ethanporcaro/eric-fulltext-meta huggingface dataset:
Preparing New Yorkers for the Tech Jobs Driving NYC&apos;s Pandemic Economy
Author: Amandolare, Sarah
Date: 2021-05-00
Type: Reports - Research
Subjects: Demand Occupations,Technical Occupations,Pandemics,COVID-19,Labor Force Development,Urban Areas,Job Training,Personnel Selection

New York City (NYC) ended 2020 with roughly 600,000 fewer jobs than it had when the COVID-19 pandemic began. But even amid the economic carnage of the past year, some employers in New York have been hiring. While new jobs are being created in fields from warehousing and delivery to healthcare, technology (tech) positions are growing the fastest. Despite the pandemic-fueled surge in healthcare hiring, there were more job openings in tech roles (67,923) than in healthcare occupations (60,266) between April and November 2020. Tech is also fueling demand for well-paying jobs. Tech occupations account for a bit more than 18 percent of total job postings but make up a whopping 40.1 percent of demand for roles that pay an average starting salary of $80,000 or more. In fact, 41 of the 138 occupations that pay $80,000 or more were in tech. However although tech occupations outpaced all other sectors in job postings during the pandemic, tech hiring in New York was not nearly as robust as it was in the pre-pandemic economy, an indication that tech firms were not immune to the challenges of the pandemic and also a testament to the remarkable growth in technology jobs in the years leading up to 2020. This report examines which roles are in demand and what it will take to get more New Yorkers access to the quality tech jobs fueling NYC's economic recovery. [The report was published with Per Schola.]
Equity: Wisconsin&apos;s Model to Inform Culturally Responsive Practices
Author: Wisconsin Department of Public Instruction
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Culturally Relevant Education,Equal Education,Models,Elementary Secondary Education,Achievement Gap,Minority Group Students

Despite good intentions and efforts of individual educators and school systems across Wisconsin, broad K-12 achievement gaps exist. Indeed, the gaps between white students and students of color are among the worst in the nation; what's more, these gaps have persisted for over a decade (NAEP, 2015). Wisconsin's nearly 50,000 English Learners, over 100,000 students with disabilities, quarter of a million students of color, and greater than 350,000 students receiving free and reduced lunch (Wisconsin DPI, 2015) deserve equitable outcomes. And the time to act is now. The Model to Inform Culturally Responsive Practices describes the beliefs, knowledge, and practices Wisconsin educators, schools, and districts need to reach and teach diverse students within their culturally responsive multi-level systems of support. It's not a checklist or a toolkit; rather, cultural responsiveness is a way of being and knowing. [This report was developed with the Wisconsin RtI Center and the Disproportionality Technical Assistance Network.]
A Systematic Review and Meta-Analysis of Rational Number Interventions for Students Experiencing Difficulty with Mathematics
Author: Schumacher, Robin
Date: 2020-00-00
Type: Information Analyses
Subjects: Intervention,Numbers,Mathematics Instruction,Instructional Effectiveness,Educational Research,Academic Language,Elementary School Students,Middle School Students,Junior High School Students,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9

This report examines which instructional components (e.g., visual representations, use of number lines, teaching and using of mathematical language) and study features (e.g., group size, interventionist training) may have contributed to the effectiveness of intervention. In choosing to focus on instructional components and study features, the findings have the capacity to inform state and district leaders, as well as teachers providing intervention, on which instructional components are necessary for a rational numbers intervention to be effective. Studies that were used in the meta-analysis were ones that focused on teaching rational numbers concepts to students experiencing mathematics difficulties in Grades 3 through 9. Approximately 1,500 studies were identified and screened, leaving 77 reports to be screened more in-depth for relevance. Those still eligible were then screened for rigor by applying the What Works Clearinghouse (WWC) evidence standards. A total of 26 studies with 4,237 unique participants from 30 independent samples were included in the meta-analysis. Results from the meta-analysis suggest that intervention programs devoting time to the teaching and use of mathematical language can substantially enhance outcomes. Mathematical language is a type of abstract academic language (terms such as &quot;equivalent,&quot; &quot;reciprocal,&quot; &quot;circumference&quot;) that helps students learn mathematics concepts more precisely. When students understand and use mathematical language, it is believed that the students will more deeply understand the mathematics they are learning.
Falling Behind? The State of Wisconsin&apos;s Public Universities and Colleges. Executive Summary
Author: Wisconsin Policy Forum
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Public Colleges,State Policy,Educational Policy,Educational Finance,State Aid,Tuition,Taxes,Vocational Schools,COVID-19,Pandemics,Higher Education,Expenditures,Enrollment Trends,College Students,Student Characteristics,Institutional Characteristics,Governance,Budgeting,Student Financial Aid,Research Universities,Fees

