ethanporcaro/eric-fulltext-meta huggingface dataset:
Statewide Voluntary Preschool Program for Four-Year-Old Children. Fact Sheet [2020]
Author: Iowa Department of Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Children,Access to Education,Student Diversity,School Readiness,Child Development,Educational Finance,Enrollment,School Districts,Educational Quality,Outcomes of Education,Family Involvement,Teacher Certification,Academic Standards,State Standards,Reading Skills,Literacy Education,Language Skills,Numeracy,Educational Indicators,Success,Educational Benefits

Iowa's Statewide Voluntary Preschool Program for Four-Year-Old Children (SWVPP) is an important part of the state's comprehensive early childhood effort, providing more opportunities for young children to access quality preschool and enter school ready to learn. The preschool programs are expected to serve four-year-old children with a range of abilities representing the social, linguistic, cultural, and economic diversity of families within the communities. This fact sheet provides information on the following topics: (1) funded enrollment through the SWVPP; (2) Iowa school districts participating in the SWVPP in 2020-2021; (3) funding information for the Preschool Program for the years 2007-2020; (4) Iowa's national ranking; (5) what the four-year-old preschool program offers; and (6) early indicators of success. [For the 2019 report, see ED611346.]
This Is Not a Test, This Is an Emergency: Special Considerations for Assessing and Advancing Equity in School-Year 2020-21
Author: Marion, S. F.
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Opportunities,Program Evaluation,Summative Evaluation,Equal Education,Educational Assessment,Data Collection,Data Interpretation,Data Use,Standardized Tests,Accountability,Educational Planning,Scores

State policymakers are confronting well-documented intersecting crises -- medical, economic, and racial -- with especially dire implications for educational equity. State education leaders face a moral urgency to both understand and respond to the challenges students are experiencing and to do so in ways that address burgeoning equity gaps. Education assessment can play a crucial role in identifying these learning and related challenges, allowing policy leaders to direct resources to where the needs are the greatest. It will be incredibly challenging, however, to collect, interpret, and use high-quality state standardized test data this school year. This brief recognizes this conundrum and offers recommendations for state leaders regarding assessment in 2020-2021 including: (1) Separate assessment from accountability; (2) Plan for standardized tests early; and (3) Collect Opportunity-to-Learn (OTL) information.
Stronger Together: A Briefing of Findings and Recommendations from the 2020 HBCU Action Nation Town Hall
Author: O'Keefe, Lynette
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Black Colleges,COVID-19,Pandemics,College Students,College Faculty,School Personnel,Experience,Student Needs,Financial Support,School Closing,Coping,Online Courses,Distance Education,Educational Technology,At Risk Students,African American Students,Educational Needs,Attendance,Access to Computers,Mental Health,Physical Health,Safety,Access to Health Care,Student Experience,Technology Uses in Education,Federal Legislation,Federal Programs,Partnerships in Education,Fund Raising,Educational Administration

On May 14th and 15th, 2020, the historically Black colleges and universities (HBCU) Action Nation Town Hall, co-hosted by United States Distance Learning Association, the Online Learning Consortium, National Coalition of 100 Black Women, and Tennessee State University, brought together many esteemed panels of experts that came together to share their stories, challenges, and solutions, holistically addressing the impact of the COVID-19 pandemic on HBCU students, faculty and staff, institutions, and communities. This two-day event provided an opportunity not just for those engaged with HBCUs to come together, but to gather information about the issues at the forefront of panelists' and participants' concerns, both for the immediate crisis and the upcoming challenges resulting from the pandemic. Panelists included experienced and accomplished professionals and presidents from HBCUs, civic, community, and governmental leaders, business leaders, and representatives from philanthropic and accrediting organizations. Despite the significant breadth of topics and panelists, the event resulted in meaningful discussion and clear patterns of experiences and challenges related to the COVID-19 pandemic. Three primary themes emerged, under which several sub-themes and cross-considerations were identified: Student Support, Funding, and Operations. [This report was prepared in collaboration with the National Accrediting Commission for Diversity and Inclusion, the United States Distance Learning Association (USDLA), and the National Coalition of 100 Black Women, Inc.]
An Up-Close Look at Student-Centered Math Teaching: A Study of Highly Regarded High School Teachers and Their Students
Author: Walters, Kirk
Date: 2014-11-00
Type: Reports - Research
Subjects: Student Centered Learning,Mathematics Instruction,Teaching Methods,High School Students,High School Teachers,Secondary School Mathematics,Student Attitudes,Classroom Environment,Teacher Characteristics,Mathematics Teachers,Learner Engagement,Problem Solving,Mathematics Skills,Teacher Effectiveness,Conventional Instruction,Instructional Effectiveness,Mathematics Achievement

