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Growing evidence illustrates the size and character of public-school enrollment declines during the COVID-19 pandemic. However, far less is known about where unenrolled students went. Using unique cross-sector enrollment and mobility data from the state of Hawaii, this study provides evidence that demographic changes and movement to private schools, out of the state, or to homeschooling did not account for the full loss of public-school students. Many unenrolled students appear to have redshirted or dropped out of formal education during school year (SY) 2020-21. Further, regression analyses with island fixed effects indicate that two pre-pandemic factors predicted school-level enrollment declines: (1) the share of the Pacific Islander students; and (2) whether the school had a high pupil-teacher ratio.

Educational inequality due to family socioeconomic status (SES) has been the focus of both public dialogue and education research in the United States for many years. The current study aims to understand how educational inequality due to family SES has changed in the United States. Specifically, the study focuses on the changes in achievement gaps between high and low SES students between 2003 and 2017 and the changes in the performance of low-SES students over time. Data from the National Assessment of Educational Progress (NAEP) grade 8 mathematics assessment were used for the analyses. Results show that the SES achievement gap at the national level has remained the same over time. State-level results suggest that 34 of the 50 states' SES achievement gaps experienced no significant change between 2003 and 2017, 14 gaps widened, and only two SES gaps narrowed. In addition, at the national level, more low-SES students achieved at the NAEP Basic and at the NAEP Proficient levels over time with a majority of states improving their low-SES students' performance. In conclusion, the study contributes to the existing literature not only by reflecting on U.S. national trends using an effective SES index, but also by providing state-level results. It also collects trend data on states' macro-level indicators, including economic growth, social inequality, and educational expenditures, allowing state-specific findings to be presented in the context of changes in macro-level context. Initial explorations of relationships between state SES achievement gap trends and macroeconomic factors are presented to motivate future research. The trends in SES achievement gaps and the specific policy contexts are presented in greater detail for 13 states/jurisdictions.

College is one of the most reliable routes to economic security for parents and their children. College credentials are linked to increased earnings, higher rates of employment, lower poverty rates, and improved economic and educational outcomes among the children of college graduates. Student parents and their families stand to gain disproportionally from college degrees, through both short-term economic returns and long-term multigenerational benefits. College students with children, however, face financial and time demands that challenge their ability to enroll and persist in college. Students with children spend substantial time caring for their families, often work long hours, and face significant financial insecurity, which can make it difficult for them to complete their educational programs. College promise programs, sometimes referred to as "free college" programs, offer invaluable college opportunities for many students who face obstacles to higher education. This briefing paper focuses on characteristics of the student parent population that make inclusive college promise programs an imperative for improving equity in college access and completion.

Roughly one in five American adults, or approximately 53 million people, live with some type of disability, and their unemployment and poverty rates are nearly double the rates of people without disabilities. Labor force participation for people with disabilities is just 20.2 percent--less than a third of the rate of participation among people without disabilities. However, this is often not by choice. At least two-thirds of people with disabilities are striving to work, whether they are already working and want more hours or are unemployed and looking for work. Many who do find work face limited opportunities and are likely to earn less. For example, a worker with a disability who has a high school diploma earns $6,505 less per year than his or her peers without disabilities. The National Governors Association hosted a learning lab on May 9-10, 2018, in Madison, Wisconsin, titled "Building Inclusive Talent Pipelines for People with Disabilities." Alaska, Arizona, Hawaii, Indiana and Maryland were selected to participate in the learning lab, where they learned about Wisconsin's successes and shared best practices with one another and leading subject matter experts. This paper describes strategies that emerged as best practices in participating states and other states across the country highlighted during the learning lab.

Children's academic and social development before third grade is highly predictive of later success in school and beyond. Research shows that during those early years, the gains children make in language and literacy, mathematics and social skills, and their growth as learners and thinkers are associated with a range of benefits, from academic achievement to economic stability to healthy habits and behaviors. "The Untapped Potential of an Early Childhood Assessment System: A Strategy for Improving Policies and Instruction from Early Childhood through 3rd Grade" outlines how state leaders can reduce or streamline the assessments being used in early learning programs and elementary schools, achieve economies of scale for educator training and leverage existing data systems to yield more powerful data to inform decision-making.

