ethanporcaro/eric-fulltext-meta huggingface dataset:
Experimentally Estimated Impacts of School Voucher on Educational Attainments of Moderately and Severely Disadvantaged Students. Program on Education Policy and Governance Working Papers Series. PEPG 19-02
Author: Cheng, Albert
Date: 2019-00-00
Type: Reports - Research
Subjects: Educational Vouchers,Program Effectiveness,Educational Attainment,Disadvantaged Youth,Low Income Students,School Choice,College Attendance,Graduation Rate,Minority Group Students,Poverty,Socioeconomic Status,Private Schools,Scholarships

Estimates of school voucher impacts on educational attainment have yet to explore heterogeneities in socioeconomic status among disadvantaged minority students. We theorize reasons for these heterogeneities and then estimate experimentally the differential impacts of voucher offers on college enrollment and graduation rates for minority and non-immigrant students from moderately and severely disadvantaged backgrounds. The findings are obtained from a privately sponsored, lottery-based voucher intervention in New York City that began in 1997. College enrollment and degree attainment as of the fall of 2017 were obtained from the National Student Clearinghouse. We find no significant effects of offers on minority students from severely disadvantaged backgrounds but significant effects of six to eight percentage points on those from moderately disadvantaged households. Similar results are obtained for students born of non-immigrant mothers. Some policy implications are discussed. [Additional support for this research was provided by the Hubbard Family Foundation.]
Roadmap of Need, 2019
Author: Public School Forum of North Carolina
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Needs Assessment,After School Programs,Wellness,Counties,Well Being,Health Behavior,Child Safety,Economic Development,At Risk Persons,Pregnancy,Death,Hunger,Obesity,Physicians,Children,Adolescents,Delinquency,Suspension,Social Services,Juvenile Justice,Child Abuse,Child Neglect,Graduation Rate,Reading Skills,Mathematics Skills,Family Income,Poverty,Unemployment,Educational Attainment,Public Schools,Early Parenthood,Adults,One Parent Family

&quot;The Roadmap of Need&quot; is a whole child needs assessment for North Carolina youth, produced annually by the Public School Forum of North Carolina's Center for Afterschool Programs (NC CAP). The Roadmap includes 20 indicators of wellness across four domains: health, youth behavior and safety, education, and economic development. These four domains capture the interconnected social, emotional, and academic elements that are necessary for a child to succeed, both inside and outside of the classroom. Taking the approach of a whole child needs assessment is critical to understanding what is necessary for each child to have in order to thrive in school and in life. The publication's examination of 20 indicators represent data that demonstrate various needs across North Carolina, with each indicator being used to identify where young people are most at risk of not succeeding. In addition to county-specific data on each indicator, the Roadmap provides rankings for each indicator and domain, as well as an overall ranking of all 100 counties that takes into account the data on all 20 indicators. [For the 2018 Roadmap of Need, see ED585715.]
North Carolina&apos;s &quot;Average&quot; Teacher Pay Myth
Author: Public School Forum of North Carolina
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Teacher Salaries,Data Analysis,School Districts,Poverty,Salary Wage Differentials,Computation,Misconceptions,Research Problems

Each year, policymakers, educators, and the general public engage in debates around the statewide average teacher pay figure that the North Carolina Department of Public Instruction (DPI) publishes on its website and reports to the National Education Association. These debates take up the important consideration of whether or not teachers are adequately compensated as compared with teachers in other states as well as compared with workers in other sectors. However, when looking more closely at the data that DPI uses to calculate this statewide average, it can be seen that this figure sends a misleading message about what the average teacher in most North Carolina districts is earning--and how their salaries measure up when compared with similarly educated and experienced professionals working in other sectors. In this report, the Public School Forum presents an analysis of North Carolina teacher salary data, highlighting the following key findings: (1) The average teacher salaries in more than 80 percent of North Carolina's school districts fall below the reported state average salary; (2) Average teacher salary varies widely from district to district due to inequities in local salary supplements that are funded through local property taxes, meaning the lowest paid teachers are typically found in the districts with the highest poverty rates; (3) The calculation used to determine the statewide average teacher salary reported by DPI includes bonuses and other funds that many teachers do not receive; and (4) Teachers in North Carolina are paid less than their similarly educated and experienced peers.
Local School Finance Study, 2019
Author: Fox, Lauren
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Federal Government,State Government,Public Schools,Counties,Federal Aid,State Aid,Local Government,Resource Allocation,Educational Equity (Finance),Expenditure per Student,Elementary Secondary Education,Socioeconomic Influences,Charter Schools,Real Estate,Costs,Salaries,Operating Expenses,Income

