Current Humphrey School student Jo Rutkiewicz discusses the potential of collaborative leadership in Minnesota's current early childhood education expansion efforts.
Come back soon for more Evidence Matters blog posts on HCRC's current research.
In partnership with the Chicago Longitudinal Study (CLS), HCRC is exploring how the conditions people live in influence their health and well-being across the lifespan. These conditions, shaped by laws, policies, and the distribution of power & resources, are considered social determinants of health (SDoH) as they lead to the pronounced differences in health outcomes, or health inequities, present around the world.
Upcoming Lunchtime Talk
What is the role of the Minnesota Department of Education in addressing the achievement gap?
Join us for a presentation of the new report by the Minnesota Office of the Legislative Auditor. Humphrey faculty member Judy Temple will moderate this presentation given by Humphrey alum Sarah Delacueva and her OLA colleagues. This event is co-sponsored with the Human Capital Research Collaborative as part of its lunch-time talk series.
HCRC Announces Three New Initiatives to Promote Evidence-Based Programs and Policies for Young People
Evidence Matters Blog provides short commentaries and analyses on public policy topics, under-prioritized needs and emerging directions, and research news affecting young people, birth to age 20. The first two pieces are on the Childcare Workforce and the 10 Essential Elements of Early Childhood Programs.
HCRC Summer Research Interns Program
- Supports two graduate students (50% time) beginning in 2021 to advance scholarship on the influence of structural elements of early childhood program effectiveness and/or reducing structural inequalities associated with multilevel poverty, segregation, discrimination & racism, and related socio-structural barriers.
- Priority is placed on factors and systems of influence identified in the 10 Essential Elements.
Pilot Matching Grants Program with Community Partners
- supports the implementation of evidence-based structural elements of early childhood programs as identified in the 10 Essential Elements.
- One or two 50/50 matching grants with community partners will be sponsored at fixed costs. Formative evaluation is included and capacity for sustainability.
For more information on these new intiatives, click the pdf below.
The tragic events of 2020 have changed society forever. Since March over 210,000 Americans have died from COVID-19 with 7.4 million people infected. By comparison, the influenza pandemic of 1968 over its 3-year span was responsible for 100,000 U.S. deaths. COVID-19 is now the 3rd leading cause of death in the U.S. As a result of the breathtaking speed at which the coronavirus pandemic has spread, most segments of economic activity shut down for extended periods of time, and this led to depression-era increases in unemployment.
Sustaining early learning gains requires a comprehensive and effective system of services from preschool through the school-age years. This Brief describes the role of two key elements of sustaining gains: aligned curriculum and collaborative leadership. They are part of the Child-Parent Center P-3 school reform model. Metrics for measuring and implementing each of these elements are described and their relationship to student learning gains in Chicago and Saint Paul schools.
HCRC researchers are partnering with Northwestern University on a new phase of the seminal Chicago Longitudinal Study (CLS). Since 1985, the CLS has tracked the development of a group of 1,539 individuals who grew up in urban poverty. Intervention group members attended the Child-Parent Centers (CPC) beginning in preschool and continued participation through 2nd or 3rd grade. The new phase of CLS research, which began in spring 2017, further examines the connection between CPC participation, educational attainment, and physical and mental health outcomes at age 37-39.