ethanporcaro/eric-fulltext-meta huggingface dataset:
Federal Pandemic Relief Funding for Massachusetts&apos; Schools: Where Did It Go and What&apos;s Next? White Paper No. 265
Author: Candal, Cara Stillings
Date: 2023-11-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Grants,Emergency Programs,Elementary Secondary Education,Federal Aid,Educational Finance,Expenditures,Resource Allocation,Federal Legislation

Since 2020, the federal government has distributed almost $2 billion to American school districts to mitigate the effects of COVID-19 pandemic school closures. Released in three separate tranches through the Elementary and Secondary School Emergency Relief (ESSER) fund, the Trump and Biden administrations outlined parameters for spending this unprecedented amount of money and ensured that most of it went directly to local school districts, with a comparative sliver going to state education agencies. This report gives an overview of the most common ESSER expenditures to date and assesses the factors that might influence whether district ESSER investments will make a difference for students. It also provides recommendations for how stakeholders should evaluate the ESSER experiment once it officially ends.
Application of Constructivist Approach by Kiyai in Arabic Language Teaching at Al-Falah Pesantren, Banjarbaru: An Active Learning Model to Enhance Arabic Language Skills
Author: Nurdin
Date: 2023-00-00
Type: Journal Articles
Subjects: Arabic,Second Language Learning,Second Language Instruction,Language Variation,Thinking Skills,Problem Solving,Playgrounds,Dormitories,Dining Facilities,Informal Education,Role Models,Teaching Methods,Learning Processes,Student Improvement,Islam,Boarding Schools,Religious Schools,Foreign Countries,Active Learning,Mastery Learning,Constructivism (Learning),Religious Factors,Teacher Student Relationship

This research addresses the role of the constructivist approach in teaching Arabic at the al-Falah Islamic boarding school, Banjarbaru. This research used a qualitative approach with in-depth interviews and participatory observation as data collection methods. The results showed that the constructivist approach to learning Arabic at Pesantren al-Falah applies active learning methods, such as discovery learning and free expression. Kiyai, instructors, and dormitory leaders have created various programs and activities to improve student's language skills. The learning environment is not only limited to the classroom but also involves the dormitory, playground, kitchen, mosque, and other places. In addition, problem-solving and thinking skills are taught during the learning process. Overall, the Kiyai as a role model approach model effectively improves students' skills in Arabic in pesantren. This research contributes to developing the Arabic language in other pesantren in Indonesia.
How Student Debt Forgiveness Widens the Diploma Divide
Author: Buffie, Nick
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: College Students,Student Financial Aid,Loan Repayment,Student Loan Programs,Loan Default,Economic Impact,Politics of Education,Federal Aid,Federal Programs,Paying for College,Grants,Social Class

Given the skyrocketing costs of higher education, some borrowers -- particularly those with low incomes and those who were scammed by for-profit colleges -- genuinely need assistance. But portraying student loan forgiveness as a working-class issue is highly misleading. In fact, data on student borrowing shows that debt relief benefits few working-class families, most of whom never attended college in the first place. This paper dives deeply into the evidence on the economic impact of student loan forgiveness. As the paper shows, proposals from political progressives to forgive all student loan debt (or large amounts such as $50,000 of debt) overwhelmingly benefit affluent Americans. President Biden departed from these more elitist proposals, yet his decision to forgive even a more limited amount is still puzzling. At a time when the economic returns to education are rising and the Democratic Party is losing noncollege voters, it makes little sense to target government aid to people who attended college. The paper goes on to examine the question of why the Democratic Party -- traditionally the party of working-class people -- has become so focused on canceling student loans.
Semantical Error Analysis in the Written Composition of First-Year BSED-English Students
Author: Omongos, Mardy C.
Date: 2023-00-00
Type: Journal Articles
Subjects: Semantics,Code Switching (Language),Spelling,Learning Readiness,Error Analysis (Language),Phrase Structure,Language Usage,Error Patterns,Undergraduate Students,Writing (Composition),Writing Difficulties,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries

