ethanporcaro/eric-fulltext-meta huggingface dataset:
Enrollment of Students with Disabilities in Charter Schools and Traditional Public Schools
Author: Lancet, Stephanie
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Traditional Schools,Public Schools,Disproportionate Representation,Access to Education,Enrollment Trends,Student Needs,Severity (of Disability),School Choice,Family Attitudes,Early Intervention,Educational Practices,Equal Education,Barriers,Disability Identification,Student Evaluation,Special Education,State Legislation,Governance,Accountability,Charter Schools

As the charter sector has matured, its critics have multiplied. While charter schools enjoyed bipartisan and substantial public support for their first 20 years, the tide of public opinion now flows in more varied directions. Policymakers and leaders across the country are facing pressure to limit charter expansion, with public support for charter schools becoming more party-aligned and polarized. One piece of the narrative driving this backlash is the assertion by some critics that charter schools do not enroll or educate a representative proportion of students with disabilities and that this is intentional. This brief uses data from the Civil Rights Data Collection (CRDC) and scholarly literature more broadly to show that the story is more complicated than typical discourse suggests. The brief examines enrollment data of students with disabilities and the underlying factors that influence their access to charter schools and concludes with recommended actions we propose practitioners and charter stakeholders should take to improve access for students with disabilities and increase opportunities for innovative practices that can improve outcomes.
The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students
Author: Mehl, Gelsey
Date: 2020-00-00
Type: Reports - Research
Subjects: Dual Enrollment,Equal Education,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,Disproportionate Representation,Minority Group Students,Low Income Students,At Risk Students,College Role,High Schools,School Role,Access to Education,Goal Orientation,Academic Advising,Educational Quality,Competence,Self Esteem,Teamwork,Interpersonal Relationship,Elementary Secondary Education,Higher Education,Partnerships in Education,Success,School Culture,Teacher Expectations of Students,Academic Aspiration,Outreach Programs,Student Recruitment,Costs,Placement Tests,Counselor Role,Counselor Qualifications,Student Needs,Teacher Competencies,Alignment (Education),College Readiness

Aspen and the Community College Research Center studied nine dual enrollment programs across three states--Florida, Ohio, and Washington--that have narrowed or closed equity gaps in dual enrollment for Black, Latinx, Indigenous, and Pacific Islander students. Based on this research, &quot;The Dual Enrollment Playbook&quot; describes the five principles that college and K-12 leaders can follow to design equitable dual enrollment programs. These five principles reflect the lessons that will make the most difference for historically underrepresented students of color, but these strategies may benefit students from low-income and other backgrounds as well. For each principle, the authors name several strategies, with examples, that the colleges and high schools they studied use to advance equitable access to and success in high-quality dual enrollment courses. When leaders apply these principles and champion practices and policies that prioritize equity as the ultimate goal, dual enrollment can truly accelerate the path to college and meaningful careers for all students. [For &quot;Highlights from the Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students,&quot; see ED608547.]
Highlights from the Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students
Author: Aspen Institute, College Excellence Program
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Equal Education,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,Disproportionate Representation,Minority Group Students,Low Income Students,At Risk Students,Access to Education,Goal Orientation,Academic Advising,Educational Quality,Competence,Self Esteem,Teamwork,Interpersonal Relationship,Elementary Secondary Education,Higher Education,Partnerships in Education,Success,School Culture,Teacher Expectations of Students,Academic Aspiration,Outreach Programs,Student Recruitment,Costs,Placement Tests,Student Needs,Teacher Competencies,Acceleration (Education)

More than 1 million U.S. high schoolers participate each year in dual enrollment, taking college courses that simultaneously fulfill high school graduation requirements and count toward a postsecondary degree or workforce credential. While most systems still have equity gaps in dual enrollment access, 20 percent do not. In &quot;The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students,&quot; the Aspen Institute and the Community College Research Center examines nine dual enrollment programs in Florida, Ohio, and Washington that have narrowed or closed equity gaps in dual enrollment for Black, Latinx, Indigenous, and Pacific Islander students. These K-12 and community college partnerships show that it is possible to close equity gaps when intentional strategy is paired with innovation and commitment. Using the results of this research, the &quot;Dual Enrollment Playbook&quot; identifies five principles and the supporting strategies and practices through which community college and K-12 leaders can advance equity in high-quality dual enrollment. [For &quot;The Dual Enrollment Playbook: A Guide to Equitable Acceleration for Students,&quot; see ED608546.]
The 2018 National Child Count of Children and Youth Who Are Deaf-Blind
Author: National Center on Deaf-Blindness (NCDB)
Date: 2019-12-00
Type: Reports - Research
Subjects: Deaf Blind,Students with Disabilities,Student Needs,Children,Adolescents,Age Differences,Racial Differences,Ethnicity,Gender Differences,Visual Impairments,Classification,Assistive Technology,Hearing Impairments,Brain,Etiology,Genetic Disorders,Disabilities,Comorbidity,Educational Legislation,Federal Legislation,Early Intervention,Equal Education,Preschool Education,Elementary Secondary Education,Place of Residence,Family Needs,Residential Programs,Foster Care,Group Homes

