Access

Health

Safety

Sustainability

Innovation

Elem girls cafeteria PS.jpg

Title:&nbsp;Student Voice in Elementary School Reform: Examining Youth Development in Fifth GradersYear: 2012Author:&nbsp;Dana L. Mitra, Stephanie C. SerrierePrimary Author:&nbsp;Dana Mitra&nbsp; &nbsp;<a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fed.psu.edu%2Fdirectory%2Fdr-dana-mitra&amp;data=05%7C01%7C%7C91cfc89a2ff04a91dd7108dad224f431%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638053353450203305%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=X73o1PjWxRvQfYPCSyhIiSmiefR4mT3laSn7urcYwKU%3D&amp;reserved=0">https://ed.psu.edu/directory/dr-dana-mitra</a><a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdanamitra.net%2F&amp;data=05%7C01%7C%7C91cfc89a2ff04a91dd7108dad224f431%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638053353450203305%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=fSyUSNYqdRusXbJlvIBd1Vxsj18Io8pfcOp0uiFq9cI%3D&amp;reserved=0">https://danamitra.net/</a>Criteria:&nbsp;Prominence of author, compelling story/case study, implications for programs at the elementary school levelKey Takeaway:&nbsp;Discover the inspiring journey of the "Salad Girls," a group of fifth-grade students who sparked a revolution in their school lunch policy.&nbsp; Through this compelling case study, educators will gain insights into the power of student voice, as these young leaders navigate roadblocks, conduct school-wide data collection, and bring about a district-wide policy change. This tale of empowerment demonstrates the transformative potential of teaching students to tackle real-world issues.Summation and Insights:&nbsp;This incredible case study chronicles the lives of “the Salad Girls,” six fifth-grade girls who decided to change the traditional salad served at their school lunch.&nbsp; Though many of us think of empowerment and changing school or public policy as the domain of adults or teenagers learning to be adults, this important study in student voice featured six elementary school girls, affectionately known in their school district as the “Salad Girls.”&nbsp; The Salad Girls came together over Dewey Elementary School’s premade lunch salad, served with croutons, cheese, and ham.&nbsp;&nbsp;One regular Friday afternoon in the cafeteria, three students, Tameka, Ayesha, and Haley discovered that none of them could eat the school salad served for lunch that day due to various health and religious reasons.&nbsp; Tameka was lactose-intolerant, Ayesha was Muslim, and Haley was an Orthodox Christian and it was a Friday.&nbsp; The three girls agreed that their lack of food choices was an important shared concern to bring to their teacher, Mrs. O.&nbsp;&nbsp;Starting with Mrs. O, the story of the Salad Girls is also the story of tremendous educators who empowered their students.&nbsp; Mrs O. had an incredible response to the Salad Girls.&nbsp; She told the girls that “she was proud of them” and helped them to set up a meeting with their principal, “Principal S.”&nbsp; Though the girls initial impulse was to picket and protest the school lunch, Principal S. led them in a different direction - toward an amazing civic journey that would transform each of their young lives.&nbsp; Teaching an “inquiry-based approach,” Principal S.’s first move was to direct the Salad Girls to the weekly school-wide community forum, or All School Gathering, where Tameka, Ayesha, and Haley presented their concerns to their peers and asked for their help - in the process picking up three more “Salad Girls” for the cause - Bella, Libby, and Madison.&nbsp; The girls ultimately were guided through a process in which they visited every single classroom in the school to ask other students’ opinions on changing the school salad.&nbsp;&nbsp;The Salad Girls took on the task of school-wide data collection and professionally presented this data to the school’s cafeteria coordinator and the district-wide cafeteria manager.&nbsp; At first, both cafeteria managers initially denied the “Salad Girls” request, citing roadblocks such as district requirements, efficiency, etc. but ultimately the district wide cafeteria manager agreed to run a pilot program at Dewey where the children would have three salad options, including one with no meat and one with no cheese.&nbsp; This successful policy was eventually adopted by the entire school district, and the Salad Girls became community heroes featured in the local paper and graced by a visit from the State Department of Health.&nbsp; This exercise in student voice, in which students take on active leadership roles in solving real-world problems, transformed these girls’ sense of their own empowerment and ability to affect change in the world.&nbsp; One quote from a Salad Girl says it best: “I know that I can change stuff now, and if I try hard enough that I can.”&nbsp;&nbsp;&nbsp;