Today, far too many students see mathematics as a subject that must be endured, not a source of inspiration or a way of thinking that can enrich their understanding of the world. Advocates of student-centered instruction argue that good teachers have the ability to transform mathematics classrooms into lively, engaging learning environments in which students take charge of their own learning and make meaningful connections to the world around them. Many of the principles and the practices of student-centered instruction are informed by research, but there is still a lot to learn about student-centered teaching, especially in the context of high school mathematics. This report seeks to contribute to the research base on student-centered teaching in mathematics in two ways. First, through an in-depth case study and qualitative methods, the report provides a nuanced portrait of student-centered teaching, which reflects the different ways in which student-centered teaching occurs in high school mathematics classrooms and compares the philosophy, instructional environments, and student perspectives of teachers who implement student-centered approaches to varying degrees. Second, the report also uses quantitative methods to examine differences in engagement and problem-solving ability among students assigned to teachers who implement varying degrees of student-centered instruction. Thus, the results of the study are potentially useful for researchers and practitioners who are interested in understanding student-centered teaching practices in high school mathematics more deeply, as well as the effects of these practices on students.
Education for Homeless Children and Youths Program: Data Collection Summary from the School Year 2011-12 Federally Required State Data Collection for the McKinney-Vento Education Assistance Improvements Act of 2001 and Comparison of the SY 2009-10, SY 2010-11 and SY 2011-12 Data Collections
Author: National Center for Homeless Education at SERVE
Date: 2013-10-00
Type: Numerical/Quantitative Data
Subjects: Homeless People,Public Education,Access to Education,Federal Legislation,School Districts,Grants,Reading Achievement,Mathematics Achievement,Science Achievement,Federal Aid,Place of Residence,Enrollment,Migrant Children,Students with Disabilities,Limited English Speaking,Elementary Secondary Education,Elementary School Students,Middle School Students,High School Students

The purpose of the Education for Homeless Children and Youths (EHCY) program is to improve the educational outcomes for children and youths in homeless situations. The statute for this program is designed to ensure all homeless children and youths have equal access to public school education. It requires State Educational Agencies (SEAs) and Local Educational Agencies (LEAs) to review and revise policies and regulations to remove barriers to school enrollment, attendance, and academic achievement for homeless children and youths. In order to meet the goals of the EHCY program, LEAs demonstrating the highest need and quality of programming receive subgrants which are used to carry out activities authorized by the McKinney-Vento Act. The U.S. Department of Education's (ED) Office of Elementary and Secondary Education requires SEAs to submit performance information on an annual basis. The information allows ED to determine the extent to which States ensure homeless children and youths have access to a free, appropriate, public education. The online portal for the Consolidated State Performance Report (CSPR) opened for manual entry and certification of data on November 5, 2012 and closed on December 20, 2012. The portal reopened for corrections and recertification on February 25, 2013 and closed on March 8, 2013. All States submitted school year (SY) 2011-12 data. This report is a summary of that data, including comparisons with data submitted for SY 2009-10 and SY 2010-11. This report provides a description of current trends including important indicators such as the number of children and youths identified as homeless, basic demographics, and a snapshot of their academic progress.
Achieving Best Practice in Employment Supports: Defining Measures of Effectiveness. Bringing Employment First to Scale, Issue No. 4
Author: University of Massachusetts Boston, Institute for Community Inclusion
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Developmental Disabilities,Best Practices,Supported Employment,Job Skills,Consultants,Specialists,Employment Qualifications,Job Applicants,Employment Services

People with intellectual and developmental disabilities (IDD) are among the most likely Americans to be unemployed, live in poverty, or rely on public programs. In 2013, only 23% of working-age people with cognitive disabilities--a broad demographic category that includes individuals with IDD--were employed, compared to 72% of people without disabilities. While over 30 states have adopted an Employment First policy (a declaration that employment is the priority outcome for people with disabilities), a key challenge is ensuring that supports meet the standards for best practice. Employment supports are delivered by what we refer to as &quot;employment consultants.&quot; We use this term to describe staff who support individuals with disabilities to find and keep an individual integrated job in the community. Other titles may include employment specialist, job developer, or job coach. This brief: Shares what we know about bringing best practice to scale; Introduces a line of research that builds a strategy for an effective workforce for employment supports. [This report was prepared by ThinkWork! at the Institute for Community Inclusion at UMass Boston and the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities (RRTC), a project of ThinkWork!.]
Statewide Summative Assessment in Spring 2021: A Workbook to Support Planning and Decision-Making. Version 1.0
Author: Boyer, Michelle
Date: 2020-09-00
Type: Guides - General
Subjects: State Departments of Education,Summative Evaluation,Educational Planning,Educational Strategies,Program Implementation,COVID-19,Pandemics,Decision Making,Testing,Test Interpretation,Test Construction,Equated Scores,Standard Setting (Scoring)

