16 results on '"Hopkins, Megan"'
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2. Equity and State Immigrant Inclusivity: English Learner Education in ESSA
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Callahan, Rebecca, Gautsch, Leslie, Hopkins, Megan, and Carmen Unda, Maria Del
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With the 2015 passage of the "Every Student Succeeds Act" (ESSA), the oversight of language policy in U.S. schools shifted from federal to state governance. Although the education of students officially designated as English learners (ELs) has historically been grounded in federal law, we argue that ELs' educational experiences are also largely influenced by societal attitudes toward immigrants and immigration. Using a critical policy analysis (CPA) approach, we examine how 12 states' immigrant policy contexts are associated with the EL educational policies articulated in their ESSA implementation plans. We find that states' demographic and immigrant policy contexts combine to produce four distinct approaches toward EL education, from departing to approaching equity.
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- 2022
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3. Boundary Crossing in a Professional Association: The Dynamics of Research Use among State Leaders and Researchers in a Research-Practice Partnership
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Hopkins, Megan, Weddle, Hayley, Gluckman, Maxie, and Gautsch, Leslie
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As spaces for researchers and practitioners to engage in long-term, mutual collaborations aimed at addressing problems of practice in education, research-practice partnerships (RPPs) offer rich contexts for research use. Our study examines how interactions between researchers and practitioners shape opportunities for research use in a professional association engaged in RPP activities focused on fostering change in statewide K-12 science education. Drawing on a conceptualization of RPPs as joint work at boundaries, we show how both researchers and practitioners facilitated research use. Furthermore, research use was facilitated by brokers' engagement in RPP activities and with shared pieces of research. Findings affirm the role that brokers play in connecting research and practice and identify specific activities that may be useful in facilitating research use in RPPs.
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- 2019
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4. Findings from a Survey of State Science Leaders: Year 2
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National Center for Research in Policy and Practice (NCRPP), Hopkins, Megan, and Gates, Zaynab
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This report presents results from a study of the Council of State Science Supervisors (CSSS). CSSS is a professional association for state science leaders that works to sustain and nurture a dynamic learning community and to empower its members to be effective and articulate advocates for quality science education at the local, state, and national levels. Given that many state science supervisors are working to support implementation of the "Framework for K-12 Science Education," the authors sought to develop an understanding of CSSS members' roles and responsibilities, as well as their use of research to inform state implementation decisions. The research questions guiding the study were: (1) What roles and activities do CSSS members take on and participate in within the association and their states?; (2) What research findings and research-based resources do CSSS members use to inform their efforts to promote implementation of the Framework? What research findings and research-based resources do they share with local education leaders?; (3) To whom do CSSS members turn for research to inform their state's decisions regarding implementation of the Framework?; and (4) How, if at all, are CSSS member roles and activities associated with their research networks? In this report, the authors provide information related to the study design and sample, and findings on roles and activities in which respondents reported engaging as CSSS members and state leaders. The authors also present findings related to CSSS members' research use, with respect to the sources they sought for research to inform their state's decisions, as well as their efforts to acquire research. In addition, the authors investigate CSSS members' social networks, and specifically how research-related information flows between members. The authors also examine relationships between characteristics of CSSS members' networks and their activities in the association. Finally, the authors present key conclusions drawn from the survey data analysis. [For the "Framework for K-12 Science Education," see ED536476. For the previous report, "Findings from a Survey of State Science Leaders," see ED599937.]
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- 2019
5. Upholding Multilingual Learners' Civil Rights under ESSA: State Education Agency Leaders and the Contextual Factors Shaping Their Work
- Author
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Hopkins, Megan, Weddle, Hayley, Castillo, Melissa, Costa, Jessica, Edwards, Katherine, Elliot, Sandra, Gautsch, Leslie, Lowenhaupt, Rebecca, and Salas, Veronica
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Purpose: Alongside the inequities surfaced by COVID-19, a confluence of demographic and policy-related shifts over the last few decades has elevated the education of multilingual learners (MLs) in state education agency (SEA) leaders' work. This study employs an ecological perspective to examine how SEA leaders promote social justice policy implementation in their efforts to uphold MLs' civil rights under the Every Student Succeeds Act (ESSA). Research Methods: Given its embeddedness in a research-practice partnership (RPP) that emphasizes integration of researchers' expertise with SEA leaders' real-world knowledge, the study employs a participatory research approach. Drawing on 23 semistructured interviews with SEA leaders and 20 hours of observations during RPP meetings, the authors engaged in an iterative analysis process involving coding, memoing, and extensive member checking. Findings: Findings show the dual roles that leaders played to uphold the spirit of civil rights law across local education agencies (LEAs) and within SEAs, and they highlight the structural, cultural, and political dynamics that operated to enable or constrain this work. The study also reveals that cross-state collaboration may be a powerful mechanism for upholding ML civil rights in ways that go beyond compliance toward transformation and social justice. Implications: Although ESSA expanded the role of the SEA in policy implementation, little attention has been given to supporting state-level organizational development. Our findings suggest the need to allocate resources to support SEA capacity development. Such support is ever more critical as state systems work to develop coherent and aligned supports in response to COVID-19-related disparities.