In 2012, five foundations launched the Credit When Its Due (CWID) initiative that was "designed to encourage partnerships of community colleges and universities to significantly expand programs that award associate degrees to transfer students when the student completes the requirements for the associate degree while pursuing a bachelor's degree" (Lumina Foundation, 2012, n.p.), also known as "reverse transfer." Initially, 12 states (Arkansas, Colorado, Florida, Hawaii, Maryland, Michigan, Minnesota, Missouri, New York, North Carolina, Ohio, and Oregon) were funded to develop and implement these reverse transfer programs and policies, and the Office of Community College Research and Leadership (OCCRL) at the University of Illinois at Urbana-Champaign was chosen as the research partner. In late 2013, three states (Georgia, Tennessee, and Texas) were added to bring the total number of states to 15. At least six additional states have legislation, pending legislation, or statewide initiatives related to reverse transfer. This thought paper describes changes that are occurring at the state, system, and institution levels with implementation of reverse transfer in the 12 original states. Using qualitative and quantitative data collected from the CWID Implementation Study, the authors describe efforts related to the optimization of reverse transfer in these 12 states. The authors define optimization as policy and program change at any level--state, system, or institution--that yields the largest number of students who are eligible for and able to benefit from reverse transfer. The initial results suggest that some states are piloting reverse transfer with a limited set of public community college and university partnerships, and others are striving for system-level reforms that eventually may impact all forms of transfer. Understanding what optimization means and how it works is possible because of this variation in implementation approaches among states, and this thought paper explores how states are implementing and optimizing reverse transfer.

Preparing the next generation of Americans to engage in their communities civically and politically is a shared responsibility. Although civic education takes place every day in homes and community centers, our nation's K-12 schools are in a unique position to nurture and reinforce the civic development of all young people. States influence their K-12 schools by enacting and implementing policies that include standards, tests, credit and course requirements, teacher certification rules, and funding streams. This paper describes case studies of three states that have recently examined their civic education policies. The goal of this document is to inform other states' policymakers and advocates as they consider K-12 civic education policies. These three state examples (Florida, Tennessee, and Hawaii) were chosen because they represent strikingly different approaches to state policy: a high-stakes standardized exam, a project-based assessment, and an interactive course without any state assessment at all. The focus of this paper is on the efforts to influence policy: who was involved, how they worked, and what made the difference in the policy being passed or rejected. The paper also describes apparent keys to successful advocacy across the three states. Florida, Tennessee, and Hawaii exemplify three distinct strategies for improving civic education. No firm evidence exists yet about which approach will benefit students the most, but all have promise. This paper has suggested strategies for passing ambitious state policies, whether they involve tests or course mandates. The details vary in important ways, but all three states attribute success to a coalition of educators. In conjunction with the paper, a fact sheet has also been released that summarizes the main elements of each policy. [For the fact sheet, "Recent Civic Education Policy Changes. CIRCLE Fact Sheet,",see ED574358.]

The Common Core State Standards (CCSS) for K-12 English language arts/literacy and mathematics, released in 2010, have been adopted by 49 states and territories; the District of Columbia; and the U.S. Department of Defense schools, which serve the children of U.S. service members around the world. The widespread adoption of the CCSS is a major step forward, yet significant work remains for states to successfully implement the new more rigorous and relevant academic standards--notably, the adoption of new tests to measure students' progress against the CCSS. This paper reports on states' challenges and progress in creating and launching assessments of students' learning that are aligned with the CCSS.

Building a stronger teacher workforce requires the thoughtful orchestration of multiple processes working together in a human capital system. This white paper presents a framework that can be used to take stock of current efforts to enhance the teacher workforce in school districts or educational organizations, as well as their underlying theories of how the teacher workforce improves over time. The paper refines and provides evidentiary support for a human capital system framework composed of four subsystems that ideally work together to build a stronger teacher workforce: (1) getting the right teachers in the right positions on time (Acquire); (2) supporting professional growth in school-based learning communities (Develop); (3) nurturing, rewarding, and challenging high-performing teachers (Sustain); and (4) informing evidence-based personnel decisions (Evaluate). Attention to this framework will engender a corps of teachers with the capacity and expertise to collectively facilitate enhanced educational outcomes.

