Madison Education Partnership

Stoked to join @RPP_Network and the ECE subnetwork to hear learnings from our very own 4K team!

Dr. Katie Eklund, SMHC, nails the cycle created with OSS: 'They're more likely to receive another down the road.' MMSD does away with out of school suspensions for elementary students. wkow.com/video/theyre-m… via @WKOW

@MMSDschools Annual Report highlights findings of MEP's 2021-22 evaluation of 4K that was launched in collaboration with MMSD's Departments of Early Learning and Research & Improvement: madison.k12.wi.us/about/strategi…

Find the whole article here: journals.sagepub.com/doi/10.1177/02…

New Journal Article in @SageJournals: Teacher Mindsets and Student Sense of Classroom Belonging! Here, teachers’ growth mindset & confidence in teaching positively relate to students’ math class belonging- what teachers think and believe influence how students feel when in class.

We joined @MMSDschools leaders to hear about a MEP sponsored project led by Nicole Louie (Advancing Equity in Middle School Mathematics). The team shared what has been learned during year one and where the work is headed next year. Excited for the next stages of this work!

@MEP_WCER sponsored a project led by @profm_de_r , titled Preparing Culturally Relevant, Anti-racist Secondary Teachers.  The research team has been collecting data and learning from our amazing educators in @MMSDschools and today we got to discuss and learn together!

this project illustrates exactly why partnership research is so important— when research yields counterintuitive results, there are trusting relationships in place to unpack WHY (+ what questions we might need to interrogate together next). great work @MEP_WCER @MMSD_4KDirector!

Our partners in Madison Metropolitan School District piloted an expansion of 4K (four-year-old kindergarten) from a half-day to full-day program. We looked closely at how this impacted the program's reach and effects on learning.

Interesting research from @MEP_WCER on differences in the experience of students enrolled in full-day and half-day four-year-old kindergarten (4K) in the Madison Metropolitan School District. More here --> wcer.wisc.edu/news/detail/ne…

A new study from @UWMadEducation researchers @drmmcquillan, @Erin_K_Gill & @XueGong4 found training elementary school teachers in inclusive practices for LGBTQ+ students leads to lower disciplinary rates for all students. education.wisc.edu/news/new-uw-ma…

MEP Co-Director @KatieEklund was recently featured in this @educationweek report on the limitations of school mental health screenings edweek.org/leadership/des…

Our @MEP_WCER and @MMSDschools teams are so lucky to work with @KatieEklund. Her advocacy and expertise around supporting students' mental health impresses me every day 🙌

More consideration should be given to supporting teacher engagement in desired practices and instructional formats (e.g., small groups) amid the ongoing challenges related to 1⃣staffing and 2⃣COVID-19 mep.wceruw.org/documents/MEP-…

Across both full + .5-day classrooms, the most frequently culturally responsive practice was teachers’ use of children’s home language (31%). Culturally responsive practices were mostly observed during non-instructional periods (e.g., meals, transitions) or to provide directives

Our reports from last year's evaluation in @MMSDschools of their full-day four-year-old kindergarten program are live! Our executive summary mep.wceruw.org/documents/MEP-…

We have plausible explanations for the uniformity of growth including teacher experience, student attendance, personnel shortages, and other lingering effects of COVID-19. This may highlight need for professional or curricular development and other classroom supports

We find that there were no reliably estimated differences in growth, between students enrolled in the full and .5 day programs, even after controlling for differences in student demographics. These findings are consistent across demographic groups mep.wceruw.org/documents/MEP-…