When it comes to measuring student outcomes, grading individual schools can be complicated.
Although federal, state and local mandates are continually added to school-based policies and practices used to measure student performance — and hold schools accountable — research indicates that such measures have mixed effects on student achievement, graduation rates and equity in learning.
Looking to get the most out of your grant submissions? CYFS is here to help.
Faculty wanting to learn more about Institute of Education Sciences (IES) grant funding, or who are planning a new submission or resubmission, are encouraged to attend the center’s 2021 IES Grant Essentials series.
As the COVID-19 epidemic escalated to a pandemic in early 2020, millions of Americans began working from home — and millions of students left their classrooms to continue their studies remotely.
In March 2020, all 983 Nebraska public schools sat vacant, and all the state’s 330,000 children from pre-kindergarten to grade 12 were learning in out-of-classroom environments.
For sexual minority youth, dating violence and problem drinking are frequently intertwined, often leading to depression and even suicide.
Katie Edwards, associate professor, CYFS and educational psychology, and Heather Littleton, associate professor and director of research operations at the Lyda Hill Institute for Human Resilience at the University of Colorado–Colorado Springs, are developing an online initiative for LGBTQ+ youth ages 15 to 18 to prevent dating violence and alcohol use. The program is the first culturally adapted and affirming program designed specifically for sexual minority youth.
While the COVID-19 pandemic has negatively affected people from all walks of life in the U.S., the Asian American and Pacific Islander (AAPI) community have experienced an added share of hardships, according to a recent Nebraska study.
A recent analysis of the use of the term “China virus” and other racially charged terms by government officials and the media — and the resulting conversations online — reveals more evidence of social media’s powerful influence on public perception and the potential to stoke racist discourse online.
Each year, approximately 7 million U.S. students receive special education services. According to the National Center for Educational Statistics, 25% of those students have an intellectual or developmental disability (IDD) such as challenges with adaptive functioning, intelligence or conditions such as Down syndrome or autism spectrum disorder.
The religiously unaffiliated, including atheists, are the fastest-growing (non)religious population in the United States. But the social stigma associated with atheism leaves this population vulnerable to isolation and poor mental health outcomes.
Dena Abbott, assistant professor of counseling psychology, is using a one-year Research Council grant to investigate the psychological well-being of two groups of atheists — rural-residing and woman-identified atheists — in the context of anti-atheist discrimination in the U.S.
Children who possess strong social-emotional skills in elementary school tend to experience academic and personal success. Children lacking those skills, however, often experience adverse outcomes — both short- and long-term.
To improve outcomes for children, it is crucial to understand factors associated with positive social-emotional development.
