This report was compiled for The Primary School’s San Francisco Early Childhood Education team. The goal of the report is to understand the implementation of the Early Childhood Mental Health Initiative at Wu Yee Children’s Services sites in San Francisco. The report was informed by qualitative interviews with individuals across Wu Yee sites, including the Kirkwood location that is piloting a new mental health consultation model. Ultimately, implementation of the consultation program varied greatly from site to site, with the most success reported out of the Kirkwood pilot. Kirkwood stakeholders reported clear expectations for the consultation program, a site-wide culture of collaboration, and high satisfaction with the changes made in the pilot implementation versus the previous implementation. Across other sites, the data indicate that prioritizing clear communication across stakeholders and consistent expectations for consultants may result in site-level improvements, including increased capacity to support children’s social and academic needs and improved socio-emotional outcomes for children.
The Primary School team may use this report to conduct further research about the implementation of child mental health services. For example, more information is needed to determine if there are key differences among providers that impact their efficacy as mental health partners. In addition, data suggest that a range of interpretation during implementation may occur when request for quote (RFQ) language is flexible or vague.
My POLS project was in support of WestEd’s fiscal policy analysis study on special education in California. This study was commissioned by Governor Newsom to understand the complexity of special education funding and determine opportunities for alignment and improved methodology. I served as a contributing author and researcher for the Phase I Report with a focus on state-to-state comparisons, fiscal monitoring, and charter school policy. My final deliverable included a slide deck detailing the scope of the project and my own role, as well as the published report (July 2020).
“Can design thinking experience increase the female students’ interests and motivation and provide the nudge they need to consider STEM professionals, innovators, and entrepreneurs?” SKY Labo, a non-profit education social venture explores this hypothesis by providing 3-day workshops to Japanese students since 2016. The results from the pre- and post-intervention surveys informed that the short intervention has a strong positive influence on the female students’ mindsets, self-images, and perceptions towards STEM, innovation, and entrepreneurship, while gender norms and negative attitudes towards failure remains to be persistent.
The College Success Indicator Table showcases 5 areas where students can readily identify support needed to complete a degree program at a higher education institution including: Academic and Career Preparedness, Academic Tenacity, College Knowledge, Social and Emotional Needs and Basic Needs. This table can be used by institution, stakeholders or decision making parties to identify needs of students to ensure program retention and completion.
Prepared for Policy Analysis for California Education (PACE), this research brief reports effective strategies that enable continuous improvement capacities at the school and district levels. Through comprehensive analysis of case studies and interviews with school leaders, this brief highlights salient practices that are visible within four lenses of continuous improvement. The findings of this report can be shared with instructional leaders who are hoping to utilize improvement science within their organizations and can be replicated or adjusted given different school or district contexts.
With the expansion of postsecondary education programs in prisons, there is a lack of reliable infrastructure to evaluate them. This project aims “to develop a more robust research and data infrastructure for evaluating the quality and impacts of higher education in prison programs.” The full report sets a historical context to explain the current politics regarding higher education in prison programs. This is followed by a landscape overview with Ithaka S+R’s Unbarring Access report, and current evaluation practices at various levels including single program, statewide, and meta-analysis. The report concludes by recommending some frameworks that programs can utilize to best support incarcerated students. It is through this work that we hope to not only facilitate the creation of an evaluation infrastructure but we also seek to humanize prison education by moving beyond recidivism.
Teachers in California’s continuation high schools work with student populations that are markedly different from those in comprehensive schools in the same district. Yet, little research exists on how principals and administrators recruit and hire teachers to work in these settings. This report presents initial findings from qualitative interviews with six continuation school principals and administrators on the topic of teacher recruitment and hiring in continuation schools. Principals and administrators use a continuation school’s reputation, contractual language, and targeted credentialing as strategies for recruiting teachers. Among other qualities, they prioritize teachers’ personality characteristics and their ability to implement engaging instruction when interviewing candidates. Finally, principals and administrators use interviews, openness about the nature of the teaching role, and school perception as mechanisms to hire teachers who will be able to be successful. While not necessarily generalizable, these findings offer insight into opportunities for further research.
The Hollyhock Leading Fellows (HLF) Capacity Building Framework for Teacher Leadership maps the core challenge, targeted capacities and outcomes of the HLF program. The framework charts the HLF program path from the core challenges it endeavors to meet, the capacity targets that fellows develop, and the outcomes they can expect to see. It is based on existing teacher leadership, educational equity and capacity building research as well as the HLF processes, practices and artifacts. It serves as a means to communicate clearly how fellows can benefit from their participation in the program, and to situate the HLF within the field of teacher leadership development.
This toolkit serves as an introduction to the Indigenous practice of Peacemaking. It provides foundational knowledge for individuals, communities, and organizations who are considering building alternative processes to address harm, violence, difference, decision making, and community building. This resource discusses various systems of Indigenous conflict resolution; explores application in diverse settings, and presents an introduction to peacemaking circle facilitation. This toolkit was made in collaboration with the Native American Cultural Center, Stanford University.
This project was in partnership with StraighterLine, a subscription-based, low-cost online college credit provider. StraighterLine sought to improve the efficacy of its automated platform of nudge message emails, with the ultimate aim of improving course completion rates. This project provides a review and executive summary of the existing literature regarding nudge messaging and adult learning. The findings were then used to create a nudge message criteria/checklist. Finally, the checklist was used to evaluate all 44 messages in the StraighterLine Academy nudge message platform. Eight messages from that platform were targeted for an A-B test. These messages were edited and improved based on the checklist. The findings, summary, and sample emails were arranged in a slide deck presentation and presented to the StraighterLine C-suite.
