ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of Student Success Funding during COVID-19: Results from a Policy Scan
Author: Research for Action
Date: 2021-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: COVID-19,Pandemics,State Programs,State Aid,Budgeting,Retrenchment,College Students,African American Students,Hispanic American Students,Low Income Students,Educational Finance,Outcome Based Education

This brief communicates findings from Phase 1 of &quot;State Responses to COVID-19 -- Implications for Outcomes-Based Funding&quot; a 50-state policy scan to determine how Outcomes-Based or Student Success Funding (PBF/OBF/SSF) policies are shifting in response to COVID-19 related budget fluctuations. Conducted between August and December of 2020, this 50-state scan included the following goals: (1) explore how COVID-19 and related budget cuts have impacted state SSF policies; and (2) explore how, if at all, shifts in SSF policies affected the level or type of support provided to sectors and institutions that serve Black, Latinx and low-income students. The research team reviewed publicly available websites, including those of state legislatures, higher education agencies, local and state-level media, and systematically recorded data along several key elements. Research for Action (RFA) found that over one third of states running SFF/PBF/OBF models in FY20 either implemented a new hold harmless provision, extended a FY20 hold harmless provision that had been set to expire, or paused their formula for FY21. Few states heightened their focus on racial equity through SSF models. Some states communicated an intent to increase institutional focus on underrepresented minority students through SFF/PBF/OBF models, but none adopted new equity metrics for FY21. [For a related report, &quot;The State of Promise Programs during COVID-19: Results from a Policy Scan,&quot; see ED614912.]
The State of Promise Programs during COVID-19: Results from a Policy Scan
Author: Research for Action
Date: 2021-04-00
Type: Reports - Research-practitioner Partnerships
Subjects: COVID-19,Pandemics,State Programs,State Aid,Budgeting,Retrenchment,Student Financial Aid,College Students,African American Students,Hispanic American Students,Low Income Students

This brief communicates findings from Phase 1 of &quot;State Responses to COVID-19 -- Implications for Outcomes-Based Funding and Promise Programs,&quot; a 50-state policy scan to determine how Promise Program policies are shifting in response to COVID-19 related budget fluctuations. Conducted between August and December of 2020, this 50-state scan included the following goals: (1) explore how COVID-19 and related budget cuts have impacted state Promise Programs; and (2) explore how, if at all, shifts in Promise Programs affected the level or type of support provided to sectors and institutions that serve Black, Latinx and low-income students. The research team reviewed publicly available websites, including those of state legislatures, higher education agencies, local and state-level media, and systematically recorded data along several key elements. Overall, more than half of statewide Promise programs made changes to program components in response to COVID-19. Of the 15 programs that made changes, it was found that 11 programs adjusted eligibility requirements, with many relaxing requirements to maintain access and others imposing additional eligibility requirements in response to budget cuts. Of the programs that adjusted eligibility requirements, most sought to maintain or expand access for students to account for challenges during the coronavirus pandemic. [For a related report, &quot;The State of Student Success Funding during COVID-19: Results from a Policy Scan,&quot; see ED614911.]
Identifying Schools Achieving Great Results with Highest-Need Students: Catalyzing Action to Meet the Needs of All Students. Working Paper
Author: Public Impact
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: School Effectiveness,Educational Quality,Student Needs,Institutional Evaluation,Learner Engagement,School Demography,Academic Achievement,Socioeconomic Status,Outcome Measures,Outcomes of Education

To address the invisibility of schools serving highest-need students, ACE Charter Schools, a network of schools serving highest-need students in San Jose, California, partnered with Education Analytics, the CORE Data Collaborative, and Public Impact to change the definition of school quality, making visible the success that schools are achieving with highest-need students. Section 1, the &quot;School Needs Index,&quot; explains the methodology for measuring the extent of support that students need to thrive academically. By calculating a School Needs Index for each school, educators, policymakers, and the public can gain a clearer understanding of the level and type of support that each school's students need to succeed. Section 2, Success Measures, explains methods to apply the School Needs Index to identify schools achieving outstanding results with highest-need students. The report also includes a series of appendices providing additional information about the analysis and the technical details that will allow other researchers to replicate the methodology. The hope is that the methods presented in this working paper will be immediately useful to educators and the agencies that oversee schools, providing tools to improve understanding of schools' challenges and their successes. [This report was prepared for The National Campaign for Highest-Need Students.]
Reimagining the MCAS: The Need for an Accountability System That Supports Deeper Learning
Author: Stevens, Alison
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Achievement Tests,Accountability,Educational Change,Educational Assessment,Academic Standards,Performance Based Assessment,Culturally Relevant Education,Data Use,Formative Evaluation,Elementary Secondary Education