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- 2022
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6. Understanding and Supporting the Educational Needs of Recently Arrived Immigrant English Learner Students: Lessons for State and Local Education Agencies
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Council of Chief State School Officers (CCSSO), Umansky, Ilana, Hopkins, Megan, Dabach, Dafney Blanca, Porter, Lorna, Thompson, Karen, and Pompa, Delia
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Recently arrived immigrant English learners (RAIELs) are a highly diverse group, encompassing important subgroups such as students with refugee status, unaccompanied minors, and students with limited or interrupted formal education (SLIFEs). RAIELs arrive in the U.S. filtering into all grade levels, with varied initial English proficiency levels, educational backgrounds, and home language literacy levels. These students bring unique and valued strengths to the classroom, but also frequently face shared challenges. While RAIELs share with other English learners (ELs) a common need to acquire English proficiency, they also often have needs that non-recently arrived EL students do not typically have. These include mental, physical, and social needs that are shaped by dislocation and trauma exposure; academic needs that pertain to limited or interrupted prior formal schooling; and adjustment to the norms and characteristics of a new country, community, and school setting. There is limited understanding of who RAIELs are as a student group and how their needs differ from those of English learners more broadly. This report, and the studies that form the backbone of the findings reported here, were initiated by the Council of Chief State School Officers' (CCSSO) English Learner State Collaborative on Assessment and Student Standards (EL SCASS). This group, made up of leaders of English learner education from state departments of education across the country, identified a need to understand and improve their work supporting the education of immigrant students who had recently arrived in the U.S. This report explores answers to three critical questions: (1) Who are recently arrived immigrant EL students; (2) What are their educational needs; and (3) What school, district, and state-level policies and practices are being implemented to support them? The hope is that the report offers information, support, and guidance for the work of both state departments of education and local education agencies as they design, implement, adapt, and evaluate their programs, policies, and services for this important group of students. A glossary is provided.
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- 2018
7. Findings from a Survey of State Science Leaders
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National Center for Research in Policy and Practice (NCRPP) and Hopkins, Megan
- Abstract
This study reports on results of a survey of the Council of State Science Supervisors (CSSS). CSSS is a professional organization composed of supervisors of science education in State Education Agencies. The organization works to sustain and nurture a dynamic learning community that empowers its members to be effective and articulate advocates for quality science education at the local, state, and national levels. The survey focused on the roles and activities that CSSS members take on and participate in as supervisors of science education, as well as on how they use research to inform state decisions related to implementation of the "Framework for K-12 Science Education." In this report, the author provides information related to the study design and survey sample, as well as the roles and activities in which survey respondents reported engaging as CSSS members and state science supervisors. The author also presents findings related to CSSS members' research use, with respect to the sources and individuals they sought out for research to inform their state's decisions, as well as their efforts to acquire and use research. In future work, the author will investigate the relationships between CSSS members' roles and activities and their uses of research. [For the "Framework for K-12 Science Education," see ED536476. "For the following report, "Findings from a Survey of State Science Leaders: Year 2," see ED599942.]
- Published
- 2016
8. Ideals and Realities: An Examination of the Factors Shaping Newcomer Programming in Six U.S. School Districts
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Umansky, Ilana M., Hopkins, Megan, and Dabach, Dafney Blanca
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District and school leaders face the challenge of designing and implementing supports for immigrant newcomers who have recently arrived in the US, speak little English, and are unfamiliar with the US school system. This study draws on 117 interviews with educators in six purposefully-sampled school districts across the country to examine the factors that shaped newcomer educational services across grades K-12. Findings reveal that, although district leaders held particular ideals around positive and negative equality that aligned with their policy designs, how these policies were implemented depended on organizational capacity and resources, as well as school-based perceptions of newcomer needs.
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- 2020
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9. Educational Infrastructure, Professional Learning, and Changes in Teachers' Instructional Practices and Beliefs
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Shirrell, Matthew, Hopkins, Megan, and Spillane, James P.