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

Student autonomy Pexel.jpg

Category: AccessElement: Student ChoiceTitle:&nbsp; Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in LearningYear:&nbsp; 2015Author:&nbsp;Miriam Evans and Alyssa R. BoucherPrimary Author:&nbsp; Miriam Evans&nbsp; <a href="https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.researchgate.net%2Fprofile%2FMiriam-Evans-2&amp;data=05%7C01%7C%7C8602adfb8c134a71e5ec08db2e400b30%7C84df9e7fe9f640afb435aaaaaaaaaaaa%7C1%7C0%7C638154624824720676%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&amp;sdata=9WUo49snFF9Fdz%2BW%2BB%2BuBs2sYwKYwoWiz6Lh5UeQ4vQ%3D&amp;reserved=0">https://www.researchgate.net/profile/Miriam-Evans-2</a>Criteria:&nbsp; An extensive literature review on studies regarding student voice, practical recommendations that can be implemented by educators at all levelsKey Takeaway:&nbsp;This comprehensive literature review showcases the transformative power of student voice in K-12 schools, directly linking it to heightened student motivation, well-being, and engaged learning. The review provides educators with a goldmine of practical recommendations - ranging from promoting student choice and input, building trust, fostering collaboration, and encouraging reflection and community engagement. Enhance academic performance by empowering students in their learning journey.Summation and Insights:&nbsp;This extensive literature review examined studies on student voice across K-12 schools.&nbsp; Student voice, or creating meaningful opportunities for students to make choices about their learning experiences, is significantly tied to student motivation, well-being, and engaged learning.&nbsp; When educators promote student voice, it can lead to improved academic performance.&nbsp; The authors make several practical recommendations for educators looking for actionable ways to implement student voice in the classroom and promote engaged learning:Providing students with choice: Offering students a variety of choices in their learning, such as allowing them to select the topics they want to explore, can promote a sense of autonomy and increase engagement. Teachers can also offer students different ways to demonstrate their learning, such as through presentations, written work, or creative projects.Encouraging student input in decision-making: Teachers should involve students in the decision-making processes related to their education, such as setting classroom rules, choosing materials and resources, and determining the structure of lessons. This helps students feel more invested in their learning and fosters a sense of ownership.Building a culture of trust: Creating a safe and supportive learning environment is crucial for encouraging student voice. Teachers should establish trust by being open to students' ideas and opinions, actively listening to their concerns, and demonstrating empathy and understanding.Providing opportunities for collaboration: Teachers can facilitate collaboration among students by incorporating group work, peer feedback, and cooperative learning strategies. This promotes a sense of shared responsibility and helps students develop essential communication and problem-solving skills.Encouraging reflection and self-assessment: Providing opportunities for students to reflect on their learning experiences and assess their own progress is an essential aspect of promoting student voice. Some ways to achieve this could be through journaling, self-evaluation forms, or one-on-one conferences with teachers.Offering support and scaffolding: While it's important to offer choices, it's also important to provide scaffolding and support to help students make the most of those choices. This might include providing clear guidelines and expectations, offering feedback and guidance, and helping students to reflect on their choices and their learning.Engaging with parents and the community: Involving parents and the community in the educational process can help support student voice initiatives. Teachers can communicate with parents about the importance of student voice and encourage them to be involved in their child's education.By implementing these recommendations, educators, teachers, and administrators can help cultivate a learning environment that values and supports student voice. This not only benefits students in terms of motivation and engagement but can increase student academic performance and promote students’ overall well-being.&nbsp; Additionally, fostering student voice can lead to a more positive classroom environment and stronger relationships between students and teachers.&nbsp;