After years of slow erosion of funding and enrollment, higher education in Wisconsin faces a flash flood. Financial challenges had been accumulating for the state's public colleges and universities, brought on by stagnant state funding, a tuition freeze, and declining enrollment. Now COVID-19 threatens to wash away key pieces of this system, raising the possibility of further faculty cuts, reduced programs, or additional debt. In light of these challenges -- and the tremendous stakes involved -- the Wisconsin Policy Forum has undertaken a comprehensive review of the state's public colleges and universities. From the University of Wisconsin-Madison to the former two-year UW Colleges, it was found that public higher education faces tougher financial and enrollment trends in Wisconsin than most other states and has a highly centralized governance and structure that may complicate the response to the pandemic. [For the full report, see ED612810.]
Forging Connections: Grantee Experiences Reaching Audiences beyond the Academic World
Author: Neier, Lenore
Date: 2021-01-00
Type: Reports - Research
Subjects: Communication (Thought Transfer),Outreach Programs,Research and Development,Theory Practice Relationship,Researchers,Grants,Mass Media,Policy

Last year, the William T. Grant Foundation took stock of its initiative to support research on reducing inequality in youth outcomes. The aim was to understand, in part, the pathways through which grantees' research findings may be reaching audiences including researchers, journalists, policymakers, and practitioners. Five years into the reducing inequality initiative, what evidence is there of such reach, and what signs were there that the funded research was relevant and meaningful to subsequent research, policy, and practice? The review showed that the William T. Grant Foundation is funding a diverse, highly accomplished group of researchers who are carrying out rigorous studies that span policy domains. Despite the relatively early stage of the initiative, several studies have yielded causal information about programs or policies that reduce inequality. Others have identified promising mechanisms for reducing inequality that could be tested in future research. On a number of measures, grantees appear to be leading voices in their disciplines and research areas. To explore engagement with broader audiences, the author reviewed the communication and outreach activities of all major research grantees and William T. Grant Scholars whose studies focused on reducing inequality (67 as of December 2019). On their annual reports, nearly half reported forging connections beyond academia through communications activities such as writing op-eds, providing radio and television interviews, drafting policy and legal briefs, and participating in legislative meetings. For a deeper dive into these activities, the author interviewed a subset of grantees who had reported outreach activities external to the research community. The researchers interviewed reported similar qualities and processes consistent with the approach of interacting with policy makers and practitioners, listening and responding even as they bring relevant evidence to light.
Connecting Parents to Occupational Training: A Partnership between Child Support Agencies and Local Service Providers
Author: Wasserman, Kyla
Date: 2021-04-00
Type: Reports - Research
Subjects: Job Training,Parents,Children,Financial Support,Partnerships in Education,Social Services,Public Agencies,Demonstration Programs,Low Income,Program Development,Program Implementation,Program Effectiveness,Recruitment,Enrollment,Employment Services

The Families Forward Demonstration (FFD) examined new strategies to increase the earnings of parents who owe child support but are unable to fully meet their obligations due to low earnings. It also focused on &quot;responsive&quot; child support services that helped parents understand their support obligations, and even suspended certain enforcement actions while parents participated in the program. Child support agencies in five locations implemented FFD: Cuyahoga County, Ohio; Franklin County, Ohio; Calhoun and Jackson counties in Michigan; New York City; and Benton and Franklin counties in Washington State. They operated the program in partnership with local colleges, training providers, workforce development agencies, and community-based organizations that offered screening and enrollment, employment, and training services. The child support agencies began designing their FFD programs in 2016 and launched the programs between 2018 and 2019 as they finalized their plans for service delivery and partnerships. This report presents the findings from the implementation and outcome studies of FFD.
A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities. Revised
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2020-08-00
Type: Guides - General
Subjects: Postsecondary Education,Employment,Students with Disabilities,Individualized Transition Plans,Educational Legislation,Equal Education,Federal Legislation,Disabilities,Secondary School Students,Student Empowerment