The 2019 Local School Finance Study examines data from the 2016-17 school year. The purpose of this annual study is to isolate local spending from state and federal spending to examine the capacity and actual effort of counties to support public schools. The Local School Finance Study focuses not only on the amount that counties spend on schools, but also on each county's investment in relation to their taxable resources. The Public School Forum of North Carolina's research has identified two key trends in local school finance that have led to deepened educational inequality across districts over time: (1) There is a widening gap between wealthier counties and those with lower levels of wealth; and (2) Wealthier counties are able to allocate more local dollars to public schools while simultaneously making less taxing effort. These funding disparities have tangible impacts in North Carolina classrooms. In 2016-17, counties spent approximately $3.1 billion to fund instructional expenses, accounting for 24 percent of the combined federal, state, and local total. This year, the Local School Finance Study includes new additions in the expanded &quot;Gaps and Trends&quot; section of the report. The authors conducted interviews with local school finance officers and administrators to gain a deeper understanding of the needs of different districts and the impact of local finance inequities in different contexts. Three segments highlight the voices of experts from several rural and urban districts across the state. [For the 2018 Local School Finance Study, see ED585762.]
School Resource Officers, School Law Enforcement Units, and the Family Educational Rights and Privacy Act (FERPA). PTAC-FAQ-11
Author: Student Privacy Policy Office (SPPO) (ED/OPEPD), Privacy Technical Assistance Center (PTAC)
Date: 2019-02-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Parent Rights,Student Records,Privacy,Law Enforcement,Public Agencies,Federal Government,Discipline,Police,Disclosure,School Safety,Student Rights,School Districts,Transfer Students,Juvenile Justice,Elementary Schools,Secondary Schools

School officials routinely seek to balance the interests of safety and privacy for students. While the Family Educational Rights and Privacy Act (FERPA) generally requires written parent or &quot;eligible student&quot; consent before an educational agency (district) or institution (school) discloses student education records and the personally identifiable information (PII) contained therein, FERPA gives schools and districts flexibility to disclose PII, under certain limited circumstances, in order to maintain school safety. The purpose of this guidance is to address questions about how FERPA applies to schools' and districts' disclosures of PII from student education records to school security units, outside law enforcement entities, School Resource Officers (SROs), and other schools. While the information in this guidance is applicable to all educational agencies and institutions that receive funds under any program administered by the Secretary of the U.S. Department of Education (Department), the discussion is generally focused on health or safety emergencies faced by public elementary and secondary schools.
Measuring Child Poverty: New League Tables of Child Poverty in the World&apos;s Rich Countries. Innocenti Report Card 10
Author: Adamson, Peter
Date: 2012-05-00
Type: Reports - Research
Subjects: Poverty,Children,Foreign Countries,Family Income,Economically Disadvantaged,Child Welfare,Hunger,Books,Leisure Time,Games,Family Environment,Internet,Clothing,Developed Nations,Measurement Techniques,Taxes,Economic Factors,Well Being,At Risk Persons,Immigrants,Unemployment,One Parent Family,Parent Background,Educational Attainment