It's been nearly 25 years since the first MCAS tests were taken. Since then, the test and the state's accountability system have brought resources to underfunded schools, highlighted inequities in our education system, and pushed Massachusetts to first in the nation in academics. But, with progress stalling, a new understanding of the importance of deeper learning, and decades of data on the unintended consequences the test has had on economically disadvantaged communities and communities of color, it's time for a change. We need to fundamentally rethink our approach to assessments. We know far more about how students learn and develop than we did when the MCAS was first administered. Though the test has become more cognitively demanding over time, much of the content and structure is quickly becoming outdated. New technology gives us the ability to create tests that actually measure learning in a meaningful way. This policy brief makes the case for Massachusetts to design and pilot a new assessment and accountability system that measures deeper learning, prioritizes cultural responsiveness, and provides timely information to educators, students, families, and policymakers. It examines the impact state assessments can have on classroom instruction and provides recommendations for how policymakers can use a new approach to assessments to foster deeper learning in classrooms.
Cyber Safety Quick Links for Protecting Youth: Empowering Students to Become Responsible Digital Citizens and Engage Online Safely. Coronavirus Disease 2019 (COVID-19): Key Preparedness and Response Considerations. Preparing for and Responding to COVID-19
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Technology,Technology Uses in Education,School Closing,Online Courses,Computer Security,Safety,School Safety,Information Security,Student Behavior,Family Role,School Personnel,Educational Policy,Elementary Secondary Education

The onset of COVID-19 has dramatically increased the usage of digital learning formats by education agencies across the nation and shifted the learning environment to &quot;school at home.&quot; Since students are online more, they are vulnerable to more threats. Cyber safety is critical and is a shared responsibility of students, parents, and school personnel. Furthermore, it helps to maintain a safe school in all settings and at all times, including school at home and school at a community- or faith-based hub providing Wi-Fi services. This handout gives families, students, and school safety teams key practical steps and quick links to Websites offering free cyber safety resources, tools, and training. Together, communities, led by school safety teams, can enhance their cyber safety knowledge and capabilities of the whole school community.
2021 E-Expectations® Trend Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: High School Students,COVID-19,Pandemics,Educational Technology,Student Attitudes,Computer Mediated Communication,Student Interests,College Admission,Social Media,Advertising,School Closing,Access to Information,Parent Participation,Electronic Mail,Telecommunications,Handheld Devices,Artificial Intelligence,Online Searching,Web Sites,Educational Finance,Video Technology,College Bound Students,Information Sources

High school students nationwide spent the whole academic year fully online or in and out of a cobbled together hybrid format. While these students are digital naturals, they were asked to do even more online and lost opportunities to engage traditional in-person milestones like prom, graduation, and college visits. After a year of &quot;Zooming it in,&quot; what impact did the pandemic have on high school student digital preferences and behaviors? Ruffalo Noel Levitz and its partners have compared pre-pandemic data to this year's comprehensive E-Expectations research findings to provide a glimpse at how the pandemic affected the screen-based side of college search and selection. The &quot;2021 E-Expectations Report&quot; Trend Report answers questions such as: (1) Did the pandemic make students more interested in engaging directly with college admissions through digital channels?; (2) How did the pandemic affect the student inquiry process?; (3) Has student interest in print communications been outpaced by digital?; (4) Are students more open to receiving texts from admissions counselors, and if so, when?; (5) How do students feel about digital ads and what actions do they take after clicking on an ad?; (6) Which social media platforms are students using for their college search and what do they hope to learn from them?; (7) On which platform do students watch college videos and what's the ideal length of video playtime?; and (8) How has parent and family engagement changed? After reviewing all of the data for the 2021 E-Expectations study, there are several broad takeaways that will help campuses engage more students and their parents: (1) optimize the omnichannel approach; (2) video is essential to engagement; (3) personalize at scale; (4) Search Engine Optimization (SEO) and conversion is critical for program pages; and (5) keep social media visual. [Research for this report was co-sponsored by Modern Campus, Mongoose, and TeenLife. For &quot;E-Expectations® of Transfer Students: A 2020 Trend Report,&quot; see ED608078.]
2021 University Family Survey
Author: Ruffalo Noel Levitz (RNL)
Date: 2021-00-00
Type: Reports - Research
Subjects: College Students,Parent Surveys,Distance Education,Parent Attitudes,Student Experience,Family School Relationship,Paying for College,Student Financial Aid,Parent Participation,Communication (Thought Transfer),COVID-19,Pandemics

