NYKids Deep Dive

Education Law, Immigration Enforcement, and Building an Informed Electorate: Key Insights with Jay Worona

The latest episode of NYKids Deep Dive features Jay Worona, Partner in the Jaspan Schlesinger and Narandran Firm’s Education Law Practice Group [https://jaspanllp.com/attorneys/jay-worona/] and instructor at University at Albany (SUNY) [https://www.albany.edu/] and Teachers College – Columbia University. [https://www.tc.columbia.edu/] Jay is also the former General Council and Deputy Director of the New York State School Boards Association [https://www.nyssba.org/] which encompasses 700 school districts.   With his extensive background and understanding of education law, particularly in New York, Jay has been dedicated to ensuring schools have the necessary resources to serve the next generation. This latest podcast features a timely discussion on the relationship between public schools and immigration law enforcement. We specifically discuss the role of school administrators and educators, and strategies for supporting children and their families amid our increasingly challenging political climate.   Don’t forget to like, subscribe, and leave us reviews. Thank you as always for your support for NYKids [https://www.ny-kids.org] as we continue our mission to inform, inspire, and improve!

How Continuous Improvement Tools Can Transform P-20 Partnerships: w/ Dr. Matt Missias and Dr. Kristen Wilcox

How Continuous Improvement Tools Can Transform P-20 Partnerships  with Dr. Matt Missias and Dr. Kristen Wilcox What if the secret to addressing complex problems across the P-12 and higher education pipeline lies in deeper understanding of 1) human experiences and 2) interconnected systems that shape what resources are available and drawn upon.  In our latest podcast episode, Dr. Kristen C. Wilcox from the University at Albany and NYKids Director sits down with Dr. Matthew T. Missias from Grand Valley State University explores how continuous improvement protocols and processes can support collaborations, which in turn can affect improvements in access and equity across P-20.  The Challenge  Educational partnerships across the P-20 pipeline—from preschool through graduate education—face persistent challenges. Whether you're working in charter schools, traditional public schools, or higher education institutions, you've likely encountered challenges that seem resistant to siloed problem-solving approaches. The disconnect often lies in our inability to see both the forest and the trees: the individual human experiences within the larger systems we navigate daily.  Collaborative Approaches to Problem Understanding and Solution Co-designing  This blog announces a new podcast with our guest Dr. Matt Missias and NYKids Director Dr. Kristen Wilcox. They highlight two powerful continuous improvement tools they workshopped at the University Council for Educational Administration (UCEA) annual convention that are supporting how educators approach collaborative continuous improvement: empathy mapping and ecosystem mapping. These are practical protocols grounded in improvement science principles that help P-12 and higher education partners move from superficial to deep understandings of what is and isn’t working for whom and under what conditions.  The podcast focuses in on Ecosystem mapping that Dr. Missias explains reveals the complex web of people, organizations, ideas, and contexts that influence educational problems. By visualizing these interconnections, partners can identify leverage points they might have otherwise missed. Who are the unexpected allies? What systems intersect with the improvement work? Where do opportunities for collective impact exist?  Key Insights  Dr. Missias shares his framework for collaboration with P-12 partners—COVET—Communication, Openness, Vulnerability, Experience, and Trust—as essential elements for successful partnerships. This isn't soft skills work; it's the foundation that allows collaboration improvement to flourish in real-world settings.  Dr. Wilcox emphasizes the importance of anchoring partnership work in improvement science principles: being problem-focused and user-centered, integrating research into strategic planning, and deliberately inviting diverse professionals into continuous improvement teams. Her work with NYKids COMPASS process demonstrates how these principles translate into sustained, evidence-based support for school improvement.  Join the Conversation  Whether you're a school leader, researcher, professional development specialist, policy maker, or community organization member, this episode offers practical tools you can implement immediately.   See the workshop slide deck on the NYKids website and reach out to nykids@albany.edu [nykids@albany.edu] if you would like to learn how to facilitate empathy mapping sessions, create your own ecosystem maps, and build the kind of trust-based and mutually-beneficial partnerships that actually move the needle toward your goals.

