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Caregiver policies in the United States: a systematic review
Full text linkIn the United States, there are nearly 53 million informal or unpaid caregivers, many of whom experience mental and physical stress related to their caregiving duties and increased financial responsibility. We identified federal and state informal caregiver support policies authorized by specific legislation along with their key provisions and conducted a systematic review of the academic literature related to quantitative evaluations of these policies. Twenty policies, eight academic studies, and four gray literature reports were included in the study, with half of the policies introduced since 2000. Our study criteria yielded few academic valuations tied to caregiver policies and few policies including research provisions. Of the provision areas identified in policies, respite services, caregiver training, and workplace protections appeared the most. Future policies and the studies examining them should incorporate cost outcomes and equity as focus areas and disaggregate data by vulnerable groups to ensure value and equity in caregiver support legislation
2025 Conference on Undergraduate Research and Engagement Program Guide
Full text linkFull program for the 2025 Conference on Undergraduate Research and Engagement with full listing of sessions presente
QUALITY CONTROL: HOW SCHOOL DISTRICTS DEFINE, RECRUIT, AND RETAIN HIGH-QUALITY TEACHERS, A QUALITATIVE CASE STUDY
Full text linkThis research investigates how school administrators define, recruit, and retain highquality teachers and examines the implications of these efforts on student outcomes. Emphasizing the distinction between teacher quality: skills, abilities, and dispositions and teacher qualifications: certificates, degrees, and credentials, the study explores their overlap and importance in meeting the unique needs of districts, particularly in high-needs areas such as English as a second language (ESL) and special education. The presence or absence of such teachers critically impacts academic performance and social-emotional development, disproportionately affecting students of color and those in impoverished areas. Inadequate practices may contribute to the misidentification of English language learners (ELL) and African American students as requiring special education or result in insufficient language and academic support. Building on legislative frameworks such as No Child Left Behind (NCLB) and the Every Student Succeeds Act (ESSA), this research underscores the ongoing responsibility of school districts to reduce learning barriers and ensure equitable access to effective teaching, ultimately addressing the complex needs of all students
A Qualitative Examination of Multilingual Latino Students’ Perspectives of their Educational Journeys in Preparation for Careers in STEM
Full text linkThis qualitative study examines the perspectives of six bilingual Latino students regarding their experiences in science, technology, engineering, and mathematics (STEM) courses in high school, and how these experiences influenced their decision to pursue STEM careers. Using Norton-Peirce\u27s investment theory as a theoretical framework along with Gay’s culturally responsive pedagogy, the study explores how participants\u27 identities, social and cultural capital, and ideologies interact with their educational experiences.
The findings reveal that family involvement, bilingual mentors, and students\u27 funds of knowledge played a crucial role in their academic success and career choice. However, participants also faced significant challenges, including: segregation, negative positioning by educators and difficulties navigating the educational system. Despite these obstacles, participants persisted in their educational goals, driven by their imagined communities in the STEM field.
The study highlights the need for culturally responsive instruction, bilingual college preparatory classes and increased support for multilingual students in STEM. Implications include the importance of educator training in culturally responsive pedagogy and the need to address systemic barriers faced by Latino students in STEM
THE WINNING COMBINATION: A STUDY OF THE EXPERIENCES OF BLACK WOMEN HEAD WOMEN BASKETBALL COACHES ON THE DIVISION I LEVEL
Full text linkBlack women serving as NCAA college head women’s basketball coaches have limited representation and opportunities especially at the most elite Division I Football Bowl Subdivision (FBS) level. In Division I FBS women’s basketball programs, White women hold 38% of the head coaching positions and Black women hold 22. This is troubling because women’s basketball rosters reflect a quantity of Black women assistant coaches (37%) and Black women student-athletes (46%) which exceed the quantities of their White peers, yet they fail to rise in equitable quantities into head coaching positions. There is no plausible explanation for the inequitable representation of Black women head women’s basketball coaches (BWHWBC) beyond historic systemic barriers.
This study examined the lived experiences of Black women serving as head women’s basketball coaches at the most elite NCAA Division I level, the barriers they encounter, and their recommendations for advancing Black women into leadership within college athletics. The history of women in college women’s basketball was examined through legislation, governing associations, college Division I leadership, and systemic barriers. Content analysis was the research methodology used to examine documents focused on the five Black women selected as participants for this study. The six themes which emerged from the study were (1) committed advocate, (2) family, (3) surrogate mom, (4) responsibility (5) belief system, and (6) relationship builder. Recommendations for future research and implications to my professional practice were discussed
Rewilding
Full text linkRewilding attempts to bridge the distance between humanity and nature through play and embodied play. To speak to the permeability of humans to their environment, Hanna Sosin references a wide range of inspirations from Biochemistry and population dynamics to poetry and folklore. Each work is an exploration between medium and substrate to make an open ended narrative; they are improvisations based off of the surface of a panel, the expansion and contraction of a tunnel book, or a series of indelible marks made in balsa wood. Characters and symbols such as the match or candle people repeat throughout her work allowing for non-linear, or horizontal, story telling. Through reiterating symbols and characters, Hanna and the audience in turn builds a living breathing world. A world that only offers brief glimpses and thrills when you fill in the rest. Her work, in this way, is fundamentally about curiosity in the face of the unknown and about the multiplicity of truth
SCHOOL LEVEL PATTERNS IN STUDENT ENGAGEMENT IN ILLINOIS’ CAREER AND TECHNICAL EDUCATION PATHWAYS: EXPLORING PATTERNS BETWEEN ENROLLMENT AND POSTSECONDARY MATRICULATION IN THREE PATHWAYS
Full text linkThis dissertation examined the relationship between high school career and technical education (CTE) program enrollment and postsecondary enrollments. It also examines current demographic enrollment trends within CTE programs. There were two objectives for this research. The first was to gather information that may be used to determine whether CTE programs are preparing students for careers in middle skill job areas like health sciences, information technology, and manufacturing. The other was to gain data to determine whether student tracking occurs for students enrolling in these programs.
This quantitative study examined CTE programs in traditional high schools in the state of Illinois by using publicly available data from the Illinois Report Card. The study identified which high schools offered CTE programs in health sciences, information technology, and manufacturing and gathered student demographic data for students enrolled in those programs.
The study revealed a strong relationship between CTE participation and enrollment in two-year postsecondary options. The study also showed that students from certain ethnic groups were over and underrepresented in these programs
State of Illinois Model Programs of Study Guides: 2025 Utilization Report
No full textThe State of Illinois Model Programs of Study Guides were developed in collaboration with the Illinois State Board of Education (ISBE) and Illinois Community College Board (ICCB) through a process led and facilitated by Education Systems Center (EdSystems) at Northern Illinois University. The process included extensive research into labor market information and credential programs, as well as dialogue across secondary, postsecondary, and employer stakeholders. With the support of ICCB, EdSystems researched the utilization of the State of Illinois Model Programs of Study Guides: Culinary and Hospitality and Human and Public Service.
We consulted with ICCB to receive the Perkins V Instructional Course Sequence submissions for the 2024–2025 school year. We reviewed a series of submissions from various community colleges representing rural, suburban, and urban areas. In this report, we explain our approach, present the findings, and offer recommendations to improve the implementation of the Model Program of Study Guides in service of student success.https://huskiecommons.lib.niu.edu/ctredsystems-reportspubs/1038/thumbnail.jp