Every year millions of students enroll in colleges with the goal of completing a college degree or certificate so they can find a well-paying job. Unfortunately, many arrive on college campuses, take a college placement exam and discover they will need to complete remedial education courses in math, reading, or writing that won't count toward a college degree. The courses drain their financial resources and increase the time it will take them to earn a college credential. For many students, remedial education ends up being a road out of college instead of a pathway in. This paper describes how a number of states are taking concrete steps to improve the return on their remedial education investment. The innovative models presented in this paper can be adapted by governors nationwide to increase the number of college graduates in tough economic times. (Contains 1 figure and 1 footnote.)

What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make "adequate yearly progress" (AYP) for five consecutive years under No Child Left Behind (NCLB) must be "restructured". The 3,500 schools in the United States currently in restructuring are pursuing a variety of different strategies, but little research has been done on their implementation or effectiveness. The state of Hawaii has chosen to partner with outside organization in forty-four of its ninety-two restructuring schools--a much greater level than mainland states--and its unusual procurement and accountability frameworks for managing these partnerships offer unique insights to states considering a similar approach. This paper looks at the support mechanisms that Hawaii has put into place to facilitate partnerships with these "diverse providers" and at how restructuring schools may have benefited from those arrangements. (Contains 6 figures.)

This paper provides background information about the geography, language, culture, and political history of the Micronesian region, noting that Hawaii's public schools are experiencing an increase in the enrollment of children from Micronesia. Micronesia includes the Commonwealth of the Northern Mariana Islands; the three Freely Associated States (FAS), which include the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau; and the Territory of Guam. The Republics of Kiribati and Nauru are also geographically included in Micronesia. Residents of the FAS can enter, reside, and seek employment in the United States without a visa or green card. Many immigrants from the FAS are seeking better educational opportunities, health care, and job opportunities. Educational challenges facing FAS students include limited English language skills, lack of familiarity with school system expectations, and cultural mismatches. Schools and teachers can help alleviate this situation by honoring, understanding, and appreciating diversity, communicating openly with families, seeking translation assistance, and setting high expectations for all students. The paper concludes with answers to 19 questions that teachers frequently ask about educating children from the FAS. (Contains 18 references.) (SM)

This issue paper from Hawai'i Kids Count addresses the issue of teen pregnancy and birth rates. The paper notes that teen pregnancy and birth rates are declining both nationally and in Hawaii and describes key risk factors associated with having a baby before age 20: (1) early school failure; (2) early behavioral problems; (3) family dysfunction; and (4) poverty. The paper presents results of studies examining the determinants of teen sexual activity and contraceptive use; pregnancy outcomes; consequences of a teen birth related to school completion, marital status, and need for public assistance. In addition, the paper delineates several programmatic approaches to reduce teen pregnancy rates and identifies basic principles for effective prevention and intervention programs. Effective programs combine positive and negative sanctions to affect behavior, start before puberty, involve males and recognize that many male partners are not teenagers themselves, recognize that varied groups need varied degrees of intervention, and conduct rigorous process and impact evaluations. The paper concludes that the declining birth rate is primarily due to increased contraception use, but that there is also evidence of changed sexual attitudes and behavior among teens. Although there is much disagreement about how to prevent teen pregnancy, the basic principles identified through program evaluation can guide program development. (KB)

This briefing paper examines Hawaii's collaboration between the Department of Education (ED) and teacher education institutions, explaining that for over 60 years, this relationship has been highly beneficial. The law that began this collaboration mandated the formation of an advisory group, the Teacher Education Coordinating Committee (TECC). The TECC's objectives are to identify, study, take action, or make recommendations on matters of education of common interest to the Department of Education and institutions of higher learning in Hawaii. The common factor in making the system work is adequate teacher preparation leading to local employment in the ED. One key to success is a principal who knows what is needed and can put a plan in place. School districts must be able to identify priority district needs and promote good teacher development. Educational data are collected from various offices within the district and the ED. Information and data are shared with teacher education institutions via the TECC. The TECC makes recommendations as necessary. The TECC often advises the ED on matters of teacher certification. In the 1970's, the ED helped developed a procedure for certificate reciprocity with other states. In the 1990's, the TECC advised institutions to develop alternative programs for certification. Several suggestions for successful collaboration are presented. (SM)

