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.
Discusses what happens to Latino students along the way from high school to the bachelor’s degree and into the workforce to shed light on why Whites are more likely than Latinos to earn a postsecondary credential. Colorado, with its fast-growing Latino population, is a bellwether state for explaining the college to career pipeline.
Provides information on the outcomes of students who attended Macomb Community College during or after 2003 and who transferred to University Partners Advisory Council (U-PAC) institutions between fall 2007 and spring 2009. The study examines the rate at which students earn bachelor’s degrees, for U-PAC colleges as a group and in some cases for each individual de-identified U-PAC member. It also examines excess credit accumulation.
Discusses College Promise programs, which now number more than 200. These program provide financial support to pay local students’ tuition and fees. They have received bipartisan support from state and municipal policymakers to improve students’ access to college, putting college financially in reach. But these programs do not typically address college success. Increasing completion rates is the next step.
Highlights the great work Michigan schools are doing to engage youth in the school climate improvement process. Promoting youth development among participating high school students is one of the key focus areas to Michigan's S3 Initiative.
Summarizes outcomes of the 22 priority area high schools served by the Safe Supportive Schools (S3) grant for the Michigan State superintendent. This report includes data on the grant's impact on graduation rates and how Restorative Justice practices helped save instructional hours.
Includes a presentation to the state superintendent, describing the work of the MI S3 grant, including their “Think Respect motto, student outcomes, and information on Michigan’s Socal Emotional Learning Standards drafted during the grant period.
Focuses on the legal framework for administering medicine, school board opioid antagonist information, training requirements for individuals designated to administer an antagonist, and storage requirements.
Provides program overview of mentorship program in Detroit Public Schools including history, goals, and mentoring tips. Also, provides discusses their in-school dropout prevention and mentoring program for minority young boys who are at-risk of dropping out of school and/or choosing a life of crime