This school year, every state education agency (SEA) is faced with unprecedented, COVID-19-related challenges for the implementation of 2021 statewide summative assessments. Two overarching challenges are in how tests will be administered, and how scores will be interpreted and used, with many intervening and related challenges. Test administrations may necessarily look different in 2021. They may occur at atypical intervals, over longer periods of time, and they may be administered in whole, or in part to students who are logging in and testing remotely from their homes. Second the very nature of learning and assessment in remote or hybrid environments during the year preceding Spring 2021 assessments is widely anticipated to have implications for how we interpret scores. This workbook presents a non-exhaustive list of discussion topics and questions, grouped by the topic areas discussed in the Center for Assessment's RILS webinar on Spring 2021 assessments which were based on two recent publications, &quot;Into the Unknown: Assessments 2021,&quot; and &quot;Restart &amp; Recovery: Assessments in Spring 2021.&quot; SEAs can ask and answer these questions to facilitate planning and decision-making for their spring 2021 summative assessment in a way that leverages the collective expertise of those who have contributed their time and thoughtful ideas through manuscripts, presentations, and panel discussions.
Does Perspective Taking Matter for Writing? Perspective Taking in Source-Based Analytical Writing of Secondary Students
Author: Cho, Minkyung
Date: 2021-02-19
Type: Reports - Research
Subjects: Perspective Taking,Writing (Composition),Writing Skills,Thinking Skills,Evaluative Thinking,Essays,Persuasive Discourse,Information Sources,Audience Awareness,Theory of Mind,Student Characteristics,Secondary School Students,Early Adolescents,Gender Differences,English Language Learners,Socioeconomic Background,Grade 7

Perspective taking, one's knowledge of their own mental and emotional states and inferences about others' mental and emotional states, is an important skill for writing development. In the present study, we examined how perspective taking is expressed in writing and how it is related to overall writing quality. We analyzed seventh graders' source-based analytical essays (N=195) to investigate (1) the extent to which students incorporated perspective taking in their essays, (2) how the extent of perspective taking in essays differ by students' sex and English learner status, and (3) the extent to which perspective taking in writing is associated with overall writing quality. Findings revealed that students wrote more from their own perspective than that of others. Moreover, the results of multi-level analyses suggested that female students exhibited more varied perspectives but there was no meaningful difference by English learner status. Lastly, greater extent of perspective taking, particularly that of higher level of perspectives (i.e., dual perspective), was associated with better writing quality, after accounting for students' demographic backgrounds (e.g., sex, poverty status, English learner status) and essay length. These results underscore the importance of writing from multiple perspectives on writing quality. [This is the online version of an article published in &quot;Reading and Writing.&quot;]
Children and Young People&apos;s Engagement with Podcasts before and during Lockdown. A National Literacy Trust Research Report
Author: Best, Emily
Date: 2020-10-00
Type: Reports - Research
Subjects: Foreign Countries,Children,Adolescents,Age Groups,Handheld Devices,Audio Equipment,Information Dissemination,Audio Books,Use Studies,Incidence,COVID-19,Pandemics,School Closing,Reading Habits,Gender Differences,Lunch Programs,Leisure Time,Well Being,Diversity,Learner Engagement,Elementary School Students,Secondary School Students

This report outlines findings from the National Literacy Trust's tenth Annual Literacy Survey relating to children and young people's reading in 2020, in addition to findings from the Trust's survey of children and young people's reading during the COVID-19 lockdown. 58,346 children and young people aged 9 to 18 in the UK took part in the Annual Literacy Survey between January and March 2020, while 4,141 children and young people aged 8 to 18 in the UK took part in the survey during lockdown between May and early June 2020. Among the key findings are: (1) Nearly 1 in 4 (23.7%) children and young people said they listened to podcasts or audiobooks more during lockdown than they did before; (2) More children and young people who listen to podcasts enjoy reading (47.8% vs 40.8%) and read daily (30.4% vs 27.0%) than their peers who do not listen to podcasts; (3) 22.7% of boys engaged compared with 16.6% of girls said they listened to podcasts or audiobooks; and (4) Fewer pupils who receive free school meals listen to podcasts compared with their peers (20.9% vs 14.2%), presenting a potential new opportunity to support these pupils, in engaging with reading.
Seeing Yourself in What You Read: Diversity and Children and Young People&apos;s Reading in 2020. National Literacy Trust Research Report
Author: Best, Emily
Date: 2020-12-00
Type: Reports - Research
Subjects: Children,Adolescents,Diversity,Reading Materials,Books,Minority Groups,Low Income Groups,Age Differences,Foreign Countries,Gender Differences

