Through our Education Briefs, we highlight key findings and expand on the work of our various initiatives. We hope that you find the education briefs informative and valuable. Please click the links below to read each brief in more detail.
This policy brief looks at the role of early childhood assessments as part of states’ broader efforts to ensure that young children are arriving at school ready for success and proficient in reading by the end of 3rd grade. Based on two convenings on building assessment systems for early learners, this brief is designed to cover the key decision points educators and state officials make when developing a comprehensive early childhood accountability system.
This policy brief is to examine college readiness, aspirations, and matriculation of students in 14 Arizona school districts. As a whole, Arizona students have high postsecondary aspirations. Yet, despite these aspirations only about half attend a postsecondary institution the first year after graduation. This brief makes the case that in order for Arizona to successfully compete in a growing global economy, its policy leaders must take action to improve postsecondary attainment.
This brief, authored by several WestEd evaluators, focuses on the first year of the implementation of Arizona’s third-grade reading retention policy – Move On When Reading. The research focuses on the types and quality of interventions that the schools are using to support students who are retained at the end of third grade. In addition, the brief explores how effectively the schools were implementing the policy, what challenges they faced in implementation and ultimately, whether the policy has any impact on student achievement.
This brief examines the need for accelerating Latino student success in the state of Arizona. As a whole, the Latino population is the fastest-growing population in Arizona; however, at the same time Latinos are underrepresented in postsecondary attainment. In order to stay economically competitive both here in the United States as well as globally, Arizona must take giant steps to improve the academic achievement of Arizona’s Latino students. Helios Education Foundation aims to improve access, equity, and achievement for all students across the birth-postsecondary education continuum, but with the state’s shifting demographics, we are focused on ensuring more Arizona Latino students complete two- and four-year degrees and enter the workforce with the skills necessary to obtain high-demand, high-paying jobs.
In laying the foundation for success in school and beyond, birth through age 8 are the most critical years in a child’s development. Ensuring young children have access to high-quality early learning environments, regardless of race, income, or geography, provides many proven individual and societal benefits. Helios Education Foundation is committed to strengthening early childhood systems to promote language acquisition and emergent literacy for children, birth through age 8, to help ensure more children in Arizona and Florida enter kindergarten prepared to succeed, which we believe lays the foundation for them to read proficiently by the end of third grade.
Preparing Students for College and Careers: Early Findings from the Implementation of Ready Now Yuma
With the increasing demands on the 21st-century workforce, all students should graduate from high school prepared for college and career success. However, improving the skills students need is a major challenge across the country and Arizona is no exception. To address these challenges, Helios Education Foundation began to take steps to identify a new comprehensive, high-school reform initiative focused on preparing students for success in college and career. Through this work, a partnership with Yuma Union High School District was formed and an initiative called Ready Now Yuma was developed. This initiative provides students with a rigorous, high expectations curriculum within a college-going environment. The end goal is to increase the number of students entering and succeeding in postsecondary education.
Through this initiative, the ACT exam is offered to all juniors across partner high school districts in Arizona. Helios’ investment in the ACT initiative is part of our broader effort to ensure that more high school graduates are prepared to enter the workforce or take credit-bearing courses without remediation. Helios sees our investment in projects like this as just one mechanism in a comprehensive strategy of creating a college-going culture that leads to opportunities for students to succeed in college and career. This brief discusses qualitative research from the first seven years of the ACT initiative.
It is generally accepted that third grade is a critical pivot point for reading proficiency. More than a decade ago, Florida led the nation in implementing a policy that required that struggling readers be retained in the third grade and provided intensive remediation. The policy also included provisions obligating school districts to provide retained students with extra reading supports such as 90 minutes daily of reading instruction and assignment to a “high-performing teacher” in the retention year. Many states, including Arizona, took Florida’s example and implemented third grade retention policies.
As a Foundation engaged in both Arizona and Florida, Helios looked at Florida’s policy in light of Arizona’s adoption of the Move On When Reading legislation. In this brief, we provide an overview of the two policies, take a look at relevant data on student reading proficiency and identify the lessons learned from Florida that could inform the effectiveness of the Arizona policy.