This study analyzed semantic errors in the written compositions of first-year BSEd English students. 86 participants were asked to write a narrative essay and provide feedback on their writing difficulties and language learning needs. The collected data were statistically analyzed. Semantic errors were categorized into 8 types: code-switching, spelling mistakes, assumed synonyms, assumed antonyms, collocations, similar forms, incorrect word usage, and wrong affixes. A total of 242 semantic errors were identified, with collocations being the most common (F=90) and code-switching the least common (F=8). In terms of writing difficulties, 50 out of 86 participants struggled with forming well-formed collocations, while 7 had difficulty spelling unfamiliar words. Regarding language learning needs, 66 participants expressed the need for clear guidelines on error codes, and 29 participants requested more time for learning readiness. Demographic profiles did not significantly impact the frequency of errors among participants (p&gt;0.05).
&quot;Futuro Brillante&quot;/Bright Future: Creating a School for Newcomer Youth
Author: Fehrer, Kendra
Date: 2023-08-00
Type: Reports - Research
Subjects: Immigrants,Institutional Characteristics,School Effectiveness,Educational Cooperation,Partnerships in Education,School Community Relationship,Curriculum Development,Case Studies,Undocumented Immigrants,Emergency Shelters,Access to Education,Safety,Elementary Secondary Education,Principals,Administrator Attitudes,Resilience (Psychology),English (Second Language),Second Language Learning,Second Language Instruction,Educational Practices

This study highlights the collaborative efforts undertaken to create a temporary school called &quot;Futuro Brillante&quot; in San Diego County, California, to provide educational services for more than 3,000 unaccompanied undocumented minors who had newly arrived in the U.S. The study describes the compelling trajectory of the school's development, its multisector community partnerships, its core facilitating organizational conditions, and the key curriculum strategies that facilitated the school's success.
The District&apos;s Role in Community School Development
Author: Fehrer, Kendra
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: School Districts,Role,Community Development,Community Schools,Educational Development,Sustainability,Educational Resources,Governance,Partnerships in Education,School Community Relationship

California is prioritizing equity in education post-COVID-19 by investing in community schools. Districts have an important leadership responsibility to develop the conditions, capacities, and resources for effective, sustainable community schools. Specifically, districts must strengthen system-level supports and infrastructure to ensure sustainable resources, shared governance, robust and usable data systems, and organizational learning and improvement. The district can also support community school coordinators, strengthen data access and sharing, identify and celebrate successful school-site practices, and scale innovations. By taking a cohesive, districtwide approach to community school implementation and sustainability, district leaders can help ensure the success of community school transformation in their districts. [This brief was created with Community Schools Learning Exchange.]
San Juan Unified School District Newcomer Support: Promising Practices
Author: Lavadenz, Magaly
Date: 2023-08-00
Type: Reports - Research
Subjects: School Districts,Immigrants,Cultural Capital,Educational Finance,Resources,Teacher Competencies,Student Needs,Student Placement,Ideology,English Language Learners,Educational Policy,English (Second Language),Middle Schools,High Schools

This case study identifies promising practices for newcomer education implemented in San Juan Unified School District (SJUSD), one of 12 local educational agencies (LEAs) funded under the California Newcomer Education and Well-Being (CalNEW) project between 2018 and 2021. This report was developed through a partnership between the Policy Analysis for California Education (PACE) Newcomer Research-Practice-Policy Partnership and the Center for Equity for English Learners (CEEL) at Loyola Marymount University (LMU). SJUSD is the fifth largest immigrant-enrolling district in the state, with 2,982 newcomer students who speak a wide variety of languages, including Spanish, Russian, Pashto, Arabic, Farsi, Ukrainian, and Turkish. The case study was conducted during a 2022 summer program for approximately 500 recently arrived immigrant students. Using interviews with 32 school and community leaders and educators, a review of 65 program documents, and observations of 15 classrooms using a tool focused on effective instructional practices for newcomer education, the authors identified four overarching themes that illustrate promising practices: (1) &quot;How big can you make your village?&quot;--building on community cultural wealth; (2) &quot;Match dollars to needs&quot;--leveraging multiple and differentiated resources; (3) Developing educator capabilities to teach and support newcomer students; and (4) Designing newcomer program and placement practices.
Centering Equity in the School-Closure Process in California
Author: Hahnel, Carrie
Date: 2023-09-00
Type: Reports - Research
Subjects: Enrollment Trends,School Closing,Declining Enrollment,Equal Education,School Districts,Inclusion,Student Placement,Budgets,Cost Effectiveness,Decision Making,Educational Strategies,Educational Quality,Access to Education,Low Income Students,Minority Group Students,Public Agencies,Educational Opportunities,Elementary Secondary Education,School Location,Institutional Characteristics,Race,Ethnicity,Student Characteristics,Public Schools,Charter Schools