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Contributive Learning AL.jpg PS.jpg

Category of Exploration: AccessElement:&nbsp;Learning Opportunities and OutcomesResource:&nbsp;<a href="https://www.thelearnerfirst.com/2022/06/06/engage-in-contributive-learning/">https://www.thelearnerfirst.com/2022/06/06/engage-in-contributive-learning/</a>Title: Contributive LearningYear: 2022Author: Beth Hamilton, Executive Director at TheLearnerFirst<a href="https://www.thelearnerfirst.com/about/meet-the-team/">https://www.thelearnerfirst.com/about/meet-the-team/</a>Criteria:&nbsp;In-depth analysis of an educational approach blending academic and socio-emotional learning, highlighting practical methodologies for holistic student developmentKey Takeaways:"Contributive Learning" offers a transformative approach to education, seamlessly blending academic and socio-emotional learning. TheLearnerFirst offers structured workshops and key insights into a "Lead Learner" methodology that can equip educators to holistically address students' educational and well-being needs.&nbsp;Summation and Insights:In the evolving landscape of education, "Contributive Learning" emerges as a beacon for holistic educational approaches that integrate both academic and socio-emotional learning. This educational philosophy pivots on a simple yet profound notion: learning to add to the world. It emphasizes the intertwined nature of academic and socio-emotional learning. “Contributive Learning” is a comprehensive vision that offers educators a structured methodology and tools to craft lessons that deeply resonate with students' interests, identities, and needs.&nbsp;The heart of "Contributive Learning" is its focus on integrating academic and socio-emotional learning into everyday instruction. This methodology empowers students, educators, families, and broader communities. Schools interested in adopting a “Contributive Learning” approach can partner with TheLearnerFirst to embark on a series of collaborative, interactive workshops. These sessions are tailored to equip educators with the confidence and capability to improve students' well-being through curricular learning.&nbsp;But what does it mean to contribute? Contributing is painted as a broad canvas ranging from impacting someone personally to making groundbreaking scientific discoveries. Every individual, in any moment of their personal or professional life, has the potential to make a positive impact and contribute. In the academic realm, this act of contributing is nurtured through four pillars:1. Self-Understanding: By understanding who they are, including their interests, beliefs, goals, cultures, and more, students can find purpose in learning.2. Connection: Establishing connections ensures students engage in constructive actions, contributing positively to their surroundings and society.3. Knowledge: While knowledge equips students to solve problems, it is the purposeful application of knowledge, driven by self-understanding and connection, that determines its actual value.4. Competency: Beyond acquiring knowledge, students need to know how to apply it effectively, which requires commitment, collaboration, communication, and critical thinking.A crucial component of the Contributive Learning process is the "Lead Learner" approach. Every teacher identifies a student, termed the "Lead Learner," who would benefit the most from targeted changes in teaching and learning. This student-centric approach ensures that even those traditionally underserved by the educational system become focal points for tailored learning. By focusing on these students, teachers can craft strategies that not only serve the "Lead Learner" but all students in their charge.Embedded in this philosophy is the belief that academic achievement and well-being should be two sides of the same coin. Traditional educational paradigms often create dichotomies where a student excelling might lack social and emotional well-being and vice versa. "Contributive Learning" seeks to bridge this gap, ensuring every student succeeds holistically.This approach is not just theoretical; it's practical and actionable. Schools can immerse themselves in a series of six workshops that span:1. Learning Culture: Setting the stage for contributive learning.2. Learning Connections: Understanding students and their unique needs.3. Everyday Learning Design: Merging curricular learning with socio-emotional objectives.4. Authentic Assessment: Identifying evidence of learning and future needs.5. Proven Practice: Refining teaching methods based on experiences.6. Collaborative Moderation: Celebrating achievements and sharing best practices.A testament to the efficacy of TheLearnerFirst “Contributive Learning” approach is the feedback from educators. As one middle school teacher reflects, "I'm constantly thinking now… I'm trying to be a lot more intentional about how I design lessons. I want to make sure that they're purposeful, that they're engaging."&nbsp; Similarly, a high school principal shares the transformative impact of his “Contributive Learning” experience, stating, "It's been so powerful to see the change in attitude of the teachers. Seeing another side of the students has really ignited the souls of my staff."In conclusion, "Contributive Learning" offers a paradigm shift, reimagining the purpose of education. Integrating self-understanding, connection, knowledge, and competency ensures that students excel academically and thrive as individuals, ready to contribute positively to the world. As educators, embracing this philosophy is a step towards a more purposeful, engaging, and fulfilling educational experience for all.&nbsp;