This report sets out the latest internationally comparable data on child deprivation and relative child poverty. Taken together, these two different measures offer the best currently available picture of child poverty across the world's wealthiest nations. Previous reports in this series have shown that failure to protect children from poverty is one of the most costly mistakes a society can make. The heaviest cost of all is borne by the children themselves. But their nations must also pay a very significant price -- in reduced skills and productivity, in lower levels of health and educational achievement, in increased likelihood of unemployment and welfare dependence, in the higher costs of judicial and social protection systems, and in the loss of social cohesion. [Support for this report was provided by the Andorran, Belgian, Swiss and United Kingdom National Committees for UNICEF.]
The Children Left Behind: A League Table of Inequality in Child Well-Being in the World&apos;s Rich Countries. Innocenti Report Card 9
Author: Adamson, Peter
Date: 2010-11-00
Type: Reports - Research
Subjects: Foreign Countries,Well Being,Developed Nations,Equal Education,Child Health,Poverty,Family Influence,Family Income,Family Environment,Educational Resources,Housing,Mathematics Achievement,Science Achievement,Reading Achievement,Eating Habits,Physical Activity Level,Access to Education,Access to Health Care,Nutrition,Social Justice,Social Influences,Costs,Early Intervention,Child Care

Whether in health, in education, or in material well-being, some children will always fall behind the average. The critical question is -- how far behind? Is there a point beyond which falling behind is not inevitable but policy susceptible, not unavoidable but unacceptable, not inequality but inequity? There are no widely agreed theoretical answers to these questions. Report Card 9 seeks to stimulate debate on the issue by introducing a common measure of 'bottom-end inequality'. This permits each country's performance to be assessed according to the standard of what the best-performing countries have been able to achieve. Such a standard may not represent the best that may be aspired to in theory, but in practice it suggests a level below which 'falling behind' is manifestly not inevitable. This Report Card presents a first overview of inequalities in child well-being for 24 of the world's richest countries. Three dimensions of inequality are examined: material well-being, education, and health. In each case and for each country, the question asked is &quot;how far behind are children being allowed to fall?&quot; [Support for this report was provided by Andorran, Australian, Belgian, German, Swiss and United Kingdom National Committees for UNICEF.]
A Critical Interpretation of the Hispanic-Serving Institution Designation Effects on Institutional Identity. Feature on Research and Leadership. Vol. 5, No. 2
Author: Velez, Angel
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,Racial Composition,Higher Education,Educational Environment,College Students,Minority Group Students,Enrollment,Cultural Relevance,College Role

Using a critical-interpretation lens, this brief unpacks the Hispanic-Serving Institution designation, highlights the ways it affects institutional identity, and offers a critical approach to this federal designation.
Equity&apos;s Unspoken Dilemmas: Facing Trade-Offs for More Intentional Practice. Feature on Research and Leadership. Vol. 5, No. 1
Author: McCambly, Heather
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Intention,Educational Practices,Equal Education,Inclusion,Definitions,Logical Thinking,Models,Community Colleges,Organizational Change,Educational Change,Educational Policy,Minority Group Students

This brief provides an overview of the logical implications of different models of equity, an introduction to an empirical project that validates the material effects of varied equity definitions, and a framework for considering the trade-offs inherent in collective work to mobilize equity in environments.
Kindergarten: An Overlooked Educational Policy Priority. Social Policy Report. Volume 17, Number 2
Author: Vecchiotti, Sara
Date: 2003-00-00
Type: Collected Works - Serial
Subjects: Kindergarten,Public Education,Access to Education,School Readiness,Educational Policy,Compulsory Education,School Schedules,Alignment (Education),School Entrance Age,Teacher Qualifications,Preschool Teachers,Teacher Shortage,Preschool Education,Educational Research

