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This report details how Reynoldsburg City Schools utilized the Inclusive Innovation model to introduce an innovative Open Educational Resource, Socratic Circles, designed to assist teachers in guiding discussions on racial and social justice in the classroom. These OER will be accessible to educators who are inspired by this work and interested in incorporating Socratic Circles into their classrooms. This report also offers insights from members of Reynoldsburg City Schools' Inclusive Innovation Core Team on how they applied the Core Tenets of Inclusive Innovation throughout their process.

Innovation in education is vital for responding to emerging challenges, such as the COVID-19 pandemic, and for building progress on longstanding challenges in schools. The infusion of substantial, highly flexible pots of federal relief dollars created an opportunity to pilot new programs and initiatives. Many states and districts opted to invest resources in traditional K-12 expenses, such as increasing staff capacity or updating facilities. However, states are also using the funds to spark new initiatives that otherwise may not have been possible and can be replicated across the country. This Policy Guide presents six strategies along with state examples to assist in planning, designing, implementing, and sustaining innovative services and programs. In addition to these strategies, other researchers have developed models for change that put forward other unique approaches, such as allowing for locally driven variation, providing human capital support for ongoing technical assistance and tolerating small-scale risk. The end goal of using these approaches is to design innovative policies that endure and improve long-term student outcomes.

States and districts use career pathways in a variety of ways, in a variety of settings, and under vastly different circumstances to give young people access to meaningful careers and stable lives. In this report, the authors conducted case studies of career pathways initiatives in Texas, Ohio, and Colorado to better understand the triumphs and challenges inherent in creating and operating career pathways programs amid a rapidly changing policy context. Through research and interviews with education stakeholders, the authors gathered meaningful insight into how legislators, policymakers, and program operators build high-quality programs and overcome barriers. The report examines the implementation of career pathways programs in these states to surface themes about the factors that support and hinder implementation, and to identify recommendations for state policymakers interested in supporting these programs. The recommendations include policy changes and practical administrative retooling that will have the greatest impact on improving pathways programs in these states and across the country.

Ohio's commitment to student success is stronger than ever. Earlier this year, Governor Mike DeWine and Lt. Governor Jon Husted, with the support of the general assembly, signed into law historic investments for Ohio's students. These investments expand on the Ohio Department of Education's priorities outlined in Future Forward Ohio to strengthen reading achievement, accelerate learning opportunities in mathematics and literacy, create programs to support and expand workforce experiences, and ensure students have the necessary supports to be ready each day to learn. While the Ohio School Report Cards are an important snapshot of progress and challenges at a point in time, they are not an end point. As the challenges in education evolve, so too must the work to produce solutions, enrich essential learning experiences and strengthen the critical partnerships central to student success. [For the 2021-2022 report, see ED628153.]

This case study outlines how the Montgomery County Education Service Center (MCESC), in partnership with JFF's Pathways to Prosperity Network team, has worked to address the mismatch between education and labor market from 2018-2022. It outlines the importance of leadership through the regional Business Advisory Council, highlights the process of documenting skills and competencies for key industries in the region, and describes the development of pathway models that outline key aspects of pathways including labor market information, postsecondary options, college and career preparation opportunities, and coursework. It demonstrates how the region has successfully moved from discrete one-off education and training programs to well-developed regional infrastructure that supports college and career pathways that benefit students, employers, and the regional economy.

Career and technical education (CTE) programs offer students opportunities to explore potential careers while learning technical and employability skills. Education administers funds for these programs through the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). For fiscal year 2021, Congress authorized about $1.3 billion to support CTE programs through Perkins V, and about 11 million students participated in these programs in 2019-2020. Perkins V and a U.S. House of Representatives Committee report accompanying a fiscal year 2021 appropriations bill include provisions for GAO to examine CTE service and funding strategies. In addition, GAO was separately asked to review programs funded through Perkins V. This report examines: (1) strategies selected recipients of federal CTE funds have used to support their CTE programs and assist different student populations; (2) challenges CTE stakeholders face and how they are addressing them; and (3) how Education supports CTE programs. GAO interviewed officials from Education, state officials in Delaware, Georgia, Ohio, and Washington (selected based on CTE enrollment of students from different populations, among other factors), representatives from eight CTE program providers, and 14 additional CTE stakeholders, including business representatives. GAO also reviewed CTE funding information from the eight CTE program providers; and reviewed relevant federal laws and Education documents.

