From its inception, the Center for Gifted Education at William & Mary has been committed to the education of gifted students. Dr. Joyce VanTassel-Baska, founder of the CFGE, created a learning environment to work directly with gifted students and parents by providing diverse university-based pre-collegiate programs in both residential and…

A nationwide shortage of qualified special educators has led to a push for alternative ways to recruit and retain special educators, including apprenticeship and residency programs. This article describes a residency program in New Hampshire that provides housing to teachers who are working on their special education endorsements at a local…

The success of Positive Behavioral Interventions and Supports (PBIS) in typical schools has led to interest in PBIS for alternative programs, including residential programs. In this brief, we describe PBIS as implemented in a therapeutic treatment home for adolescents with mental health needs. The PBIS framework enabled the program to add Tier 1…

This is a brief overview of the complete findings shared in the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 2, 2021-2022). Information is provided about the TPSID (Transition and Postsecondary Programs for Students with Intellectual Disability) projects including program characteristics, student characteristics,…

This Executive Summary provides a brief overview of the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 3, 2022-2023). Information is provided about the TPSID (Transition and Postsecondary Programs for Students with Intellectual Disability) projects about program characteristics, student characteristics, academics, academic…

Think College Reports present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides an overview of descriptive program- and student-level data provided by Cohort 3 TPSIDs (Transition and Postsecondary Programs for Students with…

Background: There is a growing emphasis of evidence-based program requirements being integrated into social welfare policies for youth care services in the U.S. This trend highlights the need for increased practitioner understanding and involvement in the research process to develop and implement evidence-based programs for youth with emotional…

When Mikayla Helton, Stephanie Baer's preservice art education student, first asked what she thought about her creating and teaching a summer art class at a youth residential treatment center, Baer was intrigued and fearful. Nichols and Sullivan (2016) described the importance of experiencing dissonance as a young teacher, encountering contexts…

Washington State University, Responsibility Opportunity Advocacy and Respect (WSU ROAR) is an inclusive 2-year residential postsecondary education program for students with intellectual and developmental disabilities. WSU ROAR is a recognized comprehensive transition program located in rural eastern Washington. Within the program, there are four…

Scholarship on students who enter college without a declared major indicates that this population of students faces unique challenges (Anderson, 1985; Beal & Noel, 1980; Lewallen, 1993), but also may be more likely to persist to graduation and earn higher grades than those who enter college with a declared major (Lewallen, 1995). Based on…

The federal government provides child development, elementary and secondary education, and educational assistance to Indian children, in a federal school system and in public school systems that predominantly receive state and local funding. The Bureau of Indian Education (BIE) in the U.S. Department of the Interior (DOI) oversees the federally…

The positive behavior interventions and supports (PBIS) framework is a well-researched framework used to teach, model, and reinforce positive behavior in schools across the country. Many residential and juvenile facilities have adopted the PBIS framework to fit a 24/7 delivery model spanning facility environments and activities (known as…

To prepare high school graduates with visual impairments for college, staff members at Perkins School for the Blind developed a nine month residential program, College Success@Perkins. This article describes components of the program design and provides data on eight students who successfully completed the program in the first cohort. It concludes…

Many of the youth with emotional and behavioral disorders (EBD) who are served within alternative education settings experience behavioral challenges including displaying behaviors of concern while having difficulty demonstrating the expected behaviors. Through the low-intensity behavioral strategy of precorrection, staff in alternative education…

The progression of teacher learning from aspiring educator to accomplished practitioner is multifaceted and complex. Selecting a teacher preparation program is a critical point in this journey, but it is by no means the end. Strengthening teacher pipelines requires aligned systems that not only open diverse entry points and provide initial…