OSERS published updates to &quot;A Transition Guide to Postsecondary Education and Employment for Students and Youth with Disabilities, August 2020&quot; to advance the office's efforts in ensuring that all students and youth with disabilities are equipped with the skills and knowledge to achieve their post-school and career goals. In this updated transition guide, OSERS added information about dual enrollment and the ABLE Act. OSERS also hopes this transition guide will help students and youth with disabilities and their families to better understand how the state education agencies (SEA), the local education agencies (LEA), and the vocational rehabilitation (VR) agencies work together to facilitate improved outcomes for students and youth with disabilities. [This report was initially issued in January 2017.]
Legislative Report on Charter Schools, 2018-2019. Statutory Report Series
Author: Wisconsin Department of Public Instruction
Date: 2020-05-00
Type: Reports - Research
Subjects: State Legislation,Reports,Charter Schools,Educational History,School Choice,Decision Making,School Districts,Program Development,Program Implementation,Board of Education Role,Program Proposals,Elementary Secondary Education,Online Surveys

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of the charter school activity survey in the 421 Wisconsin school districts during the 2018-2019 school year. This report documents two distinct levels of decision-making regarding new charter school proposals. A first-level decision occurs during the charter school's &quot;development&quot; stage. The school district may approve further study of a charter school concept or participate in a consortium of school districts interested in opening a charter school. A second-level decision occurs during the &quot;implementation&quot; stage. The school district issues a charter school contract, provides a signature on an agreement to participate in a multi-district charter school, or signs an implementation grant application with the purpose of seeking federal charter school start-up funds from the DPI. The department conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of the Wisconsin school districts responded to the survey. During the 2018-2019 school year, 21 districts (5.0 percent) reported charter school activity as defined above, including at least one district in nine of the 12 regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows 15 school boards made 19 first-level charter school decisions, and 19 school boards made 25 second-level charter school decisions. Of the first-level decisions, 19 of 19 (100 percent) were approved. Of the second-level decisions, 25 of 25 (100 percent) were approved. Two districts reported a first-level decision and not a second-level decision and six school districts reported a second-level decision but not a first-level decision. [This report was developed by the DPI Charter Schools Team, Parental Education Options. For &quot;Legislative Report on Charter Schools, 2017-2018. Statutory Report Series,&quot; see ED599949.]
Legislative Report on Charter Schools, 2019-2020. Statutory Report Series
Author: Wisconsin Department of Public Instruction
Date: 2020-12-00
Type: Reports - Research
Subjects: State Legislation,Reports,Charter Schools,Educational History,School Choice,Decision Making,School Districts,Program Development,Program Implementation,Board of Education Role,Program Proposals,Elementary Secondary Education,Online Surveys

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of the charter school activity survey in the 421 Wisconsin school districts during the 2019-2020 school year. This report documents two distinct stages of decision-making regarding new charter school proposals. The first is a &quot;school board concept approval&quot; decision (previously known as first-level decision) which includes the following: (1) further study of a new charter school; (2) considering participation in a charter consortium; or (3) study of a federal Charter Schools Program grant or subgrant for a new or replicated charter school. A &quot;school board concept approval&quot; occurs during the charter school's &quot;development&quot; stage. The second is a &quot;school board approval action on a petition&quot; decision (previously known as a second-level decision) which is defined as (1) an approved charter contract between the district and the operator of a charter school for a new charter school; (2) an approved written agreement to participate in a consortium; or (3) a signature on a federal Charter Schools Program grant or subgrant for a new or replicated charter school. A &quot;school board approval action on a petition&quot; decision occurs during the &quot;implementation&quot; stage. The department conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of the Wisconsin school districts responded to the survey. During the 2019-2020 school year, 15 districts (3.6 percent) reported charter school activity as defined above, including at least one district in seven of the 12 regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows 12 school boards made 12 &quot;school board concept approval&quot; charter school decisions, and eight school boards made seven &quot;school board approval action on a petition&quot; charter school decisions. Of the &quot;school board concept approval&quot; decisions, 10 of 12 (83 percent) were approved. Of the &quot;school board approval action on a petition&quot; decisions, seven of eight (88 percent) were approved. [This report was developed by the DPI Charter Schools Team, Parental Education Options. For &quot;Legislative Report on Charter Schools, 2018-2019. Statutory Report Series,&quot; see ED612830.]
Legislative Report on Charter Schools, 2015-2016. Statutory Report Series
Author: Wisconsin Department of Public Instruction
Date: 2019-09-00
Type: Reports - Research
Subjects: State Legislation,Reports,Charter Schools,Educational History,School Choice,Decision Making,School Districts,Program Development,Program Implementation,Board of Education Role,Program Proposals,Elementary Secondary Education,Online Surveys