The Diversifying the Education Profession Ohio Taskforce consists of aspiring teachers, K-12 educators, human resources personnel, educator preparation program representatives, community members, State Board of Education representation, and staff members from the Ohio Department of Education and Ohio Department of Higher Education and convened to establish a vision, goals, and recommendations for increasing Ohio's ability to serve diverse students. In this work, professional learning related to culture and climate, in addition to training on culturally responsive practices, was called out as a key strategy. According to the Learning Policy Institute, teachers who receive thorough preparation and are supported throughout their careers are both better equipped to meet the needs of diverse students and more likely to stay in the profession. Understanding this, the Ohio Department of Education partnered with the Region 8 Comprehensive Center to complete a national landscape scan of publicly accessible professional learning modules to support teachers in growing skills to address the needs of diverse student populations. The purpose of this document is to highlight online professional learning in alignment with the Diversifying the Education Profession Ohio Taskforce recommendations. Selected findings are provided from a comprehensive scan of online modules, webinars, or trainings designed to support educators in providing high-quality education to students across a wide array of backgrounds and needs. Each module provides details on the major learning objectives, module duration, availability of credentials, and alignment to the framework.

The Families Forward Demonstration (FFD) examined new strategies to increase the earnings of parents who owe child support but are unable to fully meet their obligations due to low earnings. It also focused on "responsive" child support services that helped parents understand their support obligations, and even suspended certain enforcement actions while parents participated in the program. Child support agencies in five locations implemented FFD: Cuyahoga County, Ohio; Franklin County, Ohio; Calhoun and Jackson counties in Michigan; New York City; and Benton and Franklin counties in Washington State. They operated the program in partnership with local colleges, training providers, workforce development agencies, and community-based organizations that offered screening and enrollment, employment, and training services. The child support agencies began designing their FFD programs in 2016 and launched the programs between 2018 and 2019 as they finalized their plans for service delivery and partnerships. This report presents the findings from the implementation and outcome studies of FFD.

The secondary-to-postsecondary transition is a critically important step on a student's path toward economic success. The majority of jobs in the United States continue to require some sort of postsecondary attainment, whether that be a bachelor's degree, associate's degree, or other college coursework. However, the nation loses students as they progress through secondary and postsecondary education. Further, this problem disproportionately affects students of color, particularly Black and Latinx students, who are 20 percent less likely than other students to earn a college-level credential. This brief offers policy-based solutions and examples that can support greater alignment and partnerships across K-12 and postsecondary education, promote scaling, and, ultimately, ensure that every young person has the support necessary for success.

Developing and scaling high-quality systems of college and career pathways that help young people successfully transition through education into high-paying, high-demand careers requires strong leadership. This piece highlights key lessons about the structures and commitments that are necessary for effective leadership and governance from JFF's work with the communities in the Great Lakes College and Career Pathways Partnership (GLCCPP). These structures and commitments enable communities like those in GLCCPP to not only implement but sustain and scale college and career pathways that effectively prepare young people with the skills, credentials, and confidence to succeed in the evolving economy. [This report was produced with the Great Lakes College and Career Pathways Partnership.]

This report documents the results to date of reforms underway from Ohio Strong Start to Finish, one of the six systems that make up the first phase of the Strong Start to Finish initiative, an initiative of Education Commission of the States. Through Ohio Strong Start to Finish, the Ohio Department of Higher Education (ODHE), along with the Ohio Association of Community Colleges (OACC) and the Inter-University Council of Ohio (IUC), are working with 30 public 2- and 4-year institutions to advance the goal of college completion and decreasing attainment gaps for historically underserved students. This report describes the context of reform within the state, the current status of project activities, and some early insights coming out of the work.

The COVID-19 pandemic has had a detrimental impact on many facets of students' successful transitions from secondary into postsecondary education, particularly for students who depend on in-person delivery of content and experience. For many young people, paid work-based learning has historically provided a needed source of income, and its importance has grown as youths and their families have been affected by the unemployment crisis. Moreover, the nature of work itself is changing, and policymakers must ensure that young people have meaningful and equitable access to learning about the world of work. This Policy Brief explores the structural challenges -- both new and old -- that prevent high school students from accessing quality work-based learning and transitioning to postsecondary education and on to the workforce. Drawing on evidence-based approaches and lessons from the field, it presents a set of state policy considerations to expand access to work-based learning experiences. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon "A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era" (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.

This Policy Brief defines dual enrollment and common barriers to entry for historically underserved student populations. It identifies three opportunities for policies to expand access and make it more equitable: (1) Protect low-income students' access to dual enrollment; (2) Re-examine student eligibility policies; and (3) Encourage greater collaboration between K-12 and postsecondary education. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon "A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era" (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.