Operation Manong (OM) is a program of the University of Hawaii at Manoa that assists students who are considered to be underrepresented at the university to gain entrance and to graduate from the Manoa campus. Papers in this series are training materials for OM and are also a link between the university and the larger community. The analysis of the social stratification system of Hawaii begun in a previous paper is extended using data provided by the 1980 Census. Three objective indices of socioeconomic status (occupational distribution, educational achievement, and income) are used to determine the relative social statuses of ethnic groups in Hawaii. The ethnic groups can be ranked in an overall socioeconomic stratification order. Chinese Americans occupy the upper levels, with Whites also enjoying high social status. Japanese Americans and Korean Americans hold an intermediate position, as do Blacks. At the lower end of the social stratification scale are Filipinos, Native Hawaiians, and Samoan Americans. Given the rigidity of this stratification, subordinate ethnic groups have viewed political processes as a more likely means of mobility than economic opportunities. Social status advancement through access to political power is a lengthy and arduous process, which is made more difficult by the lack of economic resources. The resistance to change in Hawaii is detrimental to more than one-third of the population. Three tables present population data, and there is an eight-item list of references. (SLD)

For many schools in Hawaii and the Pacific, the increase of technology is a priority. A plan to improve instruction through the use of technology must be based on objectives pointing to improvement in student performance, rather than solely the acquisition of technology. The content of the curriculum needs to be developed first, with the best strategies and methods to improve teaching and learning considered later. Educators must examine why they are utilizing technology. Technology can be used for: accessing information, creating products and learning environments where teachers facilitate students' tackling of real problems, storing archives, and communicating through local and wide area networks. New technologies can help transform schools, but only if the technologies are used to support new models of teaching and learning. Distinct changes must occur in the classroom for technology to be integrated into instruction. These changes include: the switch from teacher-centered to student-centered activities; from whole class to small-group instruction; from structured to exploratory, open-ended learning; from competitive to cooperative work including group problem solving; and from classroom to whole-world interaction, using issues and case studies that require an interdisciplinary awareness and multiple resources. Issues and questions that decision-makers must consider include: how technology can be used to support existing goals, priorities, and direction; improve information management systems; change curriculum and instruction; change teacher and student roles; implications for equal access to technology and professional development; and the need to help teachers integrate technology into their instruction. (SWC)

Across the United States, School/Community-Based Management (SCBM), also called site-based management, is gaining support. The effects of SCBM in some Pacific-region schools are detailed. SCBM arose in response to mandates giving decision-making powers to the people who have to carry out educational initiatives. One evaluation of SCBM implementation in two elementary school in Hawaii revealed that SCBM was being successfully implemented there, with success arising from the process used to work through problems. It is recommended that schools considering SCBM have the principal's unwavering support, that the principal's leadership style be facilitative, and that the climate be collaborative and trusting. External evaluations of other schools in Hawaii that implemented SCBM revealed its significant impact on school decision-making practices, although its effects on school-management practices and autonomy was mixed. A Board of Education survey of 240 participants in a state SCBM conference indicated that consensus-based decision-making appeared to be working well at SCBM schools. SCBM allows schools to respond to the unique personality of their communities, and gives teachers, parents, students, and other community members a larger voice in decision-making at their local schools. (RJM)