This report is the 33rd edition of the annual National Child Count of Children and Youth Who Are Deaf-Blind, the first and longest running registry and knowledge base of children who are deaf-blind in the world. Begun in 1986 on behalf of the U.S. Department of Education, it represents a collaborative effort between the National Center on Deaf-Blindness (NCDB), its predecessors, and each state and multi-state deaf-blind project throughout the country, as well as projects funded in the Pacific Trust territories, the Virgin Islands, and Puerto Rico. The National Deaf-Blind Child Count has been collaboratively designed, implemented, and revised to serve as a common vehicle to meet federal grant requirements for both the state and multi-state deaf-blind technical assistance projects and NCDB, as well as serve as a common data collection and reporting mechanism for use across the country. Consistent with the priorities under which NCDB, its predecessors, and the state and multi-state deaf-blind projects are funded, this national child count is used to help identify national and state technical assistance needs for children and youth who are deaf-blind, their families, and the service providers and systems that serve them. [For the 2017 report, see ED590350.]
Findings from the Field-Focused Study of the Comprehensive School Reform Demonstration Program. Volume I: Final Report
Author: Yin, Robert
Date: 2003-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Demonstration Programs,Program Implementation,Program Effectiveness,Government School Relationship,School Districts,Sustainability,Evidence Based Practice,Alignment (Education),Professional Development,Technical Support,Technical Assistance,Objectives,Evaluation Methods,Parent Participation,Community Involvement,Coordination,Benchmarking,Elementary Schools,Secondary Schools

Comprehensive school reform calls for a &quot;whole-school&quot; and coordinated approach to improve schools. The strategy differs from piecemeal and fragmented efforts that also in the past have seemed only to lead to short-lived changes. To stimulate whole-school reform across the country, Congress appropriated funds in FY1998 for the U.S. Department of Education (ED) to start the Comprehensive School Reform Demonstration (CSRD) Program. ED allocated the funds on a formula basis to states, who made awards to support 1,840 mostly Title I schools &quot;in need of substantially improving&quot; their performance. Subsequent rounds of annual awards to support additional schools have continued through FY2003. In applying for and accepting these funds, schools were expected to implement 9 components, one of which is an effective, research-based method or strategy. Together, the 9 components comprise the comprehensive reform aimed at improving student achievement: (1) Effective, research-based methods and strategies; (2) Comprehensive design with aligned components; (3) Professional development; (4) Measurable goals and benchmarks; (5) Support within the school; (6) Parental and community involvement; (7) External technical support and assistance; (8) Evaluation strategies; and (9) Coordination of resources. This Final Report presents the findings from the Field-Focused Study, one of several components in the National Evaluation of the Comprehensive School Reform Demonstration (CSRD) Program. The U.S. Department of Education (ED) sponsored the study under a task order and contract administered by the U.S. Department of Health and Human Services' Program Support Center. [Submitted by COSMOS Corporation, Contract No. 282-98-0027. For the appendices, see ED608551.]
Between a Rock and a Hard Place: Educating Students with Disabilities in Charter Schools in the State of Connecticut. Synthesis
Author: National Center for Special Education in Charter Schools (NCSECS)
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Charter Schools,Educational Equity (Finance),Public Education,Financial Support,State Legislation,Urban Schools,Equal Education,Barriers,Educational Legislation,Federal Legislation,Enrollment Trends,Traditional Schools,Demography,Educational Finance,Governance,State Policy,School Districts,Special Education,Compensation (Remuneration),Special Education Teachers

