ethanporcaro/eric-fulltext-meta huggingface dataset:
Science, Technology, Engineering, and Mathematics (STEM) Education: An Overview. CRS Report R45223, Version 4. Updated
Author: Granovskiy, Boris
Date: 2018-06-12
Type: Reports - Descriptive
Subjects: STEM Education,Program Descriptions,Educational Policy,Educational Practices,Educational Finance,Public Agencies,Governance,Educational Planning,Strategic Planning,Federal Aid,Educational Improvement,Educational Trends,Mathematics Achievement,Scores,Achievement Gap,Elementary Secondary Education,Postsecondary Education,Educational Attainment,Outcomes of Education,Educational Quality,Teacher Effectiveness,International Assessment,Labor Supply,Federal Legislation,Educational Legislation,Higher Education

The term &quot;STEM&quot; (Science, Technology, Engineering, and Mathematics) education refers to teaching and learning in the fields of science, technology, engineering, and mathematics. It typically includes educational activities across all grade levels--from pre-school to post-doctorate--in both formal (e.g., classrooms) and informal (e.g., afterschool programs) settings. Federal policymakers have an active and enduring interest in STEM education, and the topic is frequently raised in federal science, education, workforce, national security, defense, and immigration policy debates. Given policymakers' ongoing interest in the scope and scale of the federal STEM education effort, this report aims to provide an overview of the current and historical landscape of programs and issues in STEM education. The first section of this report examines federal agencies, programs, and funding for STEM education. The second section examines the performance of the U.S. STEM education system and outstanding issues that may be of interest to Congress. The final section of the report includes a list of major acts dealing with STEM education and provides a history of recent legislative efforts. Appendix A contains links to sources of STEM education data, and Appendix B includes descriptions of the federal STEM education effort from selected historical inventories.
A Companion to Afterschool Programs: A Review of Evidence under the Every Student Succeeds Act. Afterschool Evidence Guide
Author: Neild, Ruth Curran
Date: 2019-00-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,After School Programs,Program Effectiveness,Youth Programs,Achievement Gains,Mathematics Achievement,Reading Achievement,Language Arts,Academic Achievement,Standardized Tests,Evidence Based Practice,Elementary School Students,Middle School Students,High School Students,Physical Activity Level,Health Behavior,STEM Education,Athletics,Extracurricular Activities,Art Education,Career Development,Leadership Training

This evidence guide provides detailed research summaries on the effectiveness of specific afterschool programs for improving outcomes for students in grades K-12. The purpose of the guide is to present information that education agencies, afterschool providers, and others can use as they make decisions about afterschool programming. The guide is a companion to &quot;Afterschool Programs: A Review of Evidence Under the Every Student Succeeds Act.&quot; The review is based on a comprehensive, systematic literature search for studies published between 2000-17 of the effectiveness of afterschool programs. Prior to this review, the full extent of evidence-building about afterschool programs was not known. This guide demonstrates that, since 2000, there have been many rigorous studies of the effectiveness of afterschool programs. This guide also provides information to use in decision-making about afterschool programming. This guide includes several types of evidence summaries: (1) Summaries of evidence for afterschool programs; (2) Brief summaries of the effectiveness of school-sponsored extracurricular programs; (3) Brief summaries of studies that meet a lower research quality standard; (4) Brief summaries of studies with insufficient information to assign an Every Student Succeeds Act (ESSA) tier; and (5) Brief summaries of studies of year-round out-of-school time programs. [For &quot;Afterschool Programs: A Review of Evidence Under the Every Student Succeeds Act,&quot; see ED593600.]
Teacher Preparation Policies and Issues in the Higher Education Act. CRS Report R45407, Version 3. Updated
Author: Kuenzi, Jeffrey J.
Date: 2018-11-16
Type: Reports - Descriptive
Subjects: Teacher Education,Educational Policy,Federal Legislation,Educational Legislation,Higher Education,Educational Quality,Accountability,Program Evaluation,Mentors,Preservice Teachers,Performance Based Assessment,Alternative Teacher Certification,Elementary School Teachers,Secondary School Teachers,Faculty Development,Beginning Teacher Induction,Educational Change,Partnerships in Education,Federal Aid,School Districts

Quite commonly, reports on elementary and secondary school teachers begin with the rather obvious notion that the quality of instruction is critical to student learning. Decades of federal policymaking have been built on the premise that good pre-service preparation is an effective route to quality teaching and, ultimately, improved educational outcomes. Current policy continues this approach through provisions in Title II, Part A of the Higher Education Act of 1965 (HEA, P.L. 89-329, as amended). This report provides a description of current programs and provisions in Title II-A and identifies a number of the key issues that may be part of the debate over the reauthorization of the HEA. The report begins with a discussion of the broader context within which this conversation might occur.
Tax-Preferred College Savings Plans: An Introduction to 529 Plans. CRS Report R42807, Version 9. Updated
Author: Crandall-Hollick, Margot L.
Date: 2018-03-05
Type: Reports - Descriptive
Subjects: Paying for College,Taxes,Tuition,Tax Credits,Money Management,Higher Education,Investment,Student Costs,Student Financial Aid,Eligibility,College Students,Federal Programs

