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PDF report on performance of foster youth in K-12 education in California. Long (116 pages). From the PND description of the report... California public school students in foster care tend to underperform their peers on standardized tests and comprise a distinct at-risk subgroup, a study by the Center for the Future of Teaching and Learning at WestEd finds. Based on an analysis of statewide data from the 2009-10 school year, the report, The Invisible Achievement Gap, Part 1 (116 pages, PDF), found that only 29 percent of California foster care students in grades 2 through 11 scored at "proficient" or "advanced" levels on the state standards test in English, compared with 40 percent of students of low socioeconomic status and 53 percent of all students in the state. Similar achievement gaps were found in mathematics, with 37 percent of foster care students in grades 2 through 7 testing at "proficient" or above, compared with 50 percent among low-SES students and 60 percent statewide; and between 12 and 13 percent testing at proficient or above in high school Algebra I and II, well below the 23 percent and 32 percent among low-SES students and statewide. Youth in foster care, who have the lowest rates of participation in California's statewide testing program, also are more likely to be African American, to be classified with a disability, to change schools during the academic year, and to be enrolled in the lowest-performing schools. Funded by the Stuart Foundation, the report also found that students in foster care have a single-year dropout rate of 8 percent - nearly three times the statewide rate of 3 percent and well above the 3 percent to 5 percent rate among other at-risk groups. In 2009-10, students in foster care also had the lowest high school graduation rate among at-risk groups, 58 percent, compared with 79 percent of low-SES students and 84 percent of all students in the state. "These findings help all of us understand that we have a long way to go

PDF article. Compares foster alumni to low-income non-foster youth at 4-year university. Describes barriers to success and recommendations for improvement. Findings show former foster youth graduate at a lower rate and take longer to do so than their non-foster youth peers.

PDF report from the Education Committee of the Supreme Court of Texas Permanent Judicial Commission for Children, Youth, and Families. From the document's cover letter: "The Education Committee's recommendations give voice to a child's educational experience at each stage of development while in foster care. From infancy to post-secondary school transition, the Committee recognizes that a child's well-being includes academic stability as well as social connectedness gained through extra-curricular activities. For children with special needs, the recommendations require informed advocacy with deliberate speed. Each stakeholder entity and individual who touches the life of a child in foster care is accountable to secure optimum education access."

This is an excellent article that showcases state- and PSE-based efforts across the country to provide support for former foster youth students; serves as a great source of links for the various efforts.

John Emerson's (of Casey Family Programs) excellent list of resources and readings on supporting former foster youth in post-secondary education.

A 40-page PDF guide originally developed for use in California. However, National Association of Student Financial Aid Administrators (NASFAA) representatives have reviewed and edited the guide for use by a national audience. Contains a great deal of information to assist former foster and homeless youth complete a FASFA and explains many of the important questions. Does contain some references specific to California Colleges, but primarily related to contact information. Financial Aid details should apply to all students across the country.

This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research, implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders' perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.

Facebook and other social media have been hailed as delivering the promise of new, socially engaged educational experiences for students in undergraduate, self-directed, and other educational sectors. A theoretical and historical analysis of these media in the light of earlier media transformations, however, helps to situate and qualify this promise. Specifically, the analysis of dominant social media presented here questions whether social media platforms satisfy a crucial component of learning - fostering the capacity for debate and disagreement. By using the analytical frame of media theorist Raymond Williams, with its emphasis on the influence of advertising in the content and form of television, we weigh the conditions of dominant social networking sites as constraints for debate and therefore learning. Accordingly, we propose an update to Williams' erudite work that is in keeping with our findings. Williams' critique focuses on the structural characteristics of sequence, rhythm, and flow of television as a cultural form. Our critique proposes the terms information design, architecture, and above all algorithm, as structural characteristics that similarly apply to the related but contemporary cultural form of social networking services. Illustrating the ongoing salience of media theory and history for research in e-learning, the article updates Williams' work while leveraging it in a critical discussion of the suitability of commercial social media for education.

PDF of a report by the WSIPP looking at the success of the Passport to College Promise program in Washington State. Published in December 2012, the report provides a detailed look a the previous 4-years of the program.

As part of the mission of New Mexico State Historian to foster an appreciation and understanding of New Mexico History, the New Mexico History Website will bring those histories to life through the dynamic matrix of the internet. By focusing upon the p...

article on new teaching methods; new approach to learning - partnership with cambridge uni & microsoft education

The scientific method in education is concerned with giving the student breaks from lessons in order to help him focus more ..Greetings to all and happy to communicate with you. أطيب

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