Hamilton, B. (2022) The Learner First- Contributive Learning

School closure AL.jpg

Resource:&nbsp; <a href="https://edpolicyinca.org/publications/declining-enrollment-school-closures-and-equity-considerations">https://edpolicyinca.org/publications/declining-enrollment-school-closures-and-equity-considerations</a>Title:&nbsp;Declining Enrollment, School Closures, and Equity ConsiderationsYear:&nbsp;2023Author:&nbsp;Carrie Hahnel, Francis A. Pearman, IIPrimary Author:&nbsp;Carrie Hahnel:&nbsp;<a href="https://edpolicyinca.org/about/authors/carrie-hahnel">https://edpolicyinca.org/about/authors/carrie-hahnel</a>Criteria: Excellent resource sponsored by the Policy Analysis for California Education (PACE) with comprehensive guidelines for both state and local leaders aimed at promoting equity amidst the difficulties of school closures.Key Takeaway:&nbsp;&nbsp;This article underscores the critical need for racial equity in the process of school closures, revealing how such decisions disproportionately impact students of color, particularly Black students, in California.&nbsp; Comprehensive guidelines for local and state leaders are provided to ensure that the public education system adapts to changing enrollment dynamics in a manner that is equitable.Summation and Insights:&nbsp;&nbsp;When financial considerations necessitate the closure or consolidation of schools, it presents a significant challenge for both districts and families. A crucial aspect to consider? Racial equity in school closures.&nbsp; This study out of California, where enrollment in public schools has decreased 6% since 2007, reports a disturbing trend: school closures disproportionately affect students of color and particularly Black students.&nbsp; What’s more, the issue is not fully explained by standard reasons for closures like declining enrollment or poor performance.&nbsp;Recent studies have delved deeper into these racial disparities. Research shows that schools predominantly serving Black students are more likely to be closed, and these closures can't be fully explained by conventional justifications. One striking fact underscores this disparity.&nbsp; The odds of school closure increased by nearly 25 percent for every ten percentage point increase in the share of Black students in schools that were otherwise equivalent.&nbsp; Many scholars contextualize these findings within the broader scope of U.S. history, touching on segregation, neighborhood disinvestment, and gentrification.In response to these concerns, California has initiated legislative measures. In 2022, Governor Newsom signed a bill mandating an “equity impact analysis” for schools considering closure or consolidation due to financial strain. Additionally, in April 2023, Attorney General Rob Bonta emphasized the necessity for school closure decisions to adhere to federal and state civil rights laws.&nbsp;This evolving scenario presents a complex challenge for educators, administrators, and policymakers nationwide, highlighting the need to balance financial realities with the commitment to equity and the well-being of all students.Interested in how educators can prioritize equity in decisions about school closures?&nbsp; Then check out our link to this excellent report by PACE, (Policy Analysis for California Education), which provides comprehensive guidance for leaders at both the local and state level for integrating equity considerations into these difficult decisions.&nbsp; For example, local leaders can create a transparent process and share detailed information about demographic and enrollment trends, as well as create opportunities for community involvement during pre-closure and closure phases.&nbsp;For displaced students, there’s a push to relocate them to high-performing schools and to create accessible routes and safe transportation to ensure that students are able to attend.&nbsp;State leaders, meanwhile, are encouraged to collect and share data on projected population trends, incentivize local education agencies to create affordable housing for teachers and families, and advocate that an “equity impact analysis” be performed before school closures are approved.&nbsp;The insights provided by the PACE report are a crucial starting point for integrating equity into school closure decisions. However, the path forward requires innovative thinking and fresh solutions to ensure that adjustments to the education system reflect current enrollment trends, advance equity, and break away from long standing patterns of segregation.&nbsp;&nbsp;&nbsp;