Enrollment in California public schools has been declining and is projected to fall even more steeply during the next decade. Because funding for school districts is largely based on average daily attendance rates, a decline in enrollment results in a loss of funding. To address budget shortfalls and align services with student counts, many districts have consolidated or closed schools, or they are contemplating doing so. Leaders in declining-enrollment districts will need to consider the benefits and costs when seeking to balance their budgets with new enrollment realities. This report makes three recommendations for how local decision makers, including district officials and school board members, should approach school closures: (1) establish and execute an inclusive, transparent process; (2) implement a strategy to provide displaced students and the broader student community with accessible, high-quality educational opportunities; and (3) develop a long-term plan to address factors--such as housing affordability, gentrification, and economic divestment--contributing to the disproportionate closure of schools serving low-income students and students of color. This report aims to provide evidence and suggestions to help state and local education leaders as they confront declining enrollment and urges them to work with other city and county agencies, including housing and economic development authorities, to increase opportunities for low-income families and communities of color so that fewer enrollment-related school closures are necessary.
Inequality in Academic Preparation for College
Author: Reed, Sherrie
Date: 2023-07-00
Type: Reports - Research
Subjects: Equal Education,College Preparation,Course Selection (Students),Mathematics Education,College Readiness,Academic Standards,Access to Education,College Admission,Required Courses,Universities,College Credits,High School Students,Student Records,COVID-19,Pandemics,Graduation Rate,Partnerships in Education

Academic preparation is a key factor in readiness for college-level work. Students who enroll in rigorous courses while in high school realize better secondary and postsecondary outcomes. Evidence from California suggests that rigorous learning opportunities may not be equally distributed across the state, prompting questions about course availability and accessibility. This study examines the variation in statewide participation in a host of courses that are recognized as critical to students' preparation for college: A-G courses (required for admissions eligibility to California's public 4-year universities), college-credit coursework, and the level of math courses that students take their senior year. Drawing on comprehensive student- and course-level administrative data, the authors explore college preparatory course-taking patterns for the four most recent graduating cohorts unaffected by the COVID-19 pandemic (2016, 2017, 2018, and 2019). [Funding for this report was received from Tipping Point Community.]
Reflections in the Educational Leadership Internship: Bridging Theory and Practice
Author: Coker, David C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Leadership,Internship Programs,Theory Practice Relationship,Graduate Students,Reflection,Assignments

The present study explores how graduate students in an educational leadership program in the United States constructed reflections during an internship. An archival review of students' assignments for a class was conducted. A constant comparison analysis which used grounded theory was carried out. Findings suggest there were two major typologies of reflections. For one group, reflections were centered around summarizing, showing appreciation, and offering buzzwords for improvement; a small group centered on capacity for change, showed discontent, and offered an alternative to current practices. Findings suggest reflections in education are of questionable value, and students would be better served by developing reflective capabilities using research methods. A review of the literature compares findings with previous research and theoretical perspectives. There is a discussion and recommendations to improve the reflective process for teachers and educational leaders.
Examining Racial (In)Equity in School-Closure Patterns in California. Working Paper
Author: Pearman, Francis A., II
Date: 2023-09-00
Type: Reports - Research
Subjects: School Closing,Racism,African American Students,Disproportionate Representation,Minority Group Students,Enrollment Trends,Poverty,Academic Achievement,Equal Education

This study investigates racial disparities in school closures both within California and nationally. Findings highlight an alarming pattern: Schools enrolling higher proportions of Black students are at significantly increased risk of closure relative to those enrolling fewer Black students, a pattern that is more pronounced in California than elsewhere in the United States. This study also finds that conventional explanations for school closures--such as declining enrollments, poverty rates, and achievement differences--cannot fully account for why schools enrolling larger shares of Black students have greater odds of closure. These findings underscore that school closures in California and elsewhere reflect racial inequalities that require adequate policymaking to ensure equitable and fair school-closure proceedings
Reinventing Rural Education: The Rural Schools Innovation Zone. Independent School Districts Working Together to Maximize Students&apos; College and Career Pathways
Author: Pankovits, Tressa
Date: 2023-06-00
Type: Reports - Research
Subjects: Rural Education,Rural Schools,High Schools,School Districts,Career Pathways,Educational Attainment,Partnerships in Education

Nearly 1 in 5 U.S. students attend rural schools. However, during policy discussions, rural schools' unique challenges are often eclipsed by those of their urban and suburban counterparts. This report is a case study of an innovative, replicable public education experiment at three rural Texas high schools called the Rural Schools Innovation Zone2 (RSIZ). This first-of-its-kind experiment is a collaboration between three rural school districts focusing on college attainment and career pathways for the 21st-century job market.
Supporting Educational Environments Free from Discrimination: A Resource Collection for Elementary and Secondary Schools
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2023-07-00
Type: Guides - Non-Classroom
Subjects: Civil Rights Legislation,Federal Legislation,Elementary Secondary Education,Bullying,COVID-19,Discipline,Student Diversity,Inclusion,English Language Learners,Equal Education,Racial Discrimination,Special Education,Religious Factors,Social Discrimination,Access to Education,Charter Schools,Interpersonal Communication,Public Education,Punishment,Chronic Illness,Special Needs Students,Students with Disabilities,Transitional Programs,Postsecondary Education,Athletics,Pregnant Students,Sexual Harassment,Sexual Abuse,Sexual Orientation,Sexual Identity,Single Sex Classes,Educational Legislation,Gender Discrimination,Sex Fairness