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School systems around the world are adopting more intellectually ambitious academic content in the hopes of improving their educational productivity. In the United States, these efforts have required significant changes to teachers' instructional practices, and increased attention to teachers' formal and on-the-job professional learning opportunities. Focusing on the initial implementation of a reform-oriented approach to teaching mathematics in two local school systems in the United States, this paper examines whether -- and under what circumstances -- elementary teachers' professional learning opportunities predict changes in their instructional practices and beliefs related to mathematics. Our findings reveal that teachers' on-the-job interactions during the first year of reform predicted changes in their instructional practices; further, these changes were associated with the infrastructures that local school systems created to support teacher learning in mathematics. Teachers' participation in formal professional development, in contrast, predicted changes in their instructional beliefs, but not their practices. These findings have implications for future efforts to design formal and on-the-job professional learning opportunities that support ambitious educational reforms.
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- 2019
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10. Brokering Research in Science Education Policy Implementation: The Case of a Professional Association
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Hopkins, Megan, Wiley, Kathryn E., Penuel, William R., and Farrell, Caitlin C.
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Recent scholarship suggests that research use is an interactive, social phenomenon, and that brokers play important roles in facilitating the exchange of research evidence. We add to this body of literature by exploring the role of brokers in the exchange of research evidence among state education agency leaders involved in K-12 science education policy implementation in the United States. We focus our study on the lead professional association for state science policymakers, the Council of State Science Supervisors (CSSS), because professional associations are the most prominent source of research for state and local education leaders, and are important for supporting the use of research evidence and policy implementation. Our findings, based on analysis of social network survey data, highlight the complex brokering roles CSSS members, and especially leaders in the association, played. These brokers not only enabled association members' access to diverse sources of research, but also facilitated between-state research exchanges. Our findings have implications for research and theory on brokering, and they point to the importance of professional associations for facilitating access to research to support education policy implementation.
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- 2018
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11. Building a Networked Improvement Community to Promote Equitable, Coherent Systems of Science Education: How a State-Level Team Can Support District-Level Change Efforts
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Penuel, William R., Shaw, Sam, Bell, Philip, Hopkins, Megan, Neill, Tiffany, and Farrell, Caitlin C.
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This paper describes a Networked Improvement Community comprised of a network of 13 states focused on improving coherence and equity in state systems of science education. Grounded in principles of improvement science adapted from healthcare, we are developing and testing resources for formative assessment in science, with the aim of developing systems where actors at every level of the education system are oriented toward a common vision for science, and where there is a common commitment to equity. The paper describes these strategies and implications of this work for district-level change efforts.
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- 2018
12. Policy Brief: Using ESSA to Improve Secondary English Learners' Opportunities to Learn through Course Taking
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Callahan, Rebecca M. and Hopkins, Megan
- Abstract
The 2015 federal Every Student Succeeds Act (ESSA) affords states flexibility in adopting accountability measures that assess opportunity to learn, and requires that state and district leaders use evidence-based interventions to address any inequities. For English learners (ELs) at the secondary level, one important measure of opportunity to learn is access to and completion of rigorous, college preparatory coursework. Drawing from ESSA's definition of "evidence-based," which aligns closely with requirements for EL programs outlined by Castañeda, we propose course taking as a valid and reliable statewide indicator of student success, and offer recommendations for local interventions that would support secondary ELs' opportunity to learn.
