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      REFERENCES American Youth Policy Forum (AYPF). (2016). The intersection of afterschool and competency-based learning: emerging trends, policy considerations, and questions for the future. American Youth Policy Forum, Washington, District of Columbia. https://www.aypf.org/resource/6875/ Baroutsis, A., McGregor, G., & Mills, M. (2016). Pedagogic voice: Student voice in teaching and engagement pedagogies. Pedagogy, Culture & Society, 24(1), 123-140. https://www.tandfonline.com/doi/abs/10.1080/14681366.2015.1087044 Boser, U., McDaniels, A., & Benner, M. (2018). Using the Science of Learning to Redesign Schools. Center for American Progress. https://昀椀les.eric.ed.gov/fulltext/ED592772.pdf Buchanan, S., Harlan, M., Bruce, C., & Edwards, S. (2016). Inquiry based learning models, information literacy, and student engagement: A literature review. School Libraries Worldwide, 23-39. https://journals.library.ualberta.ca/slw/index.php/slw/article/view/6914 Cantor, P., & Osher, D. (Eds.). (2021). The science of learning and development: Enhancing the lives of all young people. Routledge. https://www.routledge.com/The-Science-of-Learning-and-Development-Enhancing-the-Lives-of-All-Young/Cntor-Osher/p/book/9780367481070 Care, E., Kim, H., Vista, A., & Anderson, K. (2018). Education System Alignment for 21st Century Skills: Focus on Assessment. Center for Universal Education at The Brookings Institution. https://昀椀les.eric.ed.gov/fulltext/ED592779.pdf Condliffe, B. (2017). Project-Based Learning: A Literature Review. Working Paper. MDRC. https://昀椀les.eric.ed.gov/fulltext/ED578933.pdf Darling-Hammond, K., & Darling-Hammond, L. (with Byard, E.). (2022). The civil rights road to deeper learning. Learning Policy Institute. https://learningpolicyinstitute.org/product/civil-rights-road-deeper-learning-brief Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute. https://learningpolicyinstitute.org/product/educating-whole-child-report Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. WHAT YOUTH HAD TO SAY Applied developmental science, 24(2), 97-140. https://www.tandfonline.com/doi/pdf/10.1080/10888691.2018.1537791 Darling-Hammond, S. (2023). Fostering Belonging, Transforming Schools: The Impact of Restorative Practices. Learning Policy Institute. https://learningpolicyinstitute.org/product/impact-restorative-practices-brief Duncan, R. G., & Chinn, C. A. (Eds.). (2021). International handbook of inquiry and learning. Routledge. https://www.routledge.com/International-Handbook-of-Inquiry-and-Learning/Duncan-Chinn/p/book/978113822600 Freire, P. (1985). Reading the world and reading the word: An interview with Paulo Freire. Language arts, 62(1), 15-21. https://www.jstor.org/stable/pdf/41405241.pdf Fronius, T., Darling-Hammond, S., Persson, H., Guckenburg, S., Hurley, N., & Petrosino, A. (2019). Restorative Justice in US Schools: An Updated Research Review. WestEd. https://www.wested.org/resources/restorative-justice-in-u-s-schools-an-updated-research-review/ Hauser, A. (2016). Looking under the hood of competency-based education: The relationship between competency-based education practices and students’ learning skills, behaviors, and dispositions. Washington, DC: American Institutes for Research. https://www.air.org/resource/report/looking-under-hood-competency-based- education-relationship-between-competency-based Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. (2018). The Brain Basis for Integrated Social, Emotional, and Academic Development: How Emotions and Social Relationships Drive Learning. Aspen Institute. https://昀椀les.eric.ed.gov/fulltext/ED596337.pdf Jerald, C., Campbell, N., & Roth, E. (2017). High Schools of the Future: How States Can Accelerate High School Redesign. Center for American Progress. https://昀椀les.eric.ed.gov/fulltext/ED586218.pdf Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press. https://www.tcpress.com/culturally-relevant-pedagogy-9780807765913 Lerner, J. B., Tomasello, J., Brand, B., & Knowles, G. (2016, January). The Intersection of Afterschool and Competency-Based Learning: Emerging Trends, Policy Considerations, and Questions for the Future. American Youth Policy Forum. https://www.aypf.org/wp-content/uploads/2016/01/AS.CBL-Paper-FINAL-1.6.pdf Lewis, M. W., Eden, R., Garber, C., Rudnick, M., Santibañez, L., & Tsai, T. (2014). Equity in competency education: Realizing the potential, overcoming the obstacles. RAND Education and Jobs for the Future. https://www.luminafoundation.org/昀椀les/resources/equity-in-competency-education.pdf Nagaoka, J., Farrington, C. A., Ehrlich, S. B., & Heath, R. D. (2015). Foundations for Young Adult Success: A Developmental Framework. Chicago: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/foundations-young-adult-success-developmental-framework National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition (Vol. 1). National Academies Press. https://nap.nationalacademies.org/catalog/9853/how-people-learn-brain-mind-experience-and-school-expanded-edition NYSED, 2018. Culturally Responsive-Sustaining Education Framework. https://www.nysed.gov/sites/default/昀椀les/programs/crs/culturally-responsive-sustaining-education-framework.pdf Ontario Ministry of Education. (2016). Towards De昀椀ning 21st Century Competencies for Ontario. https://www.edugains.ca/resources21CL/About21stCentury/21CL_21stCenturyCompetencies.pdf 13

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