Hahnel, C. & Pearman II, F. (2023)  Declining Enrollment, School Closures, and Equity Considerations

Pexels Student Voice PS.jpg

Category of Exploration: AccessElement: Self-advocationResource: Open access article&nbsp; <a href="https://www.journals.uchicago.edu/doi/full/10.1086/719121">https://www.journals.uchicago.edu/doi/full/10.1086/719121</a>Title: Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform.&nbsp;American Journal of Education,&nbsp;128(3), 389-415.Year: 2022Authors: Kahne, J., Bowyer, B., Marshall, J., &amp; Hodgin, E.&nbsp;Lead Author:&nbsp;<a href="https://profiles.ucr.edu/app/home/profile/jkahne">https://profiles.ucr.edu/app/home/profile/jkahne</a>Criteria: Accomplished scholars and researchers in civic education , student voice and related areasKey Takeaway: Authentically responding to student voice supports citizenship and academic outcomesSummation and Insights:&nbsp;This is an important quantitative study drawing on panel data from the Chicago Public Schools that looks at new perspectives on student voice. The authors emphasize that in addition to the opportunities for student voice, the responsiveness of adults to those voices is important.&nbsp; They also break new ground with an examination of the relationship between responsiveness to student voice and academic outcomes. The authors delve into the concept of student voice, which encompasses the various ways young people contribute to their education and school environment. It moves beyond mere listening to include responding and partnering with students, acknowledging their unique perspectives and affording them opportunities to actively shape their education. The article emphasizes the importance of responsiveness, where students' ideas are taken seriously by school staff, fostering a sense of agency among students.The focus on responsiveness is particularly crucial in settings with a majority of students of color, such as Chicago, where youth often experience social and political marginalization and have fewer opportunities for meaningful voice in school. Marginalization can undermine students' motivation, sense of belonging, and academic achievement.One challenge highlighted is the tendency for student voice initiatives to result in tokenism or shallow engagement, especially in schools with high percentages of marginalized groups. Meaningful responsiveness to student voice involves taking their critiques seriously, particularly those forwarded by marginalized youth, to avoid further alienation and negative consequences.The authors include a clear and concise summary of the student voice literature which explores the foundational principles that underpin the advocacy for student voice in educational settings. Proponents argue that listening and responding to youth concerns are essential in democratic societies. &nbsp;Moreover, student voice and inclusion in school governance are seen as integral to effective civic education, fostering democratic commitments and capacities among students. Negative experiences and marginalization in schools can have detrimental effects on young people's long-term political development, highlighting the importance of responsiveness to student voice, especially for marginalized youth who are often underrepresented in decision-making processes.&nbsp;The authors also examine the challenges facing efforts to promote student voice in educational institutions, despite the democratic principles advocating for its importance. While the democratic rationale aligns with principles of equality and inclusion, it has not been sufficient to drive significant policy or reform in many educational settings, particularly in the United States.One key obstacle is the entrenched power dynamics within schools, where traditional norms emphasize distinctions between students, teachers, and school leaders. Additionally, broader cultural norms in the United States prioritize adult authority, which has hindered the promotion of student voice initiatives.