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- 2017
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13. School Integration Matters: Research-Based Strategies to Advance Equity
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Frankenberg, Erica, Garces, Liliana M., Hopkins, Megan, Frankenberg, Erica, Garces, Liliana M., and Hopkins, Megan
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More than 60 years after the "Brown v. Board of Education" decision declared segregated schooling inherently unequal, this timely book sheds light on how and why U.S. schools are experiencing increasing segregation along racial, socioeconomic, and linguistic lines. It offers policy and programmatic alternatives for advancing equity and describes the implications for students and more broadly for the nation. The authors look at the structural and legal roots of inequity in the United States educational system and examine opportunities to support integration efforts across the educational pipeline (pre-K to higher education). "School Integration Matters" examines: (1) The need to increase school integration to advance equity; (2) The roots of persisting inequity in U.S. schools; (3) The roots of persisting inequity in U.S. schools; (4) K-12 integration and bilingual education policy; (5) The challenges and opportunities to advancing integration within higher education; and (6) Future directions and policy recommendations for pursuing integration for equity. Contents include: (1) Advancing Equity through Integration from Pre-K to Higher Education (Megan Hopkins, Liliana M. Garces, and Erica Frankenberg); (2) Still a Dilemma: Structural Explanations for the Disconnect between Ideals and Practice in Education (Daniel Kiel); (3) Color Blindness and the Permanence of Whiteness (Hoang Tran); (4) Racial/Ethnic Diversity and Language Development in the Preschool Classroom (Jeanne L. Reid); (5) The Effects of School Composition on K-12 Reading and Math Achievement (Roslyn Arlin Mickelson, Martha Cecilia Bottia, Savannah Larimore, and Richard Lambert); (6) Residential Segregation and Brain Development: Implications for Equitable Educational Opportunities (Michael Hilton); (7) Why the Federal School Improvement Grant Program Triggers Civil Rights Complaints (Tina Trujillo); (8) Structuring Integration and Marginalization: Schools as Contexts of Reception in New Immigrant Destinations (Megan Hopkins and Rebecca Lowenhaupt); (9) Segregation in Segregated Schools (Rachel Garver); (10) Advancing Integration through Bilingualism for All (P. Zitlali Morales and Aria Razfar); (11) Predicting School Diversity Impacts of State and Local Education Policy: The Role of Title VI (Philip Tegeler); (12) Stories of What Could Be: Experiences of Undocumented Chicana/Latina Students and Graduates with the California Dream Act and DACA (Lindsay Perez Huber, Brenda Pulido Villanueva, and Mariela Gutierrez); (13) Bans on Affirmative Action in States with a History of State-Sponsored Discrimination (Matthew Patrick Shaw); (14) Navigating Legal Barriers While Promoting Racial Diversity in Higher Education (Liliana M. Garces and Courtney D. Cogburn); (15) Breaking Down Classroom Walls and Building Up Racial Equity (Cynthia Gordon da Cruz); and (16) Which Way Forward?: A Comprehensive Approach for Advancing Equity through Integration (Erica Frankenberg, Liliana M. Garces, and Megan Hopkins). An index is included.
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- 2016
14. Fully Accounting for English Learner Performance: A Key Issue in ESEA Reauthorization
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Hopkins, Megan, Thompson, Karen D., Linquanti, Robert, Hakuta, Kenji, and August, Diane
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This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law's capacity-building purpose so that federal, state, and local leaders support continued attention, direction, and innovation in effectively educating ELs. The recommendations put forth in this article focus on monitoring both current and former ELs, establishing time frames for the attainment of English language proficiency, and setting expectations for academic achievement that are reflective of English language proficiency level and time in the state's school system. (Contains 3 figures and 4 notes.)
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- 2013
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15. Arizona's Teacher Policies and Their Relationship with English Learner Instructional Practice
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Hopkins, Megan
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In response to the passage of a state English-only policy and a newly mandated instructional model for English learners that focuses on English acquisition, Arizona introduced training requirements for all of the state's educators related to English learners. This policy coincided with changes in the training Arizona teachers opted to pursue, where more teachers chose to complete state mandated training that focuses on English-only strategies rather than more extensive training in English as a second language or bilingual education. Using data from teacher surveys, this article examined the relationship between teachers' training and their self-reported instructional practices. Findings revealed that, in every instance, holding a teaching endorsement in English as a second language or bilingual education had a positive, significant relationship with teachers' reported use of effective instructional approaches for ELs, while holding the state mandated endorsement was never significantly related to teachers' practices. These trends are cause for concern, as they indicate that Arizona's teacher policy may be undermining teachers' capacity to work with English learners and limiting English learners' learning opportunities.
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- 2012
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16. Forbidden Language: English Learners and Restrictive Language Policies. Multicultural Education Series
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Gandara, Patricia, Hopkins, Megan, Gandara, Patricia, and Hopkins, Megan
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Pulling together the most up-to-date research on the effects of restrictive language policies, this timely volume focuses on what we know about the actual outcomes for students and teachers in California, Arizona, and Massachusetts--states where these policies have been adopted. Prominent legal experts in bilingual education analyze these policies and specifically consider whether the new data undermine their legal viability. Other prominent contributors examine alternative policies and how these have fared. Finally, Patricia Gandara, Daniel Losen, and Gary Orfield suggest how better policies, that rely on empirical research, might be constructed. This timely volume: (1) Features contributions from well-known educators and scholars in bilingual education; (2) Includes an overview of English learners in the United States and a brief history of the policies that have guided their instruction; and (3) Analyzes the current research on teaching English learners in order to determine the most effective instructional strategies. [Contributors include Diane August, Alfredo J. Artiles, Kenji Hakuta, Janette K. Klingner, Daniel Losen, Gary Orfield, and Robert Rueda.]
- Published
- 2010
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