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of new charter school activity in the 424 Wisconsin school districts during the 2015-2016 school year. This report documents two distinct levels of decision-making regarding charter school proposals. A first-level decision occurs during the charter school's &quot;development&quot; stage. The school district may approve further study of a charter school concept, participate in a consortium of school districts interested in opening a charter school, or sign a planning grant with the purposes of seeking federal charter school planning funds from DPI. A second-level decision occurs during the &quot;implementation&quot; stage. The school district issues a charter school contract, provides a signature on an agreement to participate in a multi-district charter school, or signs an implementation grant with the purpose of seeking federal charter school start-up funds from DPI. The department conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of the Wisconsin school districts responded to the survey. During the 2015-2016 school year, eight districts (1.9 percent) reported charter school activity as defined above, including at least one district in six of the 12 regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows six school boards made seven first-level charter school decisions, and six school boards made six second-level charter school decisions. Of the first-level decisions, seven of seven (100 percent) were approved. Of the second-level decisions, six of six (100 percent) were approved. [This report was developed by DPI Charter Schools Team, School Management Services. For &quot;Legislative Report on Charter Schools, 2014-2015. Statutory Report Series,&quot; see ED583043.]
Teachers Talk Back: Educators on the Impact of Teacher Evaluation
Author: Barret, Xian Franzinger
Date: 2016-00-00
Type: Reports - Research
Subjects: Teacher Evaluation,Teacher Attitudes,Administrator Attitudes,Public School Teachers,Principals,Scores,Standardized Tests,Value Added Models,Teacher Collaboration,Competition,Test Use,Models,Bias,Anxiety,Teacher Student Relationship,Parent School Relationship,School Community Relationship,Faculty Development,Elementary Secondary Education

Teachers choose the teaching profession because of their love of children and their desire to help them grow and blossom as learners. Across the nation, however, far too many educators are leaving the classroom. Headlines report teacher shortages in nearly every state. One factor reported in almost every story is the discouragement teachers feel from a reform movement that is increasing pressure to raise student test scores, while reducing support. The Network for Public Education commissioned a study and survey in the fall of 2015 to learn more about the impact of teacher evaluation on the education profession. A significant portion of evaluations are tied to multiple measures of student performance, as determined by the state or district, including statewide standardized tests and interim assessments using complex Value-Added Model (VAM) formulas. Peer reviewed studies and the research community have questioned the validity and reliability of VAM. This survey asked educators about the impact of evaluation on their work, their students, and the culture of their schools. Survey respondents reported that the use of student standardized test scores in teacher evaluation has predominantly had a negative effect on eight areas of the teaching profession: classroom instruction, instructional strategies, classroom time spent preparing for tests, self-reflection, anxiety related to evaluation, professional feedback, professional development, and collaboration with colleagues. The nearly three thousand teachers who responded to the survey were almost unanimous in their appraisal of the negative impact of recent changes to teacher evaluation systems.
Online Learning: What Every Parent Should Know
Author: Network for Public Education (NPE)
Date: 2018-03-23
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Blended Learning,Elementary Secondary Education,Virtual Schools,Teaching Methods,Charter Schools,Proprietary Schools,Academic Achievement,Student Characteristics,Educational Quality,Achievement Gains,Public Schools,Barriers,Program Effectiveness,Computer Assisted Testing,Repetition,Required Courses,Behavior Modification,Privacy

Using technology to deliver instruction in schools has become increasingly popular. Students are required to use online programs, textbooks and apps as part of their classwork and homework. BYOD (bring your own device) school policies have filled classrooms and hallways with students carrying smart phones, laptops and iPads. The increased reliance on technology in schools is moving at a breakneck speed--one that far exceeds the accumulation of research on its effectiveness. Does online and blended learning enhance student learning? What do we know about virtual schools? How does profit influence policy decisions on the use technology? Beyond questions of effectiveness, there are also student privacy concerns. These are some of the big questions that this report answers. This report provides critical information on what is known and what remains unknown. It also provides parents with the questions they should ask their schools as technology is rolled into the classroom.