The authors conducted their latest National Literacy Trust Annual Literacy Survey between January and mid-March 2020. This Annual Literacy Survey was their most popular to date, with 58,346 children and young people aged 9 to 18 from 315 UK schools participating. This year they also asked a few questions to explore the extent to which children and young people see themselves represented in what they read or hear and what is important to them in terms of diversity. These questions were designed to see to what extent they feel it is important that story and information books include characters of people from lots of different backgrounds and whether they find it difficult to find books with characters or people who look like them. Among the key findings are: (1) 32.7% of children and young people aged 9 to 18 say that they don't see themselves in what they read, and 39.8% would like more books with characters who are similar to them; (2) More children and young people from ethnic minority backgrounds than White backgrounds say that they don't see themselves in what they read (40% vs. 30.5%); (3) More children and young people who receive free school meals compared with those who don't say that they don't see themselves in what they read (37.3% vs. 31.9%); and (4) Twice as many children aged 9 to 11 compared with their peers aged 14+ say that they don't see themselves in what they read.
Knowledge Translation and Support for Individuals and Families. Bringing Employment First to Scale, Issue No. 5
Author: University of Massachusetts Boston, Institute for Community Inclusion
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Intellectual Disability,Developmental Disabilities,Family Involvement,Role Models,Family Role,Employment,Parents,Competence,Knowledge Level,Access to Information,Intervention,Unemployment,Employment Level,Employment Services,Barriers,Information Dissemination

With the persistently low competitive employment rate for working-age people with intellectual and developmental disabilities (IDD), a main focus area for the field of disability research has been on the interaction between the individual and the service system. Yet we know much less about the interaction between systems and families around employment. Family engagement is key to successful employment and life planning, often leading individuals with disabilities on the path to employment when family members serve as role models for work ethic and behavior. Family members may also provide logistical support, including coaching and advice, help with planning and organizing work schedules and activities, and transportation and other resources. Moreover, research has shown that a person with IDD is most likely to be employed when their parents want them to be employed and believe that they can work. Despite these findings, we also know that parents often lack adequate knowledge to support their child's transition to adult life. Family factors found to influence outcomes include lack of information about work incentives and fear of losing benefits. This brief: Summarizes what we know about the effectiveness of strategies being used to inform, engage, and support individuals with intellectual and developmental disabilities (IDD) and their families in the development of a positive employment vision; Introduces a new line of individual and family engagement research that culminates in the development of a &quot;small touch&quot; intervention and strategy. This strategy addresses unemployment of people with IDD as an information mismatch between service systems and the family system. Addressing this mismatch can result in improved engagement, expectations, education, and outcomes in community employment. [This report was prepared by ThinkWork! at the Institute for Community Inclusion at UMass Boston and the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities (RRTC), a project of ThinkWork!.]
Trends in Physics PhDs: Results from the 2019 Survey of Enrollments and Degrees and the Degree Recipient Follow-Up Survey for the Classes of 2017 and 2018. Focus On
Author: Mulvey, Patrick J.
Date: 2021-02-00
Type: Numerical/Quantitative Data
Subjects: Physics,Doctoral Degrees,Enrollment,Educational Trends,Science Departments,Gender Differences,Disproportionate Representation,Racial Differences,African Americans,Hispanic Americans,Citizenship,Educational Background,Foreign Students,Time to Degree,Females,Student Satisfaction,Doctoral Students

The trend data detailed in this &quot;Focus On&quot; includes doctorates from the class of 2019. It presents data on the number of physics PhDs awarded in the U.S. including data on citizenship, women, and PhDs from underrepresented groups. It also includes data on educational background, time to degree, subfield of dissertation, and general satisfaction with degree for PhDs from the classes of 2017 and 2018.
Aligning College- and Career-Ready Standards with Instructional Frameworks and Rubrics
Author: Reform Support Network (RSN)
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Alignment (Education),College Readiness,Career Readiness,Common Core State Standards,Scoring Rubrics,Educational Change,Best Practices,Curriculum Implementation

To help States meet the challenges of aligning new standards, including the Common Core State Standards (CCSS), with new evaluation systems, the Reform Support Network (RSN) convened a group of experts to review instructional observation frameworks against CCSS. This paper outlines the group's discussions in the context of four guiding principles that emerged as they considered how to better align instructional observation frameworks and rubrics with CCSS.