Teacher mentoring programs are perceived as an effective staff development approach for beginning teachers. By establishing mentoring programs, districts serve two purposes: novice teachers get a strong start in their careers, and experienced classroom teachers serving as mentors receive recognition and incentives. Supporting beginning teachers at the outset contributes to retention in the school system. The significance of mentoring for beginning teachers is gaining wider recognition throughout the Pacific region. The mentoring process extends far beyond supporting new teachers, and it is more demanding then classroom teaching. Even experienced teachers cannot always objectively assess the quality of new teachers' teaching performance. In education, mentoring is a complex, multidimensional process of guiding, teaching, influencing, and supporting new teachers. The terms mentoring, modeling, and coaching are often used interchangeably by educators, though there are actually significant differences in concept. Functions of the mentor teacher vary according to the needs of the new employee, the goals of the mentoring program, and the local educational context or situation. Staff development is crucial in creating successful mentoring relationships. As many teachers are leaving the profession, it is important to devise new support structures to induct and retain new teachers. Four tasks that schools and districts must undertake in starting mentoring programs include selecting and training mentors, matching mentors and proteges, setting goals and expectations, and establishing mentoring programs. (SM)

The purpose of this paper is to outline theory and methods associated with a research strategy for identifying elements of cultural congruence or incogruence in classroom speech events. The hypothesis of "sociolinguistic interference" proposed by D. Hymes is discussed and studies of language education of Hawaiians and other minorities are reviewed from this perspective. A strategy is proposed by which teacher behavior and classroom structure can be modified to affect cultural congruence in classroom speech events. At the same time, researchers and educators are encouraged to accept cultural diversity. (Author/APM)

One of a series of papers resulting from a Fund for the Improvement of Postsecondary Education (FIPSE) project to improve evaluation and planning in community colleges, this working paper presents the results of interviews with community college policymakers conducted to assess their views on matters such as non-governmental accreditation, evaluation and planning, the role of various groups in public accountability, and the specific purposes of the FIPSE project. Following introductory material on the FIPSE project and the surveys, the paper presents the results of the interviews with 10 members of the California legislature, 11 key legislative and executive branch analysts, 3 members of the California Postsecondary Education Commission, and 5 leaders of education and advocacy organizations. This section includes a summary of the ideas suggested by the group for designing and carrying out the FIPSE project, a tally of responses, and sample comments. The next section provides the results from interviews with the 15 members of the Board of Governors of the California Community Colleges, which cover the interests and concerns of board member and statewide priorities in the areas of mission, access, governance, fiscal accountability, the FIPSE project, the state information system, comparative data, accreditation, local governance, comprhehensive planning, and accountability. The final section presents the results from interviews with administrators, faculty, and government leaders in Hawaii involved in community college affairs. (HB)

A 1975 U.S. Office of Economic Opportunity Census Update Survey was analyzed in an effort to investigate local-born and migrant populations of Hawaii. Findings showed that among the local-born, the most notable recent development has been the rise of the Orientals (essentially Japanese and Chinese) to equality with the haoles (essentially non-Portuguese and non-Puerto Rican Caucasians) on some social and economic indices and clear superiority on others. In contrast, local-born Filipinos and members of other groups remain disadvantaged on all dimensions. Mainland-born haoles initially suffer from high unemployment but are characterized by moderate income and high educational and occupational levels. Their income and homeownership levels appear to improve markedly with increasing duration of residence. Among Asian immigrants, recent arrivals are characterized by occupational and income levels far below what would be expected given their educational levels. Cultural and historical explanations for these and other findings are examined. A projection of the Hawaii population to the year 2000 demonstrates slower than expected growth for the haole population, a large increase in the proportion that is Filipino, and a large drop in the Oriental share of the population. (Author/RM)

A survey of employer training needs in Hawaii gathered information and data on the needs and preferences of employers in Hawaii regarding government assistance with training. A survey was mailed to a stratified random sample of 5,886 establishments; 1,650 returned usable responses. It obtained information on the training needs and deficiencies of seven separate occupational groups: highly skilled white-collar workers; sales and sales-related workers; administrative support workers; highly skilled blue-collar workers; less-skilled blue-collar workers; service workers; and farming, forestry, and fishing workers. Results presented a clear justification for policy along the lines of the Hawaii Employment and Training Fund. Between 38-47 percent of employers would like to see government provide some form of assistance with their formal training needs. In contrast, 15-23 percent believed that government could do little to help with their formal training needs. Seventy percent of employers who had job vacancies for service workers reported they had difficulty filling those vacancies. Service workers also had more acute skill deficiencies. There was an acute labor shortage of highly skilled blue-collar workers. A two-pronged approach to implementing the fund was suggested: (1) general training to service workers by improving the linkage between workers who need to upgrade skills and programs to help them and (2) firm-specific training programs. (YLB)

