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This GrantCraft case study, developed for Candid's scholarshipsforchange.org portal, explores The Los Angeles Scholars Investment Fund. Created in 2012 through a partnership between California Community Foundation and College Futures Foundation, this fund partners with nonprofit organizations to provide scholarships and services that get students to and through college. It has brought together separate, unrestricted scholarship funds as a pool of scholarship resources to enable the success of students.
Frontiers in Ecology and Evolution;
Intermediate-duration archival tags were attached to eight blue whales (Balaenoptera musculus; four females, three males, one of unknown sex), and five fin whales (B. physalus; two females, one male, two of unknown sex) off southern California, USA, in summer 2014 and 2015. Tags logged 1-Hz data from tri-axial accelerometers, magnetometers, and a depth sensor, while acquiring Fastloc GPS locations. Tag attachment duration ranged from 18.3 to 28.9 d for blue whales and 4.9–16.0 d for fin whales, recording 1,030–4,603 dives and 95–3,338 GPS locations per whale across both species. Feeding lunges (identified from accelerometer data) were used to characterize "feeding bouts" (i.e., sequences of feeding dives with
Rutgers University Bloustein School of Planning and Public Policy;
For more than a decade, states and cities across the country have served a leadership role in advancing science-informed climate policy through city, state and multi-state efforts. The rapid pace by which state climate policy is emerging is evidenced by the number of new laws, directives and policies adopted in 2018 and the first half of 2019 alone. Currently, there is an active ongoing dialogue across the U.S. regarding the intersection of climate and equity objectives with efforts targeted at addressing needs of disadvantaged communities and consumers. This climate/equity intersection is due to several factors, including recognition by many cities and states that climate change is and will continue to have a disproportionate impact on certain populations and will exacerbate existing stressors faced by disadvantaged communities and consumers. Research indicates that a greater proportion of environmental burden exists in geographic areas with majority populations of people of color, low-income residents, and/or indigenous people. It is well known that certain households (including some that are low-income, African American, Latino, multi-family and rural) spend a larger portion on their income on home energy costs. States and stakeholders are realizing that a transition to a low-carbon future by mid-century will require significantly increased participation of disadvantaged communities and households in the benefits of climate and clean energy programs.
Coastal upwelling ecosystems around the world are defined by wind-generated currents that bring deep, nutrient-rich waters to the surface ocean where they fuel exceptionally productive food webs. These ecosystems are also now understood to share a common vulnerability to ocean acidification and hypoxia (OAH). In the California Current Large Marine Ecosystem (CCLME), reports of marine life die-offs by fishers and resource managers triggered research that led to an understanding of the risks posed by hypoxia. Similarly, unprecedented losses from shellfish hatcheries led to novel insights into the coastal expression of ocean acidification. Partnership for Interdisciplinary Studies of Coastal Oceans (PISCO) scientists and other researchers in the CCLME responded to the rise of OAH with new ocean observations and experiments. This work revealed insights into the expression of OAH as coupled environmental stressors, their temporal and spatial variability, and impacts on species, ecological communities, and fisheries. Sustained investigations also deepened the understanding of connections between climate change and the intensification of hypoxia, and are beginning to inform the ecological and eco-evolutionary processes that can structure responses to the progression of ocean acidification and other pathways of global change. Moreover, because the severity of the die-offs and hatchery failures and the subsequent scientific understanding combined to galvanize public attention, these scientific advances have fostered policy advances. Across the CCLME, policymakers are now translating the evolving scientific understanding of OAH into new management actions.
We analyzed coastal sediments of the Santa Barbara Basin, California, for historical changes in microplastic deposition using a box core that spanned 1834–2009. The sediment was visually sorted for plastic, and a subset was confirmed as plastic polymers via FTIR (Fourier transform infrared) spectroscopy. After correcting for contamination introduced during sample processing, we found an exponential increase in plastic deposition from 1945 to 2009 with a doubling time of 15 years. This increase correlated closely with worldwide plastic production and southern California coastal population increases over the same period. Increased plastic loading in sediments has unknown consequences for deposit-feeding benthic organisms. This increase in plastic deposition in the post–World War II years can be used as a geological proxy for the Great Acceleration of the Anthropocene in the sedimentary record.
In 2012, California completed its marine protected area (MPA) planning and designation process, yielding a network of 124 MPAs from the Mexican border to Oregon. The management effort that has followed is comprehensive and strategic, with a focus on scientific monitoring, interagency coordination, public education and outreach, and enforcement. Initial monitoring results show more and bigger fish, especially in older MPAs where the benefits of limiting fishing have had longer to accrue. Today, California state agencies increasingly acknowledge and contemplate MPA protections in their permitting decisions, as regional and statewide outreach and education efforts enhance public awareness, social capital and stewardship. While enforcement remains challenging in a marine region as large and populous as California, the state has taken important steps to promote compliance with new MPA regulations and—with the support of the state legislature—has strengthened laws to address poaching. As new MPAs are established throughout the world in accordance with global targets, California's post-designation efforts provide a valuable and educational case study for local, national and international MPA managers.
Frontiers in Marine Science;
Low-cost, portable, observation-class, underwater remotely operated vehicles (microROVs), which can be transported and operated by a single user, are increasingly common tools in scientific, industrial, commercial, and recreational ocean application. Over the last decade, the use of microROVs has boomed; four microROV manufacturers were poised to ship over 10,000 "underwater drones" in 2018 (Thaler, personal observation). This nascent industry provides an affordable underwater observation solution for marine science, conservation, education, and citizen science programs, as well as community groups and other stakeholders wishing to conduct independent marine environmental surveys and provides users with an opportunity to view marine wildlife with minimal disturbance (Figure 1).
