Most youth in transition services with labels of intellectual and developmental disabilities (IDD) have poorer employment outcomes than their peers with other or without disabilities. One alternative approach to address this challenge provides youth with IDD access to transition services in the context of a college or university campus.

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In this brief, the authors share strategies that can help mitigate bilingual teacher shortages and provide considerations for state and district leaders who are interested in addressing these shortages.

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In this brief, the authors share strategies that state education agencies may use to provide more flexibility in teacher certification policies and thereby mitigate bilingual teacher shortages.

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In this paper, we introduce The Equity and Inclusion Framework for Curriculum Design (EI-CD) approach and Equity and Inclusion Design Principles (EI Design Principles).

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This paper, the first in a series of three, describes why current approaches to designing STEM+CS curricula are inadequate; defines diversity, equity, and inclusion in the context of curriculum design; and introduces The Equity and Inclusion Framework for Curriculum Design approach for designing and adapting STEM+CS curriculum materials to meet the needs of diverse students.

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Think College Transition found that after controlling for student baseline scores, the college-based transition services had a significant effect on students’ scores of self-determination at post-test. Implications for further refining the model are discussed.

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...Concerns are being raised about the quality of instruction that English learners—students whose English proficiency affects their ability to meaningfully participate in school—are receiving.

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