meet the standards" receive Follow-up reviews. Reviewers…
Descriptors: Program Evaluation, Federal Programs, Disadvantaged Youth, Early Childhood Education