This resource collection features a selection of Office for Civil Rights (OCR) guidance and resources that may be useful to elementary and secondary schools throughout the school year. For each resource, there is a brief description and a link to full information online. Each topic area includes a combination of specific and general resources.
State-Tribal Collaboration Act Annual Report, 2023
Author: New Mexico Public Education Department
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Public Education,State Departments of Education,Tribes,State Legislation,American Indian Education,American Indians,Educational Cooperation,Alaska Natives,Financial Support,Educational Finance,Program Administration,Elementary Secondary Education,Educational Legislation,Federal Legislation,Indigenous Knowledge,American Indian Languages

The New Mexico Public Education Department's (PED) mission is to ensure all students in New Mexico receive the education they deserve and that students are prepared for college, career, and lifelong learning. To do this, the department is focused on supporting sustained learning and outreach to districts, charter schools, tribal education departments, parents, students, and communities. PED also focuses on leadership, productivity, building capacity, accountability, communication internally and externally, and fiscal responsibility. New Mexico is unique because of the 23 sovereign tribes that include 19 Pueblos spanning across the state. PED has the unique opportunity to work with all 23 nations by focusing on each tribes' educational priorities that directly affect their tribal students and communities. The State-Tribal Collaboration Act (STCA) is only one of the mechanisms that supports PED's ongoing relationship and collaboration with each Pueblo, Tribe, and Nation. Within each Pueblo, Tribe, and Nation, are education departments that provide educational and cultural opportunities for students while they are in school but also provide after school and summer learning for their tribal students. These multiple opportunities embedded in each community offers PED unique opportunities to work with community members, help build capacity and increase institutional knowledge within each education department. This report includes: (1) Policy Adopted by the Public Education Depart (PED) Pursuant to the State-Tribal Collaboration Act (STCA); (2) PED Current and Planned Efforts; (3) Training That Supports Communication, Collaboration, and Cultural Competency; (4) Training and Professional Development for American Indians/Alaska Natives; (5) Indian Education Programs--Funding; (6) Indian Education Funding FY22-FY23; and (7) Report from Ped Divisions and Bureaus. [For the 2022 report, see ED628143.]
Guidance for District Administrators Serving Newcomer Students
Author: Hansen, David
Date: 2023-08-00
Type: Reports - Evaluative
Subjects: Immigrants,Outcomes of Education,Student Placement,Enrollment Trends,Special Education,English (Second Language),Second Language Learning,Graduation Rate,High School Graduates

Newcomers represent a large and understudied subgroup of students in California. The Oakland Unified School District has been disaggregating data on newcomer status for the last 7 years, providing a basis for analyzing graduation outcomes for newcomer compared to non-newcomer students. The data highlight the variance in outcomes based on program placement and design. Drawing from analysis of Oakland Unified's data and practices, the authors make programmatic recommendations for districts with newcomer students, focusing on special considerations for different subgroups, enrollment patterns, school models, the intersection of special education and newcomer status, and effective models of English language development. The authors also make recommendations for the state to consider, focusing on data-collection practices, the need for articulated technical assistance, and funding considerations.
Revisiting Super Pell: Empowering Students to Earn the Skills They Need to Succeed
Author: Maag, Taylor
Date: 2023-10-00
Type: Reports - Descriptive
Subjects: College Students,Paying for College,Federal Aid,Grants,Job Skills,Career Readiness,College Bound Students,Educational Change

Fewer young adults believe college is important, only about one-third of the American public has confidence in higher education. A recent study from Pew Research Center revealed that Americans are increasingly concerned about affordability, access, and the overall payoff of a college degree. Meanwhile, technological advances and AI have begun to change the world of work, altering the credentials and skills needed for success. Many Americans have come to believe that traditional degree programs do not meet these new industry demands. Public policy has not kept up with these changing demands. While dramatically expanding financial support for college students, Washington has chronically underinvested in workforce development and the ability for non-degree workers and learners to acquire in-demand skills. Progressive Policy Institute (PPI) believes &quot;Super Pell&quot; grants aimed at helping future and current workers acquire valuable in-demand skills can help bridge that gap. PPI scholar Paul Weinstein proposed reforming Pell to establish a single higher education grant that would be more generous, easier to access, and financed by folding the myriad of existing tax incentives and higher education spending programs into one offering. He later renamed it &quot;Super Pell&quot; and PPI added to the idea in 2019 in the progressive budget for equitable growth. This policy brief dives into why Super Pell is needed now, why this proposal is different than what's out there and action that has been done to date.