The challenges associated with educating students with disabilities in charter schools in Connecticut are symptoms of two broader issues--the state's inequitable public education funding system and problematic ambiguity in the state charter law. Fundamental changes to the state education funding system are required to better position urban districts in Connecticut to effectively educate all students, particularly students with disabilities. For Connecticut charter schools, primarily clustered in the state's largest cities, greater clarity and consistency in implementation of the state charter law are critical to enabling schools to successfully live up to their potential to provide students with disabilities with meaningful educational choices on par with their peers. The purpose of this analysis, which was conducted between July 2019 and February 2020, was to identify and quantify the challenges related to educating students with disabilities in Connecticut charter schools and to develop recommendations to improve the delivery of quality special education and related services. The National Center for Special Education in Charter Schools (the Center) gathered quantitative data from the Connecticut State Department of Education (CSDE) and qualitative data from 32 interviews with 60 individuals across 27 organizations, including 21 of the 22 charter schools operating in the state. The Center developed preliminary recommendations based on that qualitative and quantitative data, shared those recommendations with stakeholders, and then refined and finalized recommendations. This policy brief provides an overview of the full report. [For &quot;Between a Rock and a Hard Place: Educating Students with Disabilities in Charter Schools in the State of Connecticut. Inequity and Ambiguity Breed Anxiety,&quot; see ED608538.]
Findings from the Field-Focused Study of the Comprehensive School Reform Demonstration Program. Volume II: Appendices
Author: Department of Education (ED), Office of the Under Secretary
Date: 2003-00-00
Type: Reports - Research
Subjects: Educational Change,Demonstration Programs,Government School Relationship,School Districts,Sustainability,Evidence Based Practice,Alignment (Education),Professional Development,Technical Support,Technical Assistance,Objectives,Evaluation Methods,Parent Participation,Community Involvement,Coordination,Benchmarking,Elementary Schools,Secondary Schools,Measurement Techniques

Volume II contains six appendices to Volume I, including short summaries of the 18 schools that were studied. Appendices included in this report are: (1) Evaluation Methodology; (2) Promising Reform Strategies; (3) Descriptions of the Research-Based Methods or Strategies Being Used; (4) Short Summaries of 18 Comprehensive School Reform Demonstration (CSRD) Schools; (5) 47-Point Instrument for Assessing Strength of CSRD Implementation at 18 Schools; and (6) Corroboratory Assessment of CSRD Implementation for 18 Schools in Field-Focused Study. [Submitted by COSMOS Corporation, Contract No. 282-98-0027. For the full report, see ED608549.]
Teachers&apos; Voices in One-to-One Technology Integration Professional Development Programs
Author: Williams-Britton, Stephanie Melody
Date: 2021-01-00
Type: Books
Subjects: Teacher Attitudes,Behavior Theories,Case Studies,School Districts,Faculty Development,Technology Integration,21st Century Skills,Preschool Teachers,Elementary School Teachers,Secondary School Teachers,Laptop Computers,Teaching Methods,Academic Achievement,Teacher Administrator Relationship,Academic Ability,National Standards,Information Technology,Technology Uses in Education,Administrator Attitudes

School district administrators implement 1:1 programs into classrooms with the expectation to enhance students' academic abilities and promote 21st-century skills. The problem was pre-K-12 teachers' perceptions, practices, and professional development with the newly implemented 1:1 laptop device remained a fertile area of study. Utilizing teachers' voices in the implementation process of a 1:1 program was vital, as teachers are leading educational stakeholders integrating the devices into classroom instructions. A profusion of literature emphasized the positive impact of 1:1 technology usage in classrooms and educational stakeholders' views, but a gap in the literature concerning the paucity of research remained about teachers' voices in 1:1 programs. The theory of planned behavior (TPB) was the applied theoretical framework for this study. Using the TPB, administrators may obtain answers about teachers' perspectives, practices, professional training, and how 1:1 laptops are integrated into classroom instructions to promote students' success. The purpose of this qualitative instrumental case study was to explore pre-K-12 teachers' perceptions, practices, and professional development with newly implemented 1:1 laptop devices. A need for an exploration of how teachers' voices in a newly implemented 1:1 program can promote 1:1 program success prompted the study. A purposeful sampling of 14 certified teachers aided in data collection through an open-ended questionnaire, focus group, and individual face-to-face interviews. Data analysis utilized the content analysis approach to understand the data through coding and recognizing themes. Results from the study revealed teachers accepted 1:1 technologies in classrooms as necessary tools for enhancing students' academic abilities. Teachers utilized 1:1 laptop devices in different ways and expressed a need for teachers' voices, ongoing professional development, quality devices, and experienced technology support personals for the success of the implementation. [This book was edited by Ismail Sahin and Wilfried Admiraal.]
STEM Magnet High Schools and Student Intent to Declare a STEM Major
Author: Dixon, LaTanya L.
Date: 2020-12-00
Type: Reports - Research
Subjects: Magnet Schools,High School Students,Intention,Majors (Students),Higher Education,Racial Differences,Ethnicity,Gender Differences,Mathematics Achievement,Mathematics Instruction,Probability,Program Effectiveness,Socioeconomic Status,Institutional Characteristics,Student Characteristics,Racial Composition

