| Institute of Public Policy Annual Report (2020-2021) |
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| The 2021 PER Report: Workforce trends with a focus on racial/ethnic equity |
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| PER data: Preliminary COVID-specific findings |
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| Statewide afterschool evaluation 2019-20: What do the data tell us? |
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| Where to next?: How ECE workforce registries can inform and guide |
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| Promoting the Least Restrictive Environment: The Impact of Restraint and Seclusion Policies on Students with Disabilities |
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| Status of Women in Academia |
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| Early Education: Dual Language Learners |
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| The Implications of In-State Resident Tuition Policies on Immigrant Health in the U.S. |
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| Perceptions of Career and Technical Education in Missouri |
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| Do Pension Enhancements Improve Teacher Retention? |
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| In-State Resident Tuition Policies for Undocumented Immigrants |
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| Proportionality in District, School and Teacher Evaluation Systems |
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| 21st Century Community Learning Center Grant 2011-2012 Final Report |
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| Non-Income Effects of Welfare Receipt on Early Childhood Cognitive Scores |
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| The Impact of Principal Race on Teachers |
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| Should the Missouri Legislature Consider Early/Advance Voting? |
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| Special Education Parent Survey |
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| Missouri AfterSchool Network Evaluation |
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| MU Center for Schoolwide Positive Behavior Support |
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| The National Workforce Registry Alliance |
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| Program Performance Evaluation of the Preschool Development Grant Birth to Five |
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| Stronger Together Missouri |
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| School Climate Survey |
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| Project RESTORE |
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| 21st Century Afterschool Program Evaluation |
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| First Year Teacher, Administrator, and Specialist Surveys |
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| School Improvement Grant (SIG) Support |
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