In partnership with the Boys & Girls Clubs of the Peninsula, we developed a repository of skills, behaviors, and dispositions that every staff member should exhibit. This matrix will better inform professional development, performance evaluation, and hiring processes as the organization strives to improve their staff coaching practices.
As a research intern with the SWAG Research Team at the John Gardner Center, I was privileged to complete three deliverables: a literature review exploring successful school-community partnerships, the development of a youth survey, and a review of the SWAG theory of change. This experience revealed the importance of relationship-building in school-community collaborations, especially research-practice partnerships. Included items: video presentation and digital portfolio of deliverables.
During winter of 2020, the author worked with the Effective Philanthropy Learning Initiative at the Stanford Center on Philanthropy and Civil Society to interview fifteen professionals from fifteen unique organizations in the donor support ecosystem. The research sought insight into the philanthropic behaviors of donors and high capacity donors from the philanthropic advisers, consultants, and support professionals who directly work with them, and to better understand the role these donor support professionals themselves play in shaping not only the giving practices of their clients but also the trajectory of philanthropy broadly. Despite the breadth of observations from a diverse set of professionals, the consistency of observations and challenges they shared proved remarkable. This report tries to articulate what we learned and sketch the conditions of a growing donor support ecosystem.
This report is preliminary and not an official publication of the Stanford Center on Philanthropy and Civil Society. The lab does plan to deepen the investigation to expand our findings in the coming months.
During winter of 2020, The Effective Philanthropy Learning Initiative at the Stanford Center on Philanthropy and Civil Society interviewed fifteen professionals from fifteen unique organizations in the donor support ecosystem to gain insight into the philanthropic behaviors of donors and high capacity donors from those who directly guide and advise them, and better understand how these donor support professionals shape the giving practices of their clients and inform the trajectory of philanthropic giving.
Despite the breadth of observations from a diverse set of professionals, the consistency of observations and challenges shared has been remarkable. This report tries to articulate what we learned and sketch the conditions of a growing donor support ecosystem.
The East Bay Regional Park system (EBRP) is an expansive natural space in Oakland, a racially and economically diverse urban community in California. This study interviewed local park visitors to understand the perceived health and wellness benefits of Reinhardt Regional Park (a park location within the EBRP system) as well as visitors’ perception of the park’s engagement with the local community. Study participants (n=15) noted extensive physiological and psychological health and wellness benefits of the park, and also noted potential barriers to access, which hinder some community members from experiencing these benefits. EBRP’s position as the largest regional park system in the United States, its location within a diverse urban community, and its history and current vision for community engagement create a nexus of opportunity for EBRP to be leveraged as a powerful public resource for health and wellness.
In the past few decades, there has been increasing corporate involvement in education. Although venture capital is an increasingly important player in the education world, little is known about how venture capital investments influence education. To determine and understand how venture capital is situated within the political economy of education, our literature review examines the structure of venture capital and the influence of venture capital in education. By identifying the general structure of venture capital, we can better understand how venture capital functions within education. A glossary with commonly used venture capital terms is included to encourage greater understanding of the structures of venture capital within the education world.
Analysis of over 400 minutes of virtual coaching calls between coaches at Stanford’s Center to Support Excellence in Teaching and emerging teacher-leaders yielded insight into the essence of transformative mentoring of adults. A new teacher-leader, who is often awkwardly situated between administration and faculty, faces many challenges. The coach, whose work is founded on trust and sense of partnership, must be deeply engaged and should infuse mentoring sessions with support, constructive critique, and empathy.
Tens of thousands of absentee or vote-by-mail ballots across the United States are not counted due to problems an elections office may have with verifying the voter's signature on the ballot, called a signature mismatch. Signature verification is the process of comparing the signature on a voter’s vote-by-mail ballot with that voter’s signature in their state’s voter registration system. If the signature on a voter’s ballot does not match the one in the system, the ballot is either challenged or rejected. In nineteen states, if a ballot is challenged for signature discrepancy, the state requires registrars to notify the voter of the mismatch and provide the voter the opportunity to fix the signature so the vote can, ultimately, be counted. Thirty-one states, however, do not require registrars to notify a voter of a mismatched signature or give that voter the opportunity to remedy their signature. In those states, the ballot is simply rejected and not counted.
This webinar informs eligible and registered voters about the importance of their signatures on absentee and vote-by-mail ballots. Given the national push to vote by mail as a means of protecting voters against COVID-19, it is critical that voters know the importance of their signatures on their ballots, enabling them to vote with the confidence that their ballots will be counted.
This webinar is grounded in the research of the Every Vote Counts Stanford Law and Policy Lab report (May 2020), which outlines the signature verification, notification, and cure process as practiced in California.
Since the beginning of the last century, co-operative models in Higher Education are partnership models that connect universities and hiring organizations, with the main objective of integrating learning and working. There are three stakeholders with convergent, but often divergent, interests in this relationship: students, Higher Education institutions, and employers. This paper conducted a literature review on the topic to create a framework for building new models of co-operative programs that balance the different perspectives of all the involved parties.
Prepared for the Center to Support Excellence in Teaching, this comprehensive booklet outlines the characteristics, competencies and core values of successful design thinking schools. A qualitative approach allowed us to gather meaningful information from four design thinking schools, including public and private and ranging from kindergarten through twelfth grade. Our recommendations are rooted and linked to evidence from each of the schools. This extensive document provides both depth and breadth for those considering starting a design thinking school or for those who would like to reflect on their current model. Design thinking provides a unique lens to the world of education and offers meaningful insights and applications for educators everywhere.