This study employed design-based logistic regression to examine the extent to which attending a science, technology, engineering, and mathematics (STEM) magnet high school, school demographics, and student-level factors explain racial/ethnic differences in a student's intent to declare a STEM major in the first semester of college. Data were drawn from the High School Longitudinal Study of 2009 (HSLS:09). The results show only student-level factors (gender, ethnicity/race, highest math course level, and math achievement) are statistically significantly associated with a student's likelihood of intending to declare a STEM major. These findings suggest simply establishing a STEM magnet high school may not increase the likelihood of its graduates pursuing STEM careers. [This paper will be published in &quot;The Educational Forum&quot; v86 n4 2021.]
Negotiating the Political and Pedagogical Tensions of Writing Rubrics: Using Conceptualization to Work toward Sociocultural Writing Instruction
Author: Howe, Emily
Date: 2020-07-00
Type: Journal Articles
Subjects: Writing Instruction,Writing Evaluation,Standards,Accountability,Teaching Methods,Politics of Education,Scoring Rubrics,Learning Theories,Academic Achievement,Sociocultural Patterns,English,Language Arts,English Teachers,Elementary School Teachers,Teacher Attitudes,High School Teachers

An increased emphasis on writing standards has led many U.S. states to incorporate on-demand writing assessments into their test-based accountability system. We argue this creates political and pedagogical tensions for teachers to navigate. We discuss how rubric conceptualization (1) is a process wherein a teacher iteratively (co-)constructs meaning from a rubric's design via classroom instruction; (2) is informed by implicit theories of learning; and (3) often requires a teacher to negotiate the competing pedagogical and political meanings of a rubric. While test-based accountability frameworks promote rubric use that equates learning with student achievement, rubric conceptualization is a process where teachers have some agency to resist behaviorist approaches to instruction.
Intervention Adherence and Self-Efficacy as Predictors of Child Outcomes in School Nurse-Delivered Interventions for Anxiety
Author: Caron, E. B.
Date: 2020-00-00
Type: Reports - Research
Subjects: Intervention,Self Efficacy,Predictor Variables,Outcomes of Treatment,School Nurses,Anxiety,Program Effectiveness,Behavior Modification,Cognitive Restructuring,Relaxation Training,Preschool Children

This study examined the association between two implementation factors, nurse-reported intervention adherence and self efficacy, and children's outcomes in school nurse-delivered anxiety interventions. Data were collected in a pilot randomized controlled effectiveness trial with 54 children and 21 school nurses. Nurses implemented either a cognitive behavioral or relaxation-skills-only intervention. Nurse questionnaires assessed implementation factors. Independent evaluators assessed changes in children's anxiety symptoms at postintervention and at 3-month follow-up using clinical improvement and global functioning scales. Regression analyses indicated that greater intervention adherence was associated with greater anxiety symptom improvement at follow-up. Nurse self-efficacy interacted with intervention group, such that nurses with higher self efficacy who implemented the cognitive behavioral intervention tended to have children show improvement and higher post intervention functioning. The impact of implementation factors on children's outcomes may differ depending on intervention type. Self-efficacy may be important for nurses using relatively complex interventions. Intervention adherence should be supported through training and consultation. [This is the online first version of an article published in &quot;The Journal of School Nursing.&quot;]
The Argument Style in Research Article Discussions to Support Research Findings in Language Studies
Author: Arsyad, Safnil
Date: 2020-00-00
Type: Journal Articles
Subjects: Persuasive Discourse,Research Reports,Periodicals,Journal Articles,Academic Language,Language Styles,Writing (Composition),Authors,English (Second Language),Second Language Learning,Writing for Publication,Foreign Countries

The argument quality in a research article discussion (henceforth RAD) determines the quality of the article as a whole, and therefore this section must be written as convincingly as possible. However, authors in different disciplines such as Language Studies (LS) may address this section in a different argument style. This study is aimed at investigating how Indonesian writers in LS support their findings in their RADs. There were 40 RADs taken from four different Indonesian journals in LS; the articles were chosen from the latest volumes of the nationally accredited journals. This study used a genre analysis method in which the major source of data is a collection of texts as a product of language activity. The results show that the majority of Indonesian writers use Style 1 (interpreting the research findings or suggesting what the research findings mean), Style 2 (explaining or elaborating the research findings), Style-3 (stating the possible cause/s of the research findings), and Style 4 (illustrating or exemplifying the research findings) to support their research findings. However, unlike international authors, Indonesian writers do not relate their research findings with those of previous related studies; if they do so, it is to confirm the interpretation or explanation of their research results. The results of this study may help Indonesian authors in LS improve the quality of their RADs especially when writing articles in English to be submitted to an international journal.