Many vote-by-mail ballots across the United States are not counted due to a problem with verifying a voter’s signature on their ballot, called a signature mismatch. Signature verification is the process of comparing the signature on a voter’s vote-by-mail ballot with that voter’s signature in their state’s voter registration system. If the signature on a voter’s ballot does not match one in the system, the ballot is either challenged or rejected. In 19 states, if a ballot is challenged for signature discrepancy, the state requires registrars to notify the voter of the mismatch and provide an option to fix the signature so the vote can, ultimately, be counted. In 31 states, if there is a signature mismatch, the state does not require that voters be notified and be given the option to remedy their signature, and the ballot is rejected and the vote is not counted. This webinar is made for all eligible and registered voters to learn about the importance of their signature on a vote-by-mail ballot. Given the national push to vote by mail in light of COVID-19, it is critical, now more than ever, that voters know the importance of their signature on their vote-by-mail ballot, so we can all vote with confidence
This report was compiled for The Primary School’s San Francisco Early Childhood Education team with the goal of understanding the implementation of the Early Childhood Mental Health Initiative at Wu Yee Children’s Services center in San Francisco. The report was informed by qualitative interviews with individuals across Wu Yee sites, including the Kirkwood location that is piloting a new mental health consultation model. Ultimately, the report finds that program implementation varied greatly from site to site, with the most success reported out of the Kirkwood pilot of the new model.
Marlee Burns and Haley Hemm
Prepared for the Center to Support Excellence in Teaching, this comprehensive booklet outlines the characteristics, competencies and core values of successful design thinking schools. A qualitative approach allowed us to gather meaningful information from four design thinking schools, including public and private and ranging from kindergarten through twelfth grade. Our recommendations are rooted and linked to evidence from each of the schools. This extensive document provides both depth and breadth for those considering starting a design thinking school or for those who would like to reflect on their current model. Design thinking provides a unique lens to the world of education and offers meaningful insights and applications for educators everywhere.
The Hollyhock Leading Fellows (HLF) Capacity Building Framework for Teacher Leadership maps the core challenge, targeted capacities and outcomes of the HLF program. The framework charts the HLF program path from the core challenges it endeavors to meet, the capacity targets that fellows develop, and the outcomes they can expect to see. It is based on existing teacher leadership, educational equity and capacity building research as well as the HLF processes, practices and artifacts. It serves as a means to communicate clearly how fellows can benefit from their participation in the program, and to situate the HLF within the field of teacher leadership development.
For my POLS project, I partnered with Professor Kathryn Moeller to create a literature review and glossary mapping out the overall structure of the venture capital world – the history behind venture capital, its funding structures, and the levers of power and influence in venture capital. Because of the lack of research in education on the topic of venture capital, this literature review and glossary serve as an exploration of how venture capital fits into the political economy of education so we can better understand the effects of corporate power on education.
Working with Entangled.Group was a true privilege and eye-opening experience. “3 Lessons Schools Can Learn From Startups” captures my reflections on this experience and the other two documents are samples of the work I completed.
Jimin Choi and Praveen Loganathan
How can mentorship programs help students thrive in college? In 2019, East Palo Alto Academy Foundation (EPAAF) launched a Mentorship program to support first-generation college students. This project evaluates the effectiveness of EPAAF’s mentorship program and identifies pathways to help students thrive in college. The attached presentation highlights the strategic review of EPAAF and the Mentorship program, recommendations to strengthen the program, and opportunities to better support first-gen college students.
My project was to support the implementation study of the 10,000 Degrees non-profit in San Francisco through the John Gardner Center. Throughout Winter and Spring quarters I updated literature on college success indicators for students that aligned with and validated the support and services that 10,000 Degrees provides to students. Much of the research also included the partnerships and support needed for students at a community college and included factors such as student social-emotional well-being and basic needs (e.g. housing and food security.) I was able to update indicators on the current College Success Grid, which was formed during the CRIS study and have been able to expand research to include new documents that have been published within the last 3-5 years. In hope my portion of the ongoing implementation study will hopefully provide validation of the services that 10,000 Degrees and support in their expansion efforts in the Bay Area and different parts of California.
Lauren Hogan and Maira Martinez
Prepared for Policy Analysis for California Education (PACE), this research brief reports effective strategies that enable continuous improvement capacities at the school and district levels. Through comprehensive analysis of case studies and interviews with school leaders, this brief highlights salient practices that are visible within four lenses of continuous improvement. The findings of this report can be shared with instructional leaders who are hoping to utilize improvement science within their organizations and can be replicated or adjusted given different school or district contexts.
As a research intern with the Students with Amazing Goals (SWAG) Research Team at the John Gardner Center, I was privileged to complete three deliverables: a literature review exploring successful school-community partnerships, the development of a youth survey, and a review of the SWAG theory of change. This experience revealed the importance of relationship-building in school-community collaborations, especially research-practice partnerships.
During winter of 2020, the Effective Philanthropy Learning Initiative at the Stanford Center on Philanthropy and Civil Society interviewed fifteen professionals from fifteen unique organizations in the donor support ecosystem to gain insight into the philanthropic practices of donors from those who work closely with them and to better understand the role these donor support professionals themselves play in shaping the trajectory of philanthropy. This report tries to articulate what was learned and sketch the conditions of a growing donor support ecosystem. It is preliminary not yet an official publication of the Stanford Center on Philanthropy and Civil Society. The lab plans to deepen the investigation to expand our findings in the coming months.
