Viki Young - Academia.edu (original) (raw)

Papers by Viki Young

Sustainability in Inclusive Innovation: District-Community Solutions, Mindsets, and Practices

A New Narrative: How Unlocking the Power of R&D Through Inclusive Innovation Can Transform Education

Building Instructional Quality

Routledge eBooks, May 4, 2023

Researching Implementation at Scale: Hearing Teachers' Voices, Meeting Teachers' Needs, and the Implications for Intermediaries

Proceedings of the 2021 AERA Annual Meeting, 2021

Examining High School and Postsecondary Outcomes of T-STEM Academies. Policy Brief

Texas Education Research Center, Dec 1, 2019

Center For the Future of Teaching and Learning, 2002

Persuaded that quality teaching is the most important way to raise student achievement, the new l... more Persuaded that quality teaching is the most important way to raise student achievement, the new leadership of the San Diego, California schools initiated a focused set of instructional reforms to “jolt” the system from bottom to top beginning in 1998. The core of the effort—a massive investment in attracting good teachers and supporting all principals and teachers with intensive, focused professional development—draws on research about learning, especially from the cognitive sciences, and theories about teaching that contend “student learning will increase when powerful interactions occur between students and teachers around challenging content.”

Measures how well five San Francisco Bay Area schools have implemented the goals of the Knowledge... more Measures how well five San Francisco Bay Area schools have implemented the goals of the Knowledge Is Power Program during the first year of a three-year initiative to prepare underserved urban youth for college

Additional file 2 of Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies

Additional file 2: Appendix A-2. Outcome Measures Used in the Meta-Analysis

Additional file 1 of Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies

Additional file 1: Appendix A-1. School Identification, Recruiting, and Participation. Supplement... more Additional file 1: Appendix A-1. School Identification, Recruiting, and Participation. Supplementary Figure A-1. School identification and recruiting for Cohorts 1 and 2 in North Carolina. Supplementary Figure A-2. School identification and recruiting for Cohorts 3 and 4 in Texas. Supplementary Figure A-3. School identification and recruiting for Cohort 5 in Ohio

Chicago's Renaissance 2010 seeks to create 100 new and autonomous schools by 2010. These new scho... more Chicago's Renaissance 2010 seeks to create 100 new and autonomous schools by 2010. These new schools are expected to increase choice for parents and students, enact innovative practices, and help create a portfolio of schools designed to make the Chicago Public Schools (CPS) more diversified, responsive, and effective. Renaissance Schools Fund (RSF) is a private partner providing support and accountability for 38 of the 54 Renaissance 2010 schools as of the 2007-2008 school year. This report documents early outcomes and implementation issues of the first two cohorts of RSFsupported schools. These 23 schools were established in 2005-06 and 2006-07, and the report is based on data collected during the 2006-07 and 2007-08 school years. This report is based on an analysis of student demographic and achievement data, descriptive data from applications and other documents, and interview and observational data from three rounds of site visits. Exhibit ES-1. ITBS Reading Achievement (2004-05) Prior to School Opening, RSF Students in Cohort 1 Schools Compared with Students Remaining in Sending School

Society for Research on Educational Effectiveness, 2018

Body Background / Context: Policymakers argue that only by enlarging the STEM (science, technolog... more Body Background / Context: Policymakers argue that only by enlarging the STEM (science, technology, engineering, and mathematics) pipeline in a way that attracts, supports, and sustains the participation of students from all kinds of backgrounds can the United States meet its needs for science and technology innovation, economic prosperity, and social well-being (National Academies, 2005). To meet this need, inclusive STEM high schools (ISHSs) combine rich STEM course offerings and experiences with an explicit mission to serve students from underrepresented groups accepted on the basis of interest rather than competitive examination. Evidence regarding the impact of STEM schools is just starting to emerge. A value-added analysis of 2006-09 STEM outcomes data from North Carolina and Florida middle and high schools by Hansen (2013) reported no advantage for STEM-focused schools. On the other hand, Young et al. (2011) found small impacts on math and science test scores for T-STEM high school students in Texas. Wiswall et al. (2014) found an advantage of STEM school seniors over their counterparts in non-STEM schools in terms of STEM course-taking and Regents exam scores. Furthermore, Means et al. (2017) found positive relationships between ISHS attendance and academic achievement, STEM course-taking, goals, identity, and expectations in North Carolina and Texas. One of the distinctive features of the present ISHS study is that it provides a comprehensive picture of the impact of ISHSs by using two sets of comparison groups: schools in the same districts as the ISHSs to control for local context; and comparable schools in districts with no access to STEM schools to alleviate potential bias caused by student self-selection into ISHSs. The two comparisons validate each other in providing solid evidence regarding the impact of ISHSs. Purpose / Objective / Research Question / Focus of Study: This study addresses the following research questions: 1. Do students attending ISHSs differ from students in other same-district high schools in terms of demographic characteristics and middle school achievement?