Many Americans assume children's publicly funded education begins with kindergarten. To the contrary, kindergarten is not mandated in all states. Moreover, most kindergarten programs implemented in the public education system are half-day; full-day kindergarten is far less frequent. Access to kindergarten is highly dependent on state, school district, and individual school initiatives and resources. Thus, kindergarten provision is an educational equity issue. Kindergarten is a pivotal transitional year in which children learn foundational skills and develop knowledge necessary for academic success in the early grades. Considering this crucial role, it is surprising how often kindergarten is overlooked when research and education policy agendas are formed. Neither states, nor the federal government, collect enough systematic data on kindergarten, especially at a school district or individual school level. Extant data sources differ in reported state kindergarten policies. Thus, an accurate picture of the availability, utilization, and content of kindergarten programs at a national or state level is not available. Current policy debates include mandating kindergarten, requiring attendance, and establishing a uniform entrance age. Further, consensus has not been reached as to what is appropriate in kindergarten for curriculum content, instructional methods, and screening and assessment practices. Distinct roles for prekindergarten and kindergarten should be defined and programs should be coordinated to promote better continuity in learning. Research indicates that delaying entrance to kindergarten results in only ephemeral effects and that full-day kindergarten has academic and practical benefits for children and families. Finally, state and federal recommendations range from revising data collection polices to aligning kindergarten policies and practices to prekindergarten and grades 1-12. [This issue of &quot;Social Policy Report&quot; also contains &quot;Opening Pandora's Box: Discovering Kindergarten as a Neglected Child Policy Issue&quot; (Ruby Takanishi).]
Travelers Edge: 10 Years of College Access and Success
Author: Yamashita, M.
Date: 2018-00-00
Type: Reports - Research
Subjects: Access to Education,Higher Education,Human Resources,Partnerships in Education,Disproportionate Representation,Insurance,Finance Occupations,School Business Relationship,Academic Achievement,Education Work Relationship,Corporations,Labor Force Development,Competition,Educational Attainment,Bachelors Degrees,Program Descriptions,Elementary Secondary Education,School Community Relationship

Now, more than ever, corporate and higher education leaders recognize the role the business community should play in the preparation of a highly skilled workforce to preserve the nation's competitiveness and economic opportunity in response to swift technological change and increasing global competition. This report examines how Travelers (Community Relations, Human Resources and other staff), K-12 and postsecondary education partners and community stakeholders are collaborating to provide a supportive ecosystem that allows historically underrepresented students to attain bachelor's degrees and gain entry into the insurance and financial services industry. Travelers EDGE can provide important insights for leaders in higher education, business and policy on increasing opportunity for the most vulnerable populations of students to succeed in college and successfully transition into the workforce.
Indicators of Higher Education Equity in the United States: 2019 Historical Trend Report
Author: Cahalan, M.
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Indicators,Equal Education,Educational Trends,Trend Analysis,Educational Legislation,Higher Education,Federal Legislation,Federal Aid,Grants,Postsecondary Education,Enrollment Trends,College Choice,Educational Attainment,Academic Degrees,Educational Policy,Educational Practices,Barriers,Family Characteristics,Paying for College,Student Financial Aid,Demography,Comparative Education,Income,Socioeconomic Status,Social Stratification,Civil Rights,Access to Education,Racial Differences,Ethnicity,Geographic Location,Census Figures