W.K. Kellogg Foundation;
As the country becomes more diverse, schools that successfully engage all families will transform learning and leadership. This executive summary captures "takeways" from partnerships forged by the W.K. Kellogg Foundation (WKKF) to create environments where teachers, families and community members can effectively collaborate and share power.
Wheelhouse: The Center for Community College Leadership and Research;
IN PREVIOUS RESEARCH, we found that one in five California community college (CCC) students who are seemingly eligible for federal Pell Grant funds do not receive them.1 While the reasons students forgo these funds are not entirely understood, the consequences are quantifiable: Eligible CCC students pass up $130 million in financial aid in one semester alone. The amounts of forgone Pell Grants vary significantly by student characteristics and by college campus, suggesting that campus financial aid policies and practices may play an important role in whether or not students receive awards. Eligible students can receive as much as $6,095 in Pell funds each year. Because many low-income CCC students receive a state fee waiver that covers tuition, the Pell Grant can help them cover food, rent, transportation, and other expenses, thus allowing them to focus on school. To dive deeper into the phenomenon of forgone aid, we conducted a statewide survey of CCC campus financial aid directors. We sought to learn more about these administrators' perceptions of students' challenges in seeking aid, their general orientation as either conduits or gatekeepers of aid, and also about their institutions' policies and procedures, including methods of outreach to students who are flagged for a verification process that can pose significant challenges for students.
This report examines the assessment and course placement practices across California's community colleges for incoming students and recommends strategies for overall improvement.
Community colleges have processes in place for new student orientation, counseling, assessment, and course placement. Nonetheless, students, by and large, view their matriculation process as a one-shot deal—an isolated event that happens one day with minimal to no advance information.
Yet the assessment and placement process involves very high stakes for students and can negatively impact their future success. Course placement affects not only how quickly students can earn a certificate or degree—a factor affecting the cost of their program of study—but also their likelihood of completing a credential at all.
Drawing from quantitative analyses and interviews with counselors and students, the authors uncover substantial variance in assessment and placement policies statewide, as well as confusion among both students and counselors about the policies. The authors provide recommendations directed toward making assessment and placement part of overall diagnostic and learning processes that span high school and college.
What Are We Doing to Middle School English Learners: Research ReportEXECUTIVE SUMMARYMiddle school students who are English Learners (ELs) quickly run out of time to develop the academic uses of English and the critical skills that will enable them to succeed in the 21st century. What are schools doing during these crucial years to promote ELs' accelerated access to academic language and grade-level, standards-based instruction? How will these students catch up and be able to compete in high school, in college, and on the job market? This study concludes that middle school programs for English Learners in California are failing students and limiting their futures in profound ways. Conducted by researchers in the Quality Teaching for English Learners program at WestEd, the study was funded by the William and Flora Hewlett Foundation. Interviews with 13 school districts with the highest concentration of English Learners in the state and 64 middle schools in those districts found incoherent EL programs across districts and from school to school within districts. The use of below-grade-level materials was found to be widespread in English Learner programs, remediation rather than acceleration was common, and some schools purposely decelerated students' progress through already below-grade-level materials. On California's five-level assessment of English Learners, the California English Language Development Test (CELDT), most students (56 percent) do not progress a single level in a year's time and some even regress (California Department of Education, 2008). School districts in the study identified inadequate teacher preparation for working with English Learners as the primary challenge to these students' academic success. Yet most districts did not provide professional development that would even begin to address teachers' needs. The study also found that schools did not have mechanisms for addressing challenges that they identified. Schools identified teachers of ELs' and EL students' lack of motivation as primary challenges, yet, only six schools reported a focus on student engagement as a support they offered; none reported having a focus on teacher engagement and motivation. Similarly, lack of parental involvement was identified as a major challenge by school interviewees, but only two schools reported having a focus on involving parents. Case studies were developed from classroom observations and interviews in five middle schools that were selected by triangulation of student data (substantially higher than average EL performance on standardized measures), survey responses, and district nominations. These case studies contextualize the study findings— the major challenges schools still face and the promising practices that were found. Practices in one school especially were notable, a small, autonomous district school organized with a focus on targeted grade-level support for students, concerted outreach to parents, and ongoing collegial professional development for teachers.
Meaningful participation among students occurs when contributions to the school and classroom environment are facilitated, rather than directed, by adults; and when learning is connected to students' personal interests and applicable to their lives. Meaningful participation at school cultivates students' autonomy; decision-making and leadership skills; and personal talents and strengths.
This What Works Brief, cowritten by Meagan O'Malley, former Research Associate at WestEd, provides teachers and other school staff strategies for supporting students' meaningful participation in school, including:
Volunteering to be the advisor to a student-led initiative or interest group
Facilitating an after-school, extracurricular project in a particular content area
Having students collaborate to set class and school norms, as well as learning goals
Adding student-selected, project-based assignments to curricula
Note: Developed by the California Safe and Supportive Schools (S3) Technical Assistance Center, What Works Briefs summarize state-of-the-art practices, strategies, and programs for improving school climate.
Based on the most current research, each of the ten briefs provides practical recommendations for school staff, parents, and community members and can be used separately to target specific issues (e.g., family engagement) or grouped together to address more complex, systemwide issues. What Works Briefs are organized into three sections:
Quick Wins: What Teachers and Adults Can Do Right Now
Universal Supports: Schoolwide Policies, Practices, and Programs
Targeted Supports: Intensive Supports for At-Risk Youth