Building Instructional Quality: Inside-Out, Bottom-Up, and Top-Down Perspectives on San Diego's School Reform

Expanding Access to STEM-Focused Education : What Are the Effects ? *

Calls for broadening the population of students motivated and prepared to pursue STEM studies, wi... more Calls for broadening the population of students motivated and prepared to pursue STEM studies, with an aim ultimately to impact the country’s competitiveness, have been frequent and widespread, including Prepare and Inspire: K-12 Education in STEM for America’s Future from the President’s Council of Advisors in Science and Technology (PCAST, 2010), Building a STEM Agenda (National Governors’ Association, 2007), and Rising Above the Gathering Storm (National Academies, 2007). While publicly supported selective STEM high schools, such as the well-known Bronx High School of Science, have an extensive history of offering advanced course work and an emphasis on one or more STEM disciplines to a student body chosen through competitive examination or record of past performance (Hanford, 1997; Subotnik, Rayhack, & Edmiston, 2006), they do not meet this new need. These schools offer opportunities to develop deep expertise in STEM subject areas, but they do not expand the pipeline of students...

This white paper captures experiences and insights from educators and administrators as their dis... more This white paper captures experiences and insights from educators and administrators as their districts integrated micro-credentials in support of professional learning around computational thinking as part of the Computational Thinking for Next Generation Science Standards (NGSS) Challenge Collaborative.

… on Chicago School …, 2009

This paper is supported by the National Center on School Choice, which is funded by a grant from ... more This paper is supported by the National Center on School Choice, which is funded by a grant from the US Department of Education's Institute of Education Sciences (IES) (R305A040043). All opinions expressed in this paper represent those of the authors and ...

Education is critical to our nation's ability to sustain innovation, and society can do more to p... more Education is critical to our nation's ability to sustain innovation, and society can do more to prepare the next generation. The Center for Education Policy (CEP) evaluates the impact of a variety of educational programs, especially improvements designed to serve traditionally underrepresented students. The Center studies new models for education reform, adult education systems, and initiatives to raise the quality of teaching. We conduct work for federal agencies, state departments of education, local school districts, private foundations, and not-for-profit groups.

EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 43,1his document has been reproduced as received ... more EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 43,1his document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality.

Instructional Leadership for Systemic Change: The Story of San Diego's Reform

Part 1 List of Figures and Tables Part 2 Acknowledgments Chapter 3 1 Building Instructional Quali... more Part 1 List of Figures and Tables Part 2 Acknowledgments Chapter 3 1 Building Instructional Quality: A New Theory of Educational Improvement Chapter 4 2 Instructional Reform in San Diego City Schools: A Thoughtful Strategy for Change Chapter 5 3 Changing the System at the Top: Rethinking the District Chapter 6 4 Charting the Results of the Reform Chapter 7 5 Reform at the Elementary Level: Changing Practice, Changing Culture Chapter 8 6 Reform at the Middle School Level: From the Inside Out Chapter 9 7 The Teachers' View: Where Reform Hits the Road Chapter 10 8 Meeting the Needs of High Schools: Reforming the Reform Chapter 11 9 Conclusion Part 12 Appendix: San Diego City School District-Wide Student Performance, SAT-9 Part 13 References Part 14 Index Part 15 About the Authors