Prince George County Public Schools

Abstract There is a wealth of research on the benefits of public school- private partnerships, however, there is little information on the sustainability of public school’s university partnerships. Beabout (2010) argued that external relationships can be difficult for school leaders to establish and maintain. Yet, these partnerships prove especially helpful for human capital, financial support, and facilities. In addition, public school/university partnerships provide experiential opportunities and lend themselves to the creation of high school to university pipelines. Since partnerships are essential to offset school personnel shortages and provide opportunities for students, it is crucial to expand our understanding of how schools adroitly navigate the challenges of their school, community, and university partnerships. In the aftermath of the COVID-19 pandemic and the related policies, the challenges that public school leaders face when navigating relationships with community members, businesses, and universities in partnerships have increased.

In the Philippines, entrepreneurship education is seen as essential in boosting economic growth, generating new ideas, and starting new businesses. Despite of offering BS Entrepreneurship, mandated by CHED Memorandum Order No. 18, Series of 2017, for more than two decades, wherein the program stresses the importance of entrepreneurial skills and venture development, but gaps and challenges remains, especially when it comes to fostering creativity, maintaining institutional support, and bringing together industry collaboration. This review aims to look into the current status of entrepreneurship education in the Philippines and how it closes the economic gaps and addresses gender equality in doing business. The study observes that action-based learning, grounded on Dewey's experiential theory, Saravatsy's causation and effectuation, and Frese's action regulation theory, is a major advancement in the field of entrepreneurship education. This was built by looking at recent literature, policies, frameworks, programs, and case studies of university-based Technology Business Incubators (TBIs) and innovation centers. On the other hand, the results also showed that women are still underrepresented in the entrepreneurial landscape, specifically in scalable and innovation-driven businesses, due to systemic problems and mental blocks. The review mentions that innovation centers and TBIs have been instrumental in assisting individuals who aspire to become entrepreneurs, but transforming their programs and strategies to ensure that they are gender-responsive. It suggests that entrepreneurship education should include mentorship, soft innovation, and inclusive teaching methods to help and empower women entrepreneurs.

Through powerful imagery, compelling messages are conveyed to the impressionable, malleable minds of tomorrow. More children can nurture and develop dreams given appropriate representation throughout pivotal developmental stages of their lives. How do I know this? I represent one of the many African Americans who never had, or never saw, an African American doctor in their youth. I recall initially wanting to be a pediatric surgeon before I even entered elementary school, but that dream felt less and less tangible as I matured in American society. Echoing the sentiments of previous Association of American Medical Colleges publications, such as Altering the Course: Black Males in Medicine, my acrylic painting Reflections of Tomorrow, on the cover of this issue, speaks to the ongoing crisis surrounding the lack of Black men in medicine. The bright colors of this painting represent and evoke the optimism necessary to quell this crisis, and the young boy’s reflection correlates to his admiration of an older role model who has made a positive impact on his life. Perhaps if young African American children were exposed to more examples of a reality with equitable career choices, coupled with effective mentoring, resources, and mobilizing opportunities, it would be easier for them to envision themselves along this path. Though my life has taken strides toward a colorful artistic direction, I cannot help but think of the budding dreams of the generations to come. It is the responsibility of our communities to identify and provide positive role models for our growing children. I will continue to create art focused on lifting and inspiring the necessary change to expose and dismantle systemic racism and inequity. I hope that this will be the decade where more African American men hear their calling to heal.Reflections of Tomorrow

Many observational studies of causal effects occur in settings with clustered treatment assignment. In studies of this type, treatment is applied to entire clusters of units. For example, an educational intervention might be administered to all the students in a school. We develop a matching algorithm for multilevel data based on a network flow algorithm. Earlier work on multilevel matching relied on integer programming, which allows for balance targeting on specific covariates but can be slow with larger data sets. Although we cannot directly specify minimal levels of balance for individual covariates, our algorithm is fast and scales easily to larger data sets. We apply this algorithm to assess a school-based intervention through which students in treated schools were exposed to a new reading program during summer school. In one variant of the algorithm, where we match both schools and students, we change the causal estimand through optimal subset matching to better maintain common support. In a second variant, we relax the common support assumption to preserve the causal estimand by only matching on schools. We find that the summer intervention does not appear to increase reading test scores. In a sensitivity analysis, however, we determine that an unobserved confounder could easily mask a larger treatment effect.

Researchers have found that training in phonemic awareness (PA), a fundamental element for reading acquisition, is effective in varying degrees, depending on characteristics of the audience. In this study, the authors explored the relative effectiveness of 3 programs—Fast ForWord, Earobics, and LiPS. The authors randomly assigned 60 students with language and reading deficits to 1 of 3 interventions. Students received three 1-hr daily intervention sessions during a 20-day summer program conducted by a large school district. Measures of PA, language-, and reading-related skills were collected and analyzed. Earobics and LiPS were associated with gains on PA measures 6 weeks after intervention. No group effects were found on language or reading measures.