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Opportunities for youth participatory action research to inform school district decisions

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dc.contributor.author Cohen, Alison K.
dc.contributor.author Ozer, Emily J.
dc.contributor.author Abraczinskas, Michelle ...et.al.
dc.date.accessioned 2022-04-01T02:51:41Z
dc.date.available 2022-04-01T02:51:41Z
dc.date.issued 2020
dc.identifier.citation Cohen, A.K., Ozer, E.J., Abraczinskas, M., Voight, A., Kirshner, B. and Devinney, M. (2020) Opportunities for youth participatory action research to inform school district decisions, Evidence & Policy, vol 16, no 2, 317–329, DOI: 10.1332/174426419X15649816542957 sm
dc.identifier.issn • Online ISSN 1744-2656 •
dc.identifier.uri • https://doi.org/10.1332/174426419X15649816542957
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/3646
dc.description 13 p. ; PDF sm
dc.description.abstract Background Youth participatory action research (YPAR) is an equity-focused approach intended to generate local knowledge and democratise the production of research evidence. Aims/objectives We explore the promise and challenges of YPAR to inform education policy decision making. We focus on California’s Local Control Funding Formula (LCFF)’s Local Control and Accountability Plan (LCAP) initiative, which requires districts to engage with diverse stakeholders to make decisions. We provide a case example of California’s Stockton Unified School District. Stockton currently uses the Peer Leaders Uniting Students’s YPAR curriculum to inform their LCAP work. Key conclusions YPAR offers opportunities for new insights, and can be implemented successfully at scale. While Stockton was doing YPAR before LCFF and LCAP existed, they enabled Stockton to expand its YPAR programming, with the goal of using YPAR evidence to provide useful information for educational decision making, policies, and programmes. For example, one YPAR project focused on student tardiness and, using data from multiple sources, proposed lengthening the passing period so that it was physically possible to walk to class in the time permitted. Here, YPAR supports those people most affected by education policy ‐ the students ‐ to have the power to inform decisions that affect them. YPAR can broaden the set of evidence and perspectives that decision makers review to inform policy decisions. We encourage researchers and practitioners to study and create policy structures that support using YPAR to inform policy. We also encourage policy makers to develop more policies that can facilitate the use of YPAR, in education and beyond. sm
dc.language.iso en sm
dc.publisher Policy Press sm
dc.relation.ispartofseries Evidence & Policy • vol 16 • no 2 • 317–329 •;
dc.subject education policy sm
dc.subject equity sm
dc.subject youth participatory action research sm
dc.subject youth sm
dc.title Opportunities for youth participatory action research to inform school district decisions sm
dc.type Article sm


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