Browsing by Subject "education policy"
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Item Get the Data, Share the Data, Use the Data Recommendations from the three-state Child Welfare and Education Learning Community (CWELC) project(University of Minnesota Extension, Center for Family Development, 2014) Langworthy, Sara; Robertson, LaurenThe Child Welfare and Education Learning Community (CWELC) project strives to address some of these shared challenges and bridge these two systems. Practitioners, policymakers, and researchers from child welfare and education systems in Illinois, Minnesota, and North Carolina have worked together for two years to address shared and unique challenges facing child welfare and education systems in the three states. This report summarizes challenges and opportunities identified by the group and recommends actions to better promote data gathering, sharing and use to enhance educational and health outcomes for children and families.Item Uncovering the Underrepresentation of Gifted Students of Color and Indigenous Students: Demystifying the Inequitable Gifted Identification Process in Minnesota’s Gifted Programs(2022-05) LaVanway, AnnIn Minnesota, most Students of Color and Indigenous Students are identified as gifted at rates lower than their White peers. Despite the presence of state level legislation and a state level budget for gifted education, school districts across Minnesota fall short in identifying many students who identify as Black, Indigenous, and People of Color (BIPOC). This mixed methods study was conducted via an online survey and group interviews of members of the Minnesota Council for the Gifted and Talented and a gifted school located in the Twin Cities metro area. Preliminary findings suggest that parental advocacy plays a meaningful role in gifted identification as well as accessing gifted programming for P-12 students. Available social capital and cultural capital influence the ways in which family members of gifted students navigate the identification process. For many families, this includes knowing who to ask for support, what questions to ask, and pursuing resources outside of the school or district with their own time and money. The lack of transparency regarding gifted identification combined with a lack of teacher training and inadequate policy lead to a murky identification process which negatively impacts BIPOC students and must be scrutinized to make gifted education more accessible via revised policy and updated, inclusive identification practices.