Kenya has a long history of preschool provision along with a supportive policy framework from its independence. This preschool provision, originally known as ECCE – Early Childhood Care and Education, was provided by women for whom this was a source of livelihoods, income, and social standing in their communities, with provisions offered to the broad range of social, economic, cultural, and geographicgroups. In both policy and provision, early childhood services were an important factor of local development building preschool provision in the spirit of "Harambee" meaning self-help as a means to bottom-up nation building. From independence to the 1970s, during its first decade, this provision enabled local communities to determine and define their own needs and to create programmes to address their needs.

This brief reviews current data and literature to understand how young men of color are faring around postsecondary preparation and success in California. We share stories from a sample of institutions— including our conversations with young men of color—to understand what practices can help young men of color succeed, and we provide recommendations for California practitioners and policymakers to ensure our P-12 and higher education systems are set up for young men of color to thrive on the path to and through college. We urge practitioners and policymakers to ensure young men of color have the supports all students need to be successful in college in addition to differentiated supports that can help young men of color overcome the additional hurdles they often confront above and beyond what most other students face.

In this study, we analyze a unique set of student and teacher demographic and discipline data from North Carolina elementary schools to examine whether being matched to a same-race teacher affects the rate at which students receive detentions, are suspended, or are expelled. The data follow individual students over several years, enabling us to compare the disciplinary outcomes of students in years when they had a same-race teacher and in years when they did not.

We find consistent evidence that North Carolina students are less likely to be removed from school as punishment when they and their teachers are the same race. This effect is driven almost entirely by black students, especially black boys, who are markedly less likely to be subjected to exclusionary discipline when taught by black teachers. There is little evidence of any benefit for white students of being matched with white teachers.

Although these results are based on a single state, they should encourage efforts to promote greater diversity in the teaching workforce, which remains overwhelmingly white. In addition to offering more diverse role models at the front of the class, our findings suggest that employing more teachers of color could help minimize the chances that students of color, who trail their white peers in academic achievement, are also subjected to discipline that removes them from school.

This case study shares what's been learned in the first year of Summit Basecamp, an ambitious effort to support public schools across the United States in implementing personalized learning. While recognizing that Summit Basecamp is one approach to personalized learning, we believe the lessons from the 2015-16 school year can inform the work of others in the field.

Summit Basecamp is now called the Summit Learning Program. This publication is the fourth case study that FSG has written with Summit Public Schools.

The annual Commonfund Higher Education Price Index (HEPI) report provides an analysis of HEPI and the cost factors associated with the index.

The topics covered include:

• HEPI values versus CPI
• Analysis of HEPI components, from faculty salaries to utilities and purchasing power
• Public vs Private institutions
• Regional HEPI summary

The NMC Horizon Report > 2017 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 14th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of universities and colleges. The three key sections of this report constitute a reference and straightforward technology-planning guide for educators, higher education leaders, administrators, policymakers, and technologists. It is our hope that this research will help to inform the choices that institutions are making about technology to improve, support, or extend teaching, learning, and creative inquiry in higher education across the globe. All of the topics were selected by an expert panel that represented a range of backgrounds and perspectives.

What is on the five-year horizon for academic and research libraries? Which trends and technology developments will drive transformation? What are the critical challenges and how can we strategize solutions? These questions regarding technology adoption and educational change steered the discussions of 77 experts to produce the NMC Horizon Report: 2017 Library Edition, in partnership with the University of Applied Sciences (HTW) Chur, Technische Informationsbibliothek (TIB), ETH Library, and the Association of College & Research Libraries (ACRL). Six key trends, six significant challenges, and six developments in technology profiled in this report are poised to impact library strategies, operations, and services with regards to learning, creative inquiry, research, and information management. The three sections of this report constitute a reference and technology planning guide for librarians, library leaders, library staff, policymakers, and technologists.

Scientific research has established that if all children are to achieve their developmental potential, it is important to lay the foundation during the earliest years for lifelong health, learning, and positive behavior. A central question is how well our public pre-kindergarten (pre-K) programs are doing to build this foundation.

Forty-two states and the District of Columbia, through 57 pre-K programs, have introduced substantial innovations in their early education systems by developing the infrastructure, program sites, and workforce required to accommodate pre-K education. These programs now serve nearly 30 percent of the nation’s 4-year-olds and 5 percent of 3-year-olds.