On a given day, more than 43,000 youths who largely identify as students of color and are disproportionately male are held in residential placement facilities as a result of involvement with the juvenile justice system. More than two-thirds of youths living in placement facilities who participated in a national survey shared aspirations to continue their education, with nearly half wanting to pursue postsecondary education. Despite these aspirations, youth involved in the juvenile justice system encounter educational barriers before they enter the system: Nearly one third are diagnosed with a learning disability, nearly half demonstrate academic proficiency below their grade level and close to a quarter are not enrolled in school. A disruption in their academic trajectory because of involvement with the juvenile justice system may prevent a student from continuing their education upon reentry. Sixty-six percent of youths do not return to school after leaving placement. High-quality arts education participation has lasting, positive impacts for youth by supporting development from early childhood into adulthood. The arts provide opportunities to build self-efficacy and achieve personal goals by helping youth develop ownership of their learning, determine individual criteria for success and track personal progress. Research shows that these effects most strongly benefit youth who have limited access to opportunities for academic, personal and social success and are thus at higher risk for low academic achievement, dropping out of high school or entering the juvenile justice system. Arts participation can also reduce the likelihood that they will engage in delinquent, risky or violent behavior. Additionally, the arts support civic outcomes, including political engagement and volunteering, among youth. This Special Report explores research and programs that employ the arts along the juvenile justice continuum: in prevention, intervention, transition and healing.

Nearly half of the states allow community colleges to award bachelor's degrees as one strategy to meet workforce demands, increase access to educational and career advancement opportunities, address affordability and raise attainment rates. Emerging research also suggests that community college bachelor's degrees may play a role in better serving a more diverse student population. Students who enroll in community college bachelor's programs are typically adult learners who are working and may not be in a position to study full time toward a bachelor's or transfer to a four-year institution. Further, the programs may address the low rates of underserved students and rural residents with a bachelor's degree. This Policy Brief captures recent state policy activity pertaining to community college bachelor's degree programs, summarizes arguments for and against these policies and offers policy considerations for states starting or expanding these programs.

On January 14, 2019, Mike DeWine was sworn in as Ohio's 70th governor. Jon Husted joined Governor DeWine and received the oath of office as Ohio's Lieutenant Governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to change Ohio. Almost immediately, Governor DeWine and Chancellor Randy Gardner began an unprecedented outreach effort to listen to students, higher education leaders, faculty, members of college and university boards of trustees, and Ohio's business community. Chancellor Gardner visited a total of 74 college and university campuses in addition to a number of Ohio Technical Centers and career centers throughout 2019. This document provides a brief summary of what the DeWine-Husted Administration, working with the Ohio Department of Higher Education (ODHE), accomplished in its first year.

Aspen and the Community College Research Center studied nine dual enrollment programs across three states--Florida, Ohio, and Washington--that have narrowed or closed equity gaps in dual enrollment for Black, Latinx, Indigenous, and Pacific Islander students. Based on this research, "The Dual Enrollment Playbook" describes the five principles that college and K-12 leaders can follow to design equitable dual enrollment programs. These five principles reflect the lessons that will make the most difference for historically underrepresented students of color, but these strategies may benefit students from low-income and other backgrounds as well. For each principle, the authors name several strategies, with examples, that the colleges and high schools they studied use to advance equitable access to and success in high-quality dual enrollment courses. When leaders apply these principles and champion practices and policies that prioritize equity as the ultimate goal, dual enrollment can truly accelerate the path to college and meaningful careers for all students. [For "Highlights from the Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students," see ED608547.]

More than 1 million U.S. high schoolers participate each year in dual enrollment, taking college courses that simultaneously fulfill high school graduation requirements and count toward a postsecondary degree or workforce credential. While most systems still have equity gaps in dual enrollment access, 20 percent do not. In "The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students," the Aspen Institute and the Community College Research Center examines nine dual enrollment programs in Florida, Ohio, and Washington that have narrowed or closed equity gaps in dual enrollment for Black, Latinx, Indigenous, and Pacific Islander students. These K-12 and community college partnerships show that it is possible to close equity gaps when intentional strategy is paired with innovation and commitment. Using the results of this research, the "Dual Enrollment Playbook" identifies five principles and the supporting strategies and practices through which community college and K-12 leaders can advance equity in high-quality dual enrollment. [For "The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students," see ED608546.]

This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this How to Think College publication were shared with the authors by staff and faculty at six different postsecondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.

"Imparting Wisdom: HBCU Lessons for K-12 Education" details historically black colleges and universities' (HBCUs) longstanding efforts to provide quality educational experiences for their students and how their success may be translated in K-12 schools. This brief uplifts research-based HBCU best practices, practical recommendations and insights from HBCU leaders, with the goal of promoting mutually beneficial alliances between the K-12 and higher education communities. The outlined lessons in the report rest on the following best practices that HBCUs employ: (1) cultivating nurturing support systems; (2) leveraging African American culture and identity; and (3) setting high expectations. Each best practice also details corresponding lessons for the K-12 space. These HBCU "best practices" can serve as effective models for K-12 schools, districts and charter management organizations (CMOs) in improving the educational outcomes of students from disadvantaged backgrounds.