Based on papers presented at the East-West Communication Institute conferences and seminars in Hawaii between 1973 and 1975, these five essays focus on intercultural communication, emphasizing that popular culture existed with great diversity for centuries before modern media and that popular cultures have importance and impact on the everyday life of the common people in all cultures. The essays discuss the effects of global communication, particularly through radio and television, on the popular cultures of developing countries; the factors involved in popular culture research that distinguish it from communication research; an illustrated analysis of a revolutionary Japanese comic strip; the role of stimulants (tea, coffee, and tobacco) in effecting self-change and their use in the communication process of various cultures; and the place of stereotypical images in intercultural communication. (MAI)

As part of a plan to raise the educational achievement level of Hawaiian children, a pre-kindergarten educational program will be implemented to serve preschool-age children who have the greatest risk of academic failure. The selection of sites for the program is to be determined by a systematic assessment of needs which will (1) analyze demographic data and test results to identify high priority sites, (2) identify and assess education-related needs within these sites, and (3) identify specific needs of site clientele. This report presents the method by which priority sites were identified. Mean scores on the Peabody Picture Vocabulary Test-Revised and the Developmental Test of Visual-Motor Integration were combined with an indicator of socioeconomic status for each school and the number of Hawaiian children enrolled in kindergarten at each school to create indexes of need. Using these indexes, the elementary school attendance areas were rank-ordered by the largest number of Hawaiian children with the greatest educational need. The information gathered in this procedure is the first step in selecting sites for services. One of the most useful findings of the study was that the statewide need for educationally oriented services is highly concentrated--30 percent of the state's under-5-year-old Hawaiian population is found in the 15 identified schools needing highest priority. (PCB)

A governor's State of the State address is an opportunity to outline policy priorities, highlight past accomplishments and reflect on the condition of the state and country. In 2018, 17 governors are serving their last year in office, having reached the end of their term or deciding not to seek re-election. Many of them used their State of the State addresses to emphasize the importance of collegiality among policymakers. When governing bodies function well, the state and its citizens reap the benefits--a principal benefit being an education that prepares citizens for well-paying jobs. Each year, Education Commission of the States tracks, analyzes and identifies trends in education policy proposals featured in governors' State of the State addresses. To date, 44 governors have delivered their 2018 addresses. The top six education priorities across states are discussed in this report: (1) School Finance; (2) Workforce Development; (3) Postsecondary Affordability; (4) Career and Technical Education; (5) Teacher Quality; and (6) Early Learning.

This report describes the use of Lead Turnaround Partners (LTPs) in the current School Improvement Grant (SIG) program and provides the results of document review, surveys, and interviews with eight State Education Agencies and seven Lead Turnaround Partner organizations. The study focuses on the implementation of the transformation and turnaround models under the SIG program during the 2010-2011 school year. The current marketplace of Lead Turnaround Partner (LTP) providers and the organizational structures of existing LTPs are explored. In addition, the communication strategies and the roles of various players involved in aspects of SIG implementation, including State Education Agencies (SEAs), Local Education Agencies (LEAs) and LTPs are discussed. Lessons learned and recommendations for improvement for each entity are summarized. Document review, surveys, and interviews were gathered/conducted from/with: Colorado, Hawaii, Illinois, Indiana, Massachusetts, New York, Tennessee, and Virginia. Document review, surveys, and interviews were gathered/conducted from/with the following LTPs: Academy for Urban School Leadership (AUSL), America's Choice, Cambridge Education, EdisonLearning, Learning Point Associates/AIR, Pearson School Achievement Services, and WestED. Based on the findings, this report offers recommendations for states; districts; the field; states, districts, and LTPs; and the U.S. Department of Education (USED) and states. An appendix provides LTP profiles.