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MAEC works to promote excellence and equity in education to achieve social justice.  \nABOUT THE CENTER FOR EDUCATION EQUITY (CEE)  \nMAEC established CEE to address problems in public schools caused by segregation and inequities. As the Region I Equity Assistance Center, CEE works to improve and sustain the systemic capacity of public education to increase student outcomes regardless of race, gender, religion, and national origin. CEE is funded by the U.S. Department of Education under Title IV of the Civil Rights Act of 1964.  \nAUTHORSHIP  \nThis document was created by the Center for Education Equity at MAEC. It was written by Kathleen Guarino, Senior TA Consultant and Vanessa Coleman, Principal TA Consultant, AIR.  \nDISCLAIMER  \nMAEC is committed to sharing information regarding equity issues in education. The contents ofthis document were developed under a grant from the U.S. Department of Education under the Equity Assistance Centers Program. However, the contents of this guide do not necessarily represent the policy or views of the Department of Education, and you should not assume endorsement by the Department of Education or federal government, generally.  \nSuggested Citation: Mid-Atlantic Equity Consortium, Inc. (2023) . Equitable Education for All: A Guide for Ensuring Equity for Students Experiencing Homelessness. Bethesda, MD. August 2023.  \nCopyright © 2023 Mid-Atlantic Equity Consortium, Inc. All rights reserved.  \nContents  \n\n| Introduction | 2 |\n| --- | --- |\n| Part 1: Understanding the scope of student homelessness | 4 |\n| Definition and prevalence of homelessness | 4 |\n| Causes and consequences of student homelessness | 4 |\n| Barriers to serving students who are homeless | 6 |\n| Addressing student homelessness: ESSA and McKinney-Vento | 6 |\n| Part 2: Implementing an equitable approach for students experiencing |  |\n| homelessness | 7 |\n| Phase One: Explore (assess, plan, and structure) | 8 |\n| Key practices | 8 |\n| Reflection questions | 9 |\n| Phase Two: Implement (adopt, monitor, and refine) | 12 |\n| Domain 1: Educate school personnel | 12 |\n| Domain 2: Enhance identification | 14 |\n| Domain 3: Ensure access to services | 15 |\n| Domain 4: Foster collaborative relationships with students and families | 17 |\n| Domain 5: Enact supportive policies and procedures | 19 |\n| Domain 6: Promote safe and supportive school environments | 20 |\n| Phase Three: Sustain (evaluate, adjust, and embed) | 21 |\n| Key practices | 21 |\n| Reflection questions | 21 |\n| Conclusion | 22 |\n\nReferences 23  \nCopyright © 2023 Mid-Atlantic Equity Consortium, Inc. All rights reserved.  \nIntroduction  \nAcross the United States, state and local education agencies work to ensure equitable access to high-quality education for all students, including students who are experiencing homelessness. This barrier to academic success is, unfortunately, not unique. To equitably serve all students, states and districts must first identify students experiencing homelessness and then apply the structures and practices that address and eliminate educational disparities in this student population.  \nStudents experiencing homelessness are disproportionately people of color and youth who are lesbian, gay, bisexual, transgender, or questioning (LGBTQIA+). They are also more likely to have been exposed to trauma. Childhood homelessness can have long-term negative physical, emotional, social, and educational impacts that can be challenging to overcome. Addressing the diverse needs of these students involves implementing targeted policy and practice changes to support social, emotional, and educational success. These changes must reflect an understanding of the intersecting challenges for our nation’s most ","cbCaifeNulWhUb6h","https://ap.wps.com/l/cbCaifeNulWhUb6h","pdf",5188275,29,"English","# Introduction\n# Part 1: Understanding the scope of student homelessness\n## Definition and prevalence of homelessness\n## Causes and consequences of student homelessness\n## Barriers to serving students who are homeless\n## Addressing student homelessness: ESSA and McKinney-Vento\n# Part 2: Implementing an equitable approach for students experiencing homelessness\n## Phase One: Explore (assess, plan, and structure)\n## Phase Two: Implement (adopt, monitor, and refine)\n## Phase Three: Sustain (evaluate, adjust, and embed)\n# Conclusion\n# References","[{\"question\":\"What is the main barrier to academic success for students experiencing homelessness, and how should it be addressed?\",\"answer\":\"States and districts must first identify students experiencing homelessness and then apply structures and practices that address and eliminate educational disparities for this student population.\"},{\"question\":\"Why does the guide emphasize tailored approaches for students with multiple risk factors?\",\"answer\":\"Students experiencing homelessness are disproportionately people of color and LGBTQIA+ youth and are more likely to have been exposed to trauma. Their diverse needs require targeted policy and practice changes that reflect intersecting challenges.\"},{\"question\":\"What does the implementation framework include to support equitable homeless education?\",\"answer\":\"It provides a phased approach: Explore, Implement, and Sustain, including staff education, enhanced identification, access to services, collaborative relationships with students and families, supportive policies and procedures, and safe, supportive school environments.\"}]","Equitable Education for All - A Guide to Ensure Equity for Students Experiencing Homelessness | PDF",1792045425,73]