&nbsp;However, the segment suggests that the lack of systemic policy and reform regarding student voice cannot be solely attributed to cultural norms. Another significant factor is the lack of evidence demonstrating that student voice initiatives lead to improvements in academic outcomes. While proponents argue that responsiveness to student voice should enhance achievement, empirical evidence supporting this claim is limited.Student voice, school improvement, and academic outcomesThe authors then present an alternative perspective on the importance of student voice in educational settings, beyond the democratic and rights-based rationales. They highlight scholars and reformers who advocate that student voice is integral to fostering a healthy school and classroom culture and can support academic outcomes and broader school improvement efforts.Proponents argue that neglecting student voice in educational environments would be a mistake, as research suggests that when students are actively involved as co-creators of their learning environments, it leads to more productive opportunities for learning. This perspective does not dismiss the democratic rationale but rather sees democratic and academic aims as intersecting priorities, viewing youth as both a resource for school improvement and as contributors to democratic capacities and commitments.Importantly, tying student voice initiatives to academic outcomes aligns them with the central priorities of educators and reformers. This connection underscores the significance of considering whether responsiveness to student voice can indeed promote academic success.Pathways to promote academic outcomes.Three distinct pathways through which responsiveness to student voice can enhance academic outcomes are identified. Drawing from Michael Fullan's perspective on the importance of student input in learning processes, the segment highlights the significance of hearing from students to ensure that learning is relevant and responsive.The first pathway, the organizational pathway, suggests that responsiveness to student voice can influence school-level change and support school improvement efforts. Scholars argue that student voice can impact the way schools are organized and run, thereby promoting more impactful reform.The second pathway, the classroom-level change pathway, emphasizes how responsiveness to student voice can lead to improvements in curriculum and instruction. By providing insights into effective teaching methods and topics of interest, students contribute to enhancing the learning experience.Lastly, the segment discusses the development of student agency, belonging, and competence as the third pathway. Engaging and responding to student voice at both the school and classroom levels can foster a sense of agency, belonging, and leadership capacities among students. Research supports the claim that student voice initiatives contribute to students' sense of community and promote important dimensions of youth development.What are the findings?The article presents a large-scale quantitative study examining the relationship between responsiveness to student voice and academic outcomes. Using panel data on 9th graders from the Chicago Public Schools, the study observes a consistent, positive relationship between schools' responsiveness to student voice and students' grades and attendance. While the study acknowledges the limitations of observational data in establishing causality, it underscores the potential impact of student voice initiatives on academic trajectories and students' sense of attachment to their school.Moreover, the study suggests that responsiveness to student voice is distinct from other forms of supportive school contexts, as it centers on recognizing students' agency, insights, and right to be heard. While acknowledging the potential academic benefits of attending to student voice, the article also warns against narrow or performative approaches that may overlook significant student critiques.Furthermore, the study emphasizes the importance of responsiveness to student voice beyond academic goals, highlighting its potential to enhance students' sense of belonging, trust, and engagement with civic and political institutions.&nbsp;In conclusion, the study contributes to understanding the relationship between responsiveness to student voice and academic outcomes, while also underscoring the broader implications for student well-being, civic engagement, and the creation of inclusive school communities.

Recommended Research

Mitra, D. & Serriere, S. (2012) Student Voice in Elementary School Reform: Examining Youth Development in Fifth Graders

Evans, M. & Boucher, A. (2015) Optimizing the Power of Choice: Supporting Student Autonomy to Foster Motivation and Engagement in Learning

Hamilton, B. (2022) The Learner First- Contributive Learning

Hahnel, C. & Pearman II, F. (2023) Declining Enrollment, School Closures, and Equity Considerations

Kahne, J., et al. Is responsiveness to student voice related to academic outcomes? Strengthening the rationale for student voice in school reform.

Newest Videos

Element: Learning Opportunities and Outcomes

Element: Dignity and Belonging

Element: Learning Opportunities and Outcomes