From 2016 through 2019, 10 states strengthened their career readiness systems through the New Skills for Youth initiative (NSFY), a $75 million national investment by JPMorgan Chase & Co. to enhance state efforts to increase the number of learners across the country who are prepared for success in both college and career. As part of this initiative, the Council of Chief State School Officers, Advance CTE, and Education Strategy Group worked with states to improve their career readiness systems. Through NSFY, Delaware, Kentucky, Louisiana, Massachusetts, Nevada, Ohio, Oklahoma, Rhode Island, Tennessee, and Wisconsin took action to develop and scale high-quality career pathways, expand access to work-based learning opportunities, strengthen data and accountability to incentivize career readiness, and lay the foundation for sustaining career readiness efforts. This report examines the impact of these states across the entire initiative and highlights the state role in catalyzing and transforming career readiness opportunities for youth.

While students of color make up more than 30% of Ohio's student population, many students will graduate high school without ever having a teacher of color. Teachers of color comprise only 5% of Ohio's teaching workforce, and similar disparities persist in other education professions including educational aides, principals, and superintendents. Furthermore, the number of minority candidates enrolling in teacher preparation programs has steadily declined while the proportion of students of color increases annually, which means these disparities are likely to grow. In 2018, the Ohio Department of Education formed a Diversity in Education taskforce to study this issue and make recommendations. The taskforce--which was comprised of approximately 40 individuals from K-12 education, institutes of higher education, the State Board of Education, the Ohio Department of Education, the Ohio Department of Higher Education, and local communities--met over the course of three meetings. The taskforce examined educator workforce data to identify gaps, conducted a root cause analysis, and identified strategies to address the root causes. The taskforce identified three primary gaps that should to be addressed to diversify Ohio's educator workforce: (1) Attracting individuals to the field of education: The taskforce highlighted Grow Your Own programs and branding the education profession as two strategies to help increase proportion of ethically and racially diverse students enrolled in educator preparation programs; (2) Preparing and retaining individuals in the field of education: Strategies should span the educator career continuum including mentoring and onboarding supports specific to educators of color along with professional learning related to culturally responsive practice and school climate; and (3) Empowering change: While individual schools and districts may feel powerless to making meaningful changes, opportunities to collaborate with others expand the reach and impact of change efforts. For example, schools and districts could partner with existing networks that support educators of color or attend regional convenings with other Ohio educators to examine equity data and brainstorm solutions.

"Each Child, Our Future" is Ohio's shared plan for ensuring each student is challenged, prepared and empowered for his or her future by way of an excellent prekindergarten through grade 12 (preK-12) education. The plan's purpose: to lift aspirations, create hope and excitement, guide development of state-level education policies and promote high-quality educational practices across the state. This plan was built by Ohioans for Ohioans. Launched by Ohio's superintendent of public instruction and the State Board of Education in the summer of 2017, more than 150 Ohio-based partners rolled up their sleeves to develop the plan. Moreover, approximately 1,200 Ohio citizens--including parents, caregivers, preK-12 educators, higher education representatives, employers, business leaders, community members, state legislators and, of course, students themselves--attended 13 regional meetings across the state to review the plan and provide feedback. In total, more than 1,350 Ohioans had a hand in crafting the plan. With 134,000 full-time educators serving in 3,600 public schools and educating approximately 1.7 million schoolchildren, education in Ohio is a complex business. Partners identified the plan's multifaceted components based on potential impact on student success. The whole child is at the center of the plan. Three core principles, four learning domains and 10 priority strategies work together to support the whole child. The state-level vision provides an aspirational guide for students, parents, partners and the education system. One goal represents the state's annual target.

This data note extends research reported in Data Note 3 [see ED608151] on "Initial Research on Multi-Institutional Attendance Patterns (MIAP) and Racial Equity" from a series of briefs that draws on the High-Performing Transfer Partnerships (HPTP) study conducted by the CCRI research team at the University of Washington and on research associated with the Credit When It's Due (CWID) initiative (Taylor, Kauppila, Cortez-Lopez, Soler, Bishop, Meza, McCambly & Bragg, 2017). In this data note, we use MIAP as a unifying descriptor to capture transfer patterns other than the traditional vertical transfer pattern from community college to university. In particular, this research allows us to study the transfer patterns of students earn credits at two or more community colleges before transferring to a receiving baccalaureate institution. Focusing on this student population is important because these students may represent a large share of the transfer population in some states and may systematically differ from students who follow traditional vertical transfer patterns and are most fully represented in the literature. [For Data Note 6, see ED608153. For more information on the HPTP study, see Data Note 1 (ED608148).]