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Designed to help stakeholders better understand the policy environment surrounding current school discipline practices in our country. This compendium provides information on school discipline laws and administrative regulations for the United States, including the 50 States, Washington D.C. and Puerto Rico.
Presents results from phone interviews with principals and LEA coordinators for readers interested in the details of the Iowa Safe and Supportive Schools (IS3) evaluation. Includes detailed qualitative and quantitative data and themes learned about each question asked.
Provides a unifying framework for schools, families, and communities to understand, select, and organize their learning supports (i.e., strategies, programs, and practices used to create conditions to enhance learning).
Outlines the goals of the Iowa Safe and Supportive Schools (IS3) program and the components of the IS3 school climate index for stakeholders interested in learning more about the program.
Consolidates data and information on the Iowa Safe and Supportive Schools (IS3) index for all participating schools in 2012. This report provides stakeholders interested in the IS3 work a detailed breakdown of data points and analysis.
Consolidates data and information on the Iowa Safe and Supportive Schools (IS3) index for all participating schools in 2014. This report provides stakeholders interested in the IS3 work a detailed breakdown of data points and analysis.
Describes an approach that incorporates professional learning as well as training and tools around culturally responsive practices, sense of belonging, and supporting the use of data.
Discusses how colleges have been struggling to meet the surging demand for mental health services on campus, and some schools are wrestling with how much care they owe students.
Presents findings from a study on the scale of adoption of guided pathways practices across community and technical colleges in three states where there are state-level efforts to support adoption among colleges system-wide.
Introduces students with stranded credits who were eligible to return to college through the Ohio Compact and provides a glimpse into their circumstances outside of the classroom.