My POLS project was in support of WestEd’s fiscal policy analysis study on special education in California. This study was commissioned by Governor Newsom to understand the complexity of special education funding and determine opportunities for alignment and improved methodology. I served as a contributing author and researcher for the Phase I Report with a focus on state-to-state comparisons, fiscal monitoring, and charter school policy. My final deliverable included a slide deck detailing the scope of the project and my own role, as well as the published report (July 2020).
Carmen Krefft and Elizabeth Tish
In partnership with the Boys & Girls Clubs of the Peninsula, we developed a repository of skills, behaviors, and dispositions that every staff member should exhibit. This matrix will better inform professional development, performance evaluation, and hiring processes as the organization strives to improve their staff coaching practices.
Teachers in California’s continuation high schools work with student populations that are markedly different from those in comprehensive schools in the same district. Yet, little research exists on how principals and administrators recruit and hire teachers to work in these settings. This report presents initial findings from qualitative interviews with six continuation school principals and administrators on the topic of teacher recruitment and hiring in continuation schools. Principals and administrators use a continuation school’s reputation, contractual language, and targeted credentialing as strategies for recruiting teachers. Among other qualities, they prioritize teachers’ personality characteristics and their ability to implement engaging instruction when interviewing candidates. Finally, principals and administrators use interviews, openness about the nature of the teaching role, and school perception as mechanisms to hire teachers who will be able to be successful. These findings, while not generalizable, offer insight into opportunities for further research.
Analysis of over 400 minutes of virtual coaching calls between coaches at Stanford’s Center to Support Excellence in Teaching and emerging teacher-leaders yielded insight into the essence of transformative mentoring of adults. A new teacher-leader, who is often awkwardly situated between administration and faculty, faces many challenges. The coach, whose work is founded on trust and sense of partnership, must be deeply engaged and should infuse mentoring sessions with support, constructive critique, and empathy.
Since the beginning of the last century, co-operative models in Higher Education are partnership models that connect universities and hiring organizations, with the main objective of integrating learning and working. There are three stakeholders with convergent, but often divergent, interests in this relationship: students, Higher Education institutions, and employers. This paper conducted a literature review on the topic to create a framework for building new models of co-operative programs that balance the different perspectives of all the involved parties.
Clare McLaughlin and Meg Pantell
The East Bay Regional Park system (EBRP) is an expansive natural space in Oakland, a racially and economically diverse urban community in California. This study interviewed local park visitors to understand the perceived health and wellness benefits of Reinhardt Regional Park (a park location within the EBRP system) as well as visitors’ perception of the park’s engagement with the local community. Study participants (n=15) noted extensive physiological and psychological health and wellness benefits of the park, and also noted potential barriers to access, which hinder some community members from experiencing these benefits. EBRP’s position as the largest regional park system in the United States, its location within a diverse urban community, and its history and current vision for community engagement create a nexus of opportunity for EBRP to be leveraged as a powerful public resource for health and wellness.
Paola Mora Paredes and Camila Moreno-Jimenez
With the expansion of post-secondary education programs in prisons, there is a lack of a reliable infrastructure to evaluate them. This project is aimed “to develop a more robust research and data infrastructure for evaluating the quality and impacts of higher education in prison programs.” The report sets a historical context to explain the current politics regarding higher education in prison programs. This is followed by a landscape overview with Ithaka S+R’s Unbarring Access report, and current evaluation practices at various levels including single program, statewide, and meta-analysis. The report concludes by recommending some frameworks that programs can utilize to best support incarcerated students.
This toolkit serves as an introduction to the Indigenous practice of Peacemaking. It provides foundational knowledge for individuals, communities, and organizations who are considering building alternative processes to address harm, violence, difference, decision making, and community building. This resource discusses various systems of Indigenous conflict resolution; explores application in diverse settings, and presents an introduction to peacemaking circle facilitation. This toolkit was made in collaboration with the Native American Cultural Center, Stanford University.
Can design thinking experience increase the female students’ interests and motivation and provide the nudge they need to consider STEM professionals, innovators, and entrepreneurs?” SKY Labo, a non-profit education social venture explores this hypothesis by providing 3-day workshops to Japanese students since 2016. The results from the pre- and post-intervention surveys informed that the short intervention has a strong positive influence on the female students’ mindsets, self-images, and perceptions towards STEM, innovation, and entrepreneurship, while gender norms and negative attitudes towards failure remains to be persistent.
This project was in partnership with StraighterLine, a subscription-based, low-cost online college credit provider. StraighterLine sought to improve the efficacy of its automated platform of nudge message emails, with the ultimate aim of improving course completion rates. This project provides a review and executive summary of the existing literature regarding nudge messaging and adult learning. The findings were then used to create a nudge message criteria/checklist. Finally, the checklist was used to evaluate all 44 messages in the StraighterLine Academy nudge message platform. Eight messages from that platform were targeted for an A-B test. These messages were edited and improved based on the checklist. The findings, summary, and sample emails were arranged in a slide deck presentation and presented to the StraighterLine C-suite.