National Network of Education Research-Practice Partnerships (NNERPP) – Rice University

We wish you a very happy Thanksgiving! At NNERPP, we are so #grateful for our #RPP learning community

Looking for some reading to enjoy during your Thanksgiving holiday downtime? How about exploring our fall issue of NNERPP Extra! Check out four inspiring #PPP articles here: https://lnkd.in/grf5rxRf

Have you seen these job opportunities? -California Education Partners is hiring a Research Practice Partnership Analyst: https://lnkd.in/efG28pHx -CIRCLE - The Center for Information & Research on Civic Learning and Engagement is hiring a Program Manager: https://lnkd.in/eXYqa5hS

New NNERPP Newsletter out today! We share new #edresearch from the Baltimore Education Research Consortium, Education Policy Innovation Collaborative, Georgia Policy Labs — Andrew Young School of Policy Studies, HERC at the Kinder Institute for Urban Research, the PRiME Center at Saint Louis University, and University of Chicago Consortium on School Research, as well as job opps, reading tips, and announcements: https://lnkd.in/gf389QhR > Subscribe to our newsletter here, if you aren’t already! https://lnkd.in/eTX_46fW

Did you know? The full proposal deadline for Spencer Foundation’s Small Research Grants program is coming up in two weeks on December 4! This program supports field-initiated research on compelling questions in education with budgets of up to $50,000: https://lnkd.in/eHztAH8?

NEW FINDINGS OUT TODAY! What were the high school and college successes and challenges for different groups of English Learners in Chicago Public Schools? High-level, the study by Marisa de la Torre, Alyssa Blanchard, Kaitlyn Franklin, Carlos Angeles, and Elaine Allensworth found that: 1. Most students who were formerly English Learners graduated from high school and persisted in college at rates higher than the district average. ?? 2. Students who were long-term English Learners had cumulative GPA and SAT scores that were lower than district average, and, among college enrollees, had lower four-year college persistence rates. 3. Students who were late-arriving English Learners to CPS (after third grade) had SAT scores that were lower than the district average, but higher cumulative GPA than the district average, and had high college persistence among students who enrolled in college. Read the report here: https://lnkd.in/gD5BGDrE

Are you headed to #2024APPAM this week? You can find a sampling of #RPP-related + relevant presentations in our most recent newsletter! https://lnkd.in/eK-fe_AH

Give it a listen! In this episode of #TheRPPExchange, Rachel Ruggirello and Carmen A. Stayton from the Institute for School Partnership at Washington University in St. Louis discuss the process of building authentic, trusting relationships with teachers: https://lnkd.in/g4kH-B99 Christine Neumerski

Hey, NNERPP! Join us today 11/18 at 2 pm ET for the next RPP Artifact Chat for an informal education policy chat! Bring your questions, ideas, thoughts, or examples of ed policy topics you’re thinking about, and let’s chat!

Did you know? Applications are now open for these William T. Grant Foundation #funding opportunities! -Research Grants on Reducing Inequality: https://lnkd.in/ddWZVuVn -Research Grants on Improving the Use of Research Evidence: https://lnkd.in/d94ryRJv Applications are due January 8, 2025