The COVID pandemic created an unprecedented crisis for students and their families. Parents saw most of their college-enrolled children switch to hybrid or fully online learning. Student and family engagement became almost exclusively electronic and online. And the economic fallout of the pandemic impacted the ability of students and families to afford college. Furthermore, even as the pandemic recedes, the impact of these changes in 2020-21 will likely reverberate for years. To gauge the impact of these changes on families, Ruffalo Noel Levitz (RNL) and CampusESP surveyed more than 36,000 parents of college students in spring 2021. This research summary presents their opinions and assessments of: (1) the college experience; (2) communication with colleges; (3) college financing; and (4) virtual events. [Research for this report was co-sponsored by CampusESP.]
Review of Literature: Impact of Coaching on Student Academic Performance. Information Capsule. Volume 2002
Author: Tirado, Andrea
Date: 2021-04-00
Type: Information Analyses
Subjects: Literature Reviews,Coaching (Performance),Academic Achievement,Faculty Development,Outcomes of Education,Program Effectiveness

Coaching as a form of professional development has been widely adopted by school districts throughout the country. Research has found coaching to have a significant impact on teacher practices; however, the evidence on the effect of coaching on student performance varies. Researchers have explored specific features that are associated with successful coaching programs, such as coach-teacher ratio, dosage, coach qualifications, and coaching activities; however, evidence regarding the impact of these features on student achievement has been inconclusive.
Review of Literature: COVID-19 Learning Loss and Strategies for Recovery. Information Capsule. Volume 2003
Author: Tirado, Andrea
Date: 2021-07-00
Type: Information Analyses
Subjects: COVID-19,Pandemics,School Closing,Achievement Gains,Online Courses,Acceleration (Education),At Risk Students,Elementary Secondary Education

The COVID-19 pandemic led to school closures nationwide and disruptions in learning. School districts are trying to understand the impact that these disruptions had on student learning and achievement and develop strategies to recover from a possible learning loss. Given the unprecedented nature of this pandemic, little data and research is available. Researchers resorted to study other types of school closures or out-of-school periods, such as summer vacation, to attempt to understand the impact of this event. Recent research suggests that the pandemic did not affect all students equally and that it contributed to increasing the already existing achievement gaps. Research suggests that learning acceleration is an appropriate strategy to help recover from the learning loss.
American Rescue Plan Discussion Starter for District Teams. At a Glance
Author: Region 17 Comprehensive Center
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,COVID-19,Federal Aid,Pandemics,School Districts,Educational Finance,Student Needs,Social Emotional Learning,Mental Health,Family Involvement,Community Involvement,Acceleration (Education)

This document is designed to help school district teams engage in meaningful and productive conversations about how federal American Rescue Plan (ARP) Act funds can be used to address students' academic and social-emotional needs in the wake of the COVID-19 pandemic. This document offers considerations, examples of evidence-based strategies, and supporting resources in three critical areas: (1) Addressing the academic impact of lost instructional time; (2) Conducting meaningful family and community engagement; and (3) Providing social-emotional and mental health supports.
Social-Emotional Learning amidst COVID-19 School Closures: Positive Findings from an Efficacy Study of &quot;Adventures Aboard the S.S. GRIN&quot; Program
Author: Li, Linlin
Date: 2021-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,Social Emotional Learning,Program Effectiveness,Distance Education,Game Based Learning,Electronic Learning,Elementary School Students,Grade 3,Program Implementation

School closures because of natural phenomena, such as COVID-19, have emphasized the importance of effective distance learning strategies when there are no in-person alternatives. Although infrequently mentioned in discussions of student performance, social-emotional skill building came to the forefront of conversations due to the isolation and stresses created by stay-at-home protocols. Our original research study describes the implementation of a game-based online social-emotional learning program during in-person learning and how we adapted implementation to distance learning due to COVID-19 based on schools' infrastructure, preparations, and resource availability. In addition to the successful implementation, the results have indicated that the program was significantly and positively associated with gains in students' social emotional skills.
Integration of Buddhist Doctrines to Promote and Develop Core Values of Third Grade Primary School Students of Wat Sukantharam School in Phra Nakhon Si Ayutthaya Province, Thailand
Author: Aphipanyo, Phrapalad Soravit
Date: 2021-00-00
Type: Journal Articles
Subjects: Buddhism,Role of Religion,Values Education,Social Values,Moral Values,Moral Development,Elementary School Students,Grade 3,Children,Program Effectiveness,Student Characteristics,Foreign Countries

