Using data to improve performance is essential for bettering outcomes for children and youth. When a new data system is created or implemented, it's important to address critical questions first about the processes and people involved, not just the technology. In this recent blog, the Forum's Larry Pasti reflects on his own experiences as well as the Chapin Hall report, commissioned by the Wallace Foundation, titled "Connecting the Dots: Data Use in Afterschool Systems."
School leaders have recently been asked to consider how to support the social and emotional learning (SEL) of their students. How this can be done effectively is the subject of a recent brief, "Preparing for Effective SEL Implementation," by the EASEL (Ecological Approaches to Social Emotional Learning) Lab at Harvard University.
Several studies have shown that school-based programming in SEL is linked to a number of positive outcomes such as academic achievement and emotional well-being. But sometimes these programs don't make as much of a difference as prior evidence would suggest. The brief by Stephanie Jones and her team at EASEL, commissioned by the Wallace Foundation, posits that problems in the implementation phase can lead to less powerful results.
Jonathan Raymond, President of the Stuart Foundation, has spent his career working to transform the way we perceive learners and the learning environment. By taking on challenges while providing a reliable safety net of support, Jonathan's educational philosophy allows kids to develop resilience, respect, and a drive for self-improvement.
The Forum for Youth Investment recently brought together senior career federal government staff and leaders from nongovernmental organizations to hear about two promising approaches that utilize evidence-based practices as opposed to evidence-based programs.