Year End Retrospective - Part 1

We are excited to release our very first Deep Dive highlight reel! In this 2-part retrospective series, we are sharing clips from episodes we have released in the past year. We hope you gain new insights and find guests you have not heard from before. In this episode, we feature clips from (in order of appearance): 3:11 - Jason Ryan and Aaron Leo [https://open.spotify.com/episode/2s9n6BAT489TnYoETEVJvu] In this episode, NYKids Assistant Director Aaron Leo chats with Principal Ryan about all things Artificial Intelligence (AI) and catches up on the latest news at LaFayette. 7:55 - Dr. Deb Schussler and Jessie Tobin [https://open.spotify.com/show/3s9W7hDel7yZeKxah5ySgY] In our second episode, NYKids Research Assistants Jessie Tobin and Paul Guay talk with professor Deborah in the Department of Educational Policy and Leadership at the University of Albany, SUNY about mindfulness and how it’s application can improve the well-being of teachers and students. 16:28 - Dave Little and Aaron Leo [https://open.spotify.com/episode/1srioRWfYGssjQAYa87Ujm] NYKids Assistant Director, Aaron Leo, talks with Dave Little from the Rural Schools Association. The conversation covers all things rural including the unique challenges facing rural schools, new policies and programs aimed at improving the educational experiences of rural students, and the important work being done at the RSA. 26:25 - Allison Armour-Garb, Nicole Lennon, and Kristen Wilcox [https://open.spotify.com/episode/39WTwCXloeFj7eQqwhfk4R] In this podcast, NYKids Director Kristen C. Wilcox and Assistant Director Aaron Leo welcomed members of New York State Education Department Allison Armour-Garb and Nicole Lennon. Armour-Garb and Lennon both serve as leaders for NYSED's Performance-Based Learning and Assessment Networks (or PLAN) Pilot program. 32:07 - Bob Schneider and Kristen Wilcox [https://open.spotify.com/episode/5FQXwZlvMQg9D3bIuJQMtv] NYKids Graduate Assistant Paul Guay and NYKids Director Kristen C. Wilcox hosted Bob Schneider, Executive Director of the New York State School Boards Association (NYSSBA). NYSSBA is one of NYKids' valued Advisory Board organizations, and Bob provided insights into what NYSSBA is focusing its attention on right now. You can keep up with NYKids’ latest research and school improvement work by visiting our ⁠website⁠ [https://ny-kids.org/] and following us on ⁠Facebook⁠ [https://www.facebook.com/NYKids.UAlbany/], ⁠Instagram⁠ [https://www.instagram.com/nykids_/?hl=en], and ⁠LinkedIn⁠ [https://www.linkedin.com/company/nykids-ualbany].   As always, we welcome your comments or questions at ⁠nykids@albany.edu⁠ [nykids@albany.edu].

Amplifying Youth Voice and Identity through Action Research: A Conversation with Dr. Jenay F. E. Willis

This latest blog shares highlights from our Deep Dive podcast [https://open.spotify.com/show/3s9W7hDel7yZeKxah5ySgY] episode with Dr. Jenay F. E. Willis from the University of Mississippi [https://olemiss.edu/]!  Dr. Willis is a researcher and scholar practitioner who draws from her own experiences as a Black woman from the Deep South. Her work applies critical lenses to explore the lived experiences of rural Black students and communities as they navigate college access, success, transition, matriculation, and graduation. Dr. Willis utilizes what she refers to as community-driven and shared power approaches to center individual’s identities in her practice [https://olemiss.edu/profiles/jfwillis.php].   In this episode, we take a deep dive into how these strategies can be engaged and discuss the learning opportunities involved in community-driven and youth-led research.     Our conversation covers issues including:   Dr. Willis’ background and what has driven her work today: from going to school in the rural South to teaching in an Urban district in the Northeast.    Research on youths’ experiences, in particular, with attention to the experiences of rural, Black students and communities.   Breaking down youth-led participatory action research (YPAR), [https://www.sciencedirect.com/science/article/abs/pii/S0065240715000531] which is a method that centers young people as the experts and applies their inquires to promote change in their communities. Dr. Willis shares her current projects with YPAR, including a research method called photovoice [https://journals.sagepub.com/doi/10.1177/109019819702400309].   The meaning behind community-based research and how it supports Dr. Willis’ scholarship.     The opportunities and obstacles researchers face when it comes to implementing community-based research and highlighting youth voices.  Listen to our podcast on Spotify [https://open.spotify.com/show/3s9W7hDel7yZeKxah5ySgY?si=bf3ea437a7424106] or Apple Podcasts [https://podcasts.apple.com/us/podcast/nykids-deep-dive/id1798972053] and be sure to like, subscribe, and leave us reviews. Thank you for your support of NYKids [https://ny-kids.org] as we continue our mission to inform, inspire, and improve across New York State!

