Provides final results from the U.S. Department of Education’s Investing in Innovation (i3) Validation grant of the New Teacher Center's (NTC's) teacher induction model. Results show that the model for new teachers increases student learning in grades 4-8 by an additional 2-4 months in ELA/reading and an additional 2-5 months in math.

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.  

Summarizes the key findings from the Improving Outcomes for Youth: A Statewide Juvenile Justice Initiative (IOYouth) process in Nevada that resulted from the CSG Justice Center’s comprehensive assessment of Nevada’s juvenile justice system. Nevada was the first state selected to participate in IOYouth and will continue to receive guidance from the CSG Justice Center to implement the new policies and track implementation p

Analyzes how student success has changed following the implementation of Florida Senate Bill 1720 by comparing enrollment and passing rates of developmental education (DE) courses and gateway courses for first-time-in-college (FTIC) students before (2009-10 to 2013-14) and one year after the reform was implemented (2014-15).

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.

Challenges have impacted students during the pandemic but illness is just one challenge some students have had to confront.