In 2004 and 2005, the Pell Institute for the Study of Opportunity in Higher Education (Pell Institute), sponsored by the Council for Opportunity in Education (COE), published two editions of &quot;Indicators of Opportunity in Higher Education.&quot; In 2015, the commitment to documenting trends in higher education equity was renewed by publishing an expanded annual trend report and initiating the Search for Solutions Shared Dialogues. The &quot;Indicators of Higher Education Equity in the United States: 2019 Historical Trend Report&quot; directly follows on these earlier efforts. These reports draw from multiple sources of existing data to provide, in one place, indicators that describe trends in equity in postsecondary enrollment, choice, and degree attainment, as well as indicators of college affordability. The purposes of this equity indicators project are to: (1) Report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) Identify policies and practices that promote and hinder progress; and (3) Illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. [For &quot;Indicators of Opportunity in Higher Education. Fall 2004 Status Report,&quot; see ED490855. For &quot;Indicators of Higher Education Equity in the United States: 2018 Historical Trend Report,&quot; see ED583543.]
Supporting Teachers&apos; Use of Data-Based Instruction to Improve Students&apos; Early Writing Skills
Author: McMaster, Kristen L.
Date: 2019-04-11
Type: Reports - Research
Subjects: Teaching Methods,Faculty Development,Writing Instruction,Writing Skills,Writing Evaluation,Intervention,Coaching (Performance),Workshops,Special Education Teachers,Program Effectiveness,Teaching Skills,Self Efficacy,At Risk Students,Teacher Collaboration,Program Implementation,Fidelity,Elementary School Teachers,Elementary School Students,Beginning Writing

We examined the effects of a professional development (PD) system designed to support teachers' use of data-based instruction (DBI) to improve early writing outcomes for children with intensive needs. The PD system, called DBI-TLC, provided &quot;tools&quot; for early writing assessment and intervention, &quot;learning modules&quot; including face-to-face workshops followed by classroom application, and ongoing &quot;coaching&quot; to support DBI implementation. Special education teachers in 19 classrooms in two Midwestern districts were assigned randomly to receive DBI-TLC or to a business-as-usual control group. All teachers completed pre- and posttests of DBI knowledge and skills and self-efficacy, and DBI-TLC teachers' fidelity to DBI was assessed. Fifty-three students (two to three from each classroom) completed pre- and posttests of early writing using Curriculum-Based Measures (CBM) and the Test of Early Written Language-3 (TEWL-3; Hresko, Herron, Peak, &amp; Hicks, 2012). DBI-TLC teachers outperformed controls at posttest on DBI knowledge and skills (Hedge's &quot;g&quot; = 2.88), and reported a more explicit writing instruction orientation compared to controls (&quot;g&quot; = 1.63). DBI fidelity varied (on average, 84% for assessment, 79% for intervention, and 52% for decision-making). Students whose teachers implemented DBI showed a pattern of stronger early writing performance compared to control students on CBM, with effect sizes of 0.23 to 0.40, but not on the TEWL-3 (0.02 to 0.13). We discuss the promise of DBI-TLC to improve teacher practice and student outcomes, as well as the need to continue to explore ways to support teachers' implementation of DBI with fidelity. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
Digital Games as a Context for Children&apos;s Cognitive Development: Research Recommendations and Policy Considerations. Social Policy Report. Volume 32, Number 1
Author: Blumberg, Fran C.
Date: 2019-00-00
Type: Collected Works - Serial
Subjects: Cognitive Development,Play,Computer Software,Children,Video Games,Executive Function,Developmental Psychology,Media Literacy,Transfer of Training,Violence,Educational Policy,Interaction,Policy Formation

We document the need to examine digital game play and app use as a context for cognitive development, particularly during middle childhood. We highlight this developmental period as 6- through 12-year olds comprise a large swath of the preadult population that plays and uses these media forms. Surprisingly, this age range remains understudied with regard to the impact of their interactive media use as compared to young children and adolescents. This gap in knowledge about middle childhood may reflect strong and widely held concerns about the effects of digital games and apps before and after this period. These concerns include concurrent and subsequent influences of game use on very young children's and adolescents' cognitive and socioemotional functioning. We highlight here what is currently known about the impact of media on young children and adolescents and what is not known about this impact in middle childhood. We then offer recommendations for the types of research that developmental scientists can undertake to examine the efficacy of digital games within the rapidly changing media ecology in which children live. We conclude with a discussion of media policies that we believe can help children benefit from their media use. Our hope is that this review will foster greater investigation of the cognitive socialization, as raised over 20 years ago by developmental psychologist and early games researcher Patricia Greenfield, that digital games serve during the middle childhood period, and childhood more generally.