Teacher Retention, School Discipline, K-12 School Finance Oh My! A New Podcast with Dr. Lucy Sorensen

Understanding the Complex Challenges Facing Today's Schools  Education policy faces unprecedented challenges. Teacher shortages plague districts nationwide, and school discipline policies spark heated debates. Meanwhile, funding formulas struggle to address the comprehensive needs of students and educators alike in communities facing different types of challenges.  Dr. Lucy Sorensen joins our latest podcast to unpack these interconnected issues. Her research uses sophisticated analytical methods to examine critical questions in K-12 education policy and social inequality. Currently serving as Associate Editor of Educational Evaluation and Policy Analysis, Dr. Sorensen brings unique expertise to understanding how public school systems interact with criminal justice, environmental, and health systems.  The Hidden Costs of Teacher Turnover  Teacher turnover extends far beyond the obvious disruption of classroom instruction. Dr. Sorensen's groundbreaking 2020 research [https://journals.sagepub.com/doi/10.1177/2332858420905812] reveals "hidden costs" that ripple through entire school communities. When experienced teachers leave, schools often fill positions with less qualified replacements.  The data tells a sobering story. Schools experiencing teacher turnover see increased shares of teachers with limited experience, provisional licenses, or lateral entry credentials. These replacement teachers frequently lack certification in their assigned subjects and may score lower on licensure tests.  But the impact doesn't stop there. High-poverty schools and those geographically isolated from teacher preparation programs face even greater challenges. The effects compound over time because less qualified teachers tend to leave at higher rates, creating a cycle of instability.  Mental Health and Well-Being: The Foundation of Learning  The pandemic highlighted something education leaders have long suspected: student and teacher mental health directly impacts academic success. Dr. Sorensen emphasizes that schools need more than traditional resources like "teachers and books." Comprehensive services addressing mental health and well-being must become integral to school operations and as NYKids researchers also found – mut be adjusted to the specific needs in different communities [https://soar.suny.edu/handle/20.500.12648/8427].  This shift requires rethinking how we support both students and educators. Teachers experiencing chronic stress and burnout cannot effectively serve students who may be struggling with their own mental health challenges. Schools that prioritize comprehensive well-being supports see benefits across multiple outcomes.  The Complex Reality of School Resource Officers  School safety remains a top priority, but Dr. Sorensen's 2023 research on school resource officers [https://onlinelibrary.wiley.com/doi/full/10.1002/pam.22498] (SROs) reveals complicated outcomes. While SROs do reduce certain types of school violence, including physical attacks without weapons, they also increase disciplinary consequences significantly.  The expansion of SRO presence leads to more   * out-of-school suspensions,   * expulsions,   * police referrals, and   * arrests.   Perhaps most concerning, these increased punishments disproportionately affect Black students, male students, and students with disabilities. This research challenges schools to carefully consider whether increased police presence truly serves all students equitably.  Building Resilient Schools for the Future  So what's the path forward? Dr. Sorensen advocates for "resiliency in schools" – a comprehensive approach that addresses multiple interconnected challenges simultaneously. Post-pandemic recovery, shifting federal funding priorities, and ongoing teacher pipeline issues require coordinated responses from policymakers and educational leaders.  The conversation with Dr. Sorensen reminds us that education policy requires nuanced understanding and evidence-based solutions. Simple answers rarely address complex problems effectively. But through rigorous research and thoughtful implementation, we can build schools that truly serve all students well.