The objectives of this research were: (1) to study the results of integration of Buddhist doctrines to promote and develop the core value of the primary school students before and after participating in the activities for cultivating the core value; and (2) to compare the levels of the core value of the students at Wat Sukantharam School in Talo Sub-district, Wang Noi District, Phra Nakhon Si Ayutthaya Province, Thailand, classified by the samples' personal factors (gender, family status and parental occupation). This study is Quasi Experimental Research carried out with 32 students in the mentioned school based on Purposive Sampling. The tools used in data collection were the questionnaire and in-depth interview form. The statistics used in quantitative data analysis included: Mean, Standard Deviation, t-test and f-test while that of qualitative research obtained from the key informants: school administrators, teachers and student parents is analyzed and synthesized based on descriptive analysis. The research results reveal that: (1) the levels of the core values of the students before ([x-bar]= 4.55, S.D.= 0.210) and after activity participation ([x-bar]= 2.21, S.D.= 0.581) were statistically different with the significance level of 0.05; and (2) the comparative results of the levels of core value of the students suggest that the students with differences in studied personal factors (gender, family status and parental occupations) have indifferent core values both in overall and aspect perspectives with the statistical significance level of 0.05. The research results suggests that Thai educational institutions should set a policy to promote inclusive participation of all sectors such as family institutions (parents), temples (religion), schools (educational personnel) or government agencies responsible for the service area take part in the development of student core values through systems and mechanisms that can conduct a systematic measurement and evaluation.
Educators&apos; Views on Online/Distance Violin Education at COVID-19 Outbreak Term
Author: Kesendere, Yigitcan
Date: 2020-06-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Distance Education,Electronic Learning,Videoconferencing,Video Technology,Synchronous Communication,Web 2.0 Technologies,Technology Integration,Advanced Students,Novices,Instructional Effectiveness,Instructional Materials,Musical Instruments,Music Education,Music Teachers,Teacher Attitudes,Secondary Education,Higher Education,Foreign Countries

Distance education studies, which are increasing in number of applications every day, have increased its importance especially with the COVID-19 outbreak. Although there are many sub-branches of distance education, it is divided into general lines as synchronous and asynchronous. Online/distance education studies, which are used in music education and instrument education, are used to improve students' musical knowledge and skills. Thanks to the technology developed with online/distance instrument education as in other fields, it is desired to reach the targeted goal, skill, and acquisition in a shorter time, more permanently, easier and more economically. This research was carried out in order to determine the educator's views on the use of online, video calling or other distance methods in violin education. The topic planned and started to be investigated before the COVID-19 outbreak. After the outbreak, this topic gained importance with the Covid-19 outbreak and even caused changes in the views of the educators. Interview technique, one of the qualitative research methods, was used in the research. The interview form formed in the semi-structured interview questions as a data collection tool was transferred to the online environment through &quot;Google Forms&quot; in order to reach the violin educators more easily. The study group of the research consists of thirteen educators who teach lessons to violin students aged seven and over working in different institutions. In addition to taking the opinions of the educators about online/distance violin education, it was also tried to determine the use of auxiliary apparatus and materials during violin education. As a result of the interviews, it is found that educators benefit from both innovative materials, internet websites and applications. Also determined that educators have positive and negative opinions about online/distance education but also think that the negativities can be eliminated with face to face education support.
Examining Post-Graduation Career Plans of International Doctoral Students in the United States
Author: Agbonlahor, Osasohan
Date: 2021-00-00
Type: Journal Articles
Subjects: Graduation,Career Planning,Career Choice,Foreign Students,Foreign Countries,Doctoral Students,Student Characteristics,College Faculty,Postdoctoral Education,Researchers,Predictor Variables,Geographic Regions,Developing Nations,Student Financial Aid,Low Income Groups,Employment

Understanding the career trajectories of PhD recipients is an important topic of investigation, particularly for foreign students who may work in a different country from where their degree was obtained. In the United States, approximately 70% of PhD recipients enter employment in industry, government, or academia upon graduation, while nearly 30% seek further training through a postdoctoral appointment (NCSES, 2019). Over the last decade, post-doctoral appointments have become a more popular option for those who are seeking to transition into academia. The purpose of this research is to examine whether demographic variables and sources of financial support received during doctoral education influences the career decisions of international doctoral students in the United States. A multinomial logistic model and predicted probabilities were employed to examine relationships between primary sources of financial support and choices of faculty versus non-faculty positions -- faculty, postdoctoral training, and other employment categories. The post-graduation location has the most significant and robust impact on career plans, with those who will remain in the United States being more likely to choose to work in academia. Plots of predicted probabilities show that research and teaching assistantships have greater influence on those from lower-income countries in choosing faculty positions.