Browsing by Subject "policy implementation"

Now showing 1 - 4 of 4
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    Addressing Barriers to Extended Foster Care
    (2023) Luna, Christina; Olinger, Emily; Weiner, Evelyn
    Fifteen years ago, federal legislation was passed which provided states with the option of allowing eligible individuals to remain in foster care beyond age 18, paving the way for Minnesota to establish its Extended Foster Care program in 2011. Through this program participants receive monthly stipends and case management support. Research indicates lasting positive effects for participants, as time spent in EFC is associated with positive outcomes such as decreased instances of homelessness and involvement in the criminal justice system. Still, little has been known about the utilization of the program in Minnesota. Our team sought to fill this gap in research by investigating the current utilization rate and factors that affect participation. To do so, we utilized a mixed-methods approach which included interviews with systems actors, summary statistics of program data, and a review of program documents. Through this process, our team identified key strengths, weaknesses, and barriers present in Minnesota’s. Ultimately, we propose recommendations related to data and evaluation, service delivery, program design, and investment in resources to remove barriers and increase participation.
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    Evaluation of Emergency Rental Assistance Program from 2021 to 2022 in Minnesota and Wisconsin: Evidence from the Household Pulse Survey data
    (2023) Wang, Shuping
    All states in the United States implemented an Emergency Rental Assistance (ERA) program in 2020 to address housing insecurity during the COVID-19 pandemic. Using the Household Pulse Survey and ERA monthly compliance reports on spending, this study examines whether ERA spending was associated with lower rent hardship. The results suggest that there was no linear relationship between ERA spending and lower rates of rent hardship in Minnesota and Wisconsin. More research is needed to examine all 50 states.
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    Thinking About Language In All The Right Places: A Critical Ethnography Of Bilingualism In Non-Classroom Spaces
    (2023-09) Stanton, David
    This critical ethnography examines how the language ideologies of non-teaching staff (NTS) shape language practices in a bilingual PreK-8 school. Recent research on two-way bilingual education reveals the ways that the language ideologies of teachers, administrators, and parents can support the privileging of English in bilingual programs by prioritizing the values and needs of English-dominant students and families over those of language-minoritized students and families. This study shifts the focus to another inner layer of the policy onion, the NTS who comprise half of school staff. Non-teaching staff interact with students, families, and other staff in the hallways, cafeteria, playground, front desk, and other non-instructional areas of the school site, and they too are policy agents who impact language uses and school culture. The findings of this study reveal that (1) NTS make the entire school site at El Sol a bilingual and bicultural space; (2) NTS model the ways that bilingualism is process, not outcome; (3) NTS come to work at El Sol because they want to give back to their community by sharing their own linguistic and cultural lived experience; (4) the actions of NTS at El Sol are the action of educators who work to carry out the mission and vision of the school; and (5) NTS resist the privileging of English at El Sol, yet there exist still hierarchies of Spanish. Non-teaching staff protect the school from mission drift by challenging English dominance and transforming non-instructional spaces into sites of bilingualism and biculturalism.