Families may choose to save for college or elementary and secondary education expenses using tax-advantaged qualified tuition programs (QTPs), also known as 529 plans. 529 plans, named for the section of the tax code which dictates their tax treatment, are tax-advantaged investment trusts used to pay for education expenses. The specific tax advantage of a 529 plan is that distributions (i.e., withdrawals) from this savings plan are tax-free if they are used to pay for qualified higher education expenses. In addition up to $10,000 may be withdrawn tax-free per beneficiary per year and used for qualifying elementary and secondary school expenses. This report provides an overview of the mechanics of 529 plans and examines the specific tax advantages of these plans. [For an overview of all tax benefits for higher education, see CRS Report R41967, &quot;Higher Education Tax Benefits: Brief Overview and Budgetary Effects,&quot; by Margot L. Crandall-Hollick, ED593609.]
Higher Education Tax Benefits: Brief Overview and Budgetary Effects. CRS Report R41967, Version 40. Updated
Author: Crandall-Hollick, Margot L.
Date: 2018-08-27
Type: Reports - Descriptive
Subjects: Higher Education,Taxes,Tax Credits,College Students,Paying for College,Student Financial Aid,Educational History,Public Policy,Financial Policy,Educational Finance,Qualifications,Incentives,Student Costs

This report provides a brief overview of the higher education tax benefits that are currently available to students and their families. The report: (1) contrasts higher education tax benefits with traditional student aid; (2) presents a brief history of higher education tax policy over the past 60 years, including recent legislative proposals to modify these tax incentives; (3) summarizes key features of the available tax benefits; and (4) provides Joint Committee on Taxation (JCT) estimates of revenue losses resulting from individual tax provisions. The summary is contained in Table 1 and provides information on various aspects of each tax benefit including the type of benefit (credit, deduction, etc.), the annual dollar amount of the benefit, what expenses qualify for the benefit, what level of education the benefit can be claimed for, income levels at which the benefit phases out, and, if the provision is temporary, when it expires. Table 2 contains estimates of the annual forgone federal revenue attributable to each provision. [For an overview of tax-preferred college savings plans, see CRS Report &quot;Tax-Preferred College Savings Plans: An Introduction to 529 Plans,&quot; by Margot L. Crandall-Hollick, ED593608.]
Revitalizing Elementary Social Studies Using Informational Texts
Author: Sharp, Kimberlee A.
Date: 2019-03-07
Type: Speeches/Meeting Papers
Subjects: Elementary Education,Social Studies,Common Core State Standards,Information Sources,Alignment (Education),Elementary School Teachers,Elementary School Students,Student Evaluation,National Standards,Teacher Attitudes,Teaching Methods,Reading Instruction,Vocabulary Development,Literacy,Reading Material Selection

One component of the United States' public school curriculum core is social studies. Since the No Child Left Behind Act (2001), elementary social studies has been marginalized, and in some cases, eliminated from the school day in favor of increased time for literacy and mathematics instruction. Kentucky's adoption of the ELA Common Core standards in 2010 and emphasis on informational texts to teach reading, may turn out to be an opportunity to re-position social studies' importance in the elementary school day. This study seeks to understand whether the ELA Common Core is the impetus teachers need in order to revitalize social studies instruction in the elementary grades.
Institutional Eligibility for Participation in Title IV Student Financial Aid Programs. CRS Report R43159, Version 16. Updated
Author: Hegji, Alexandra
Date: 2019-02-14
Type: Reports - Descriptive
Subjects: Higher Education,Federal Legislation,Educational Legislation,Student Financial Aid,Eligibility,Public Colleges,Private Colleges,Proprietary Schools,Vocational Schools,Accreditation (Institutions),Distance Education,School Safety,Employment,Certification

Title IV of the Higher Education Act (HEA; P.L. 89-329), as amended, authorizes programs that provide financial assistance to students to attend certain institutions of higher education (IHEs). In academic year (AY) 2016-2017, 6,760 institutions were classified as Title IV eligible IHEs. Of these IHEs eligible to participate in Title IV programs, approximately 29.4% were public institutions, 27.8% were private nonprofit institutions, and 42.9% were proprietary (or private, for-profit) institutions. It is estimated that $122.5 billion was made available to students through Title IV federal student aid in FY2017. This report provides a general overview of HEA provisions that affect a postsecondary institution's eligibility for participation in Title IV student aid programs. It first describes general eligibility criteria at both the institutional and programmatic level and then, in more detail, the program integrity triad. Next, it discusses several issues that are closely related to institutional eligibility: Program Participation Agreements, campus safety policies and crime reporting required under the Clery Act, the return of Title IV funds, and distance education.
The NMC Horizon Report: 2015 K-12 Edition
Author: Johnson, L.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Technology,Institutional Mission,Decision Making,Trend Analysis,Educational Practices,Educational Policy,Instructional Leadership,Technology Integration,Barriers,Educational Trends,Teaching Methods,Blended Learning,STEM Education,Art Education,Cooperative Learning

The &quot;NMC Horizon Report: 2015 K-12 Edition&quot; was produced by the New Media Consortium (NMC) in collaboration with CoSN. Key trends and challenges that will affect current practice over the same period frame these discussions. In this report, 18 topics carefully selected by the 2015 Horizon Project K-12 Expert Panel related to the educational applications of technology are examined, all of them areas very likely to impact technology planning and decision-making over the next five years (2015-2019). Six key trends, six significant challenges, and six important developments in educational technology are placed directly in the context of their likely impact on the core missions of schools, and detailed in succinct, non-technical, and unbiased presentations. Each has been tied to essential questions of relevance, policy, leadership, and practice. The report's first two sections focus on an analysis of trends driving technology decision-making and planning, and the challenges likely to impede the adoption of new technologies, respectively. Each includes an explicit discussion of the trend or challenge's implications for policy, leadership, and practice in schools, along with examples and relevant readings. The third section, in which six important developments in educational technology are described, is ultimately framed by these trends and challenges. The adoption or abandonment of these technologies by schools will be very much determined by the responses taken across the world to these drivers of and obstacles to innovation and change. [To read the 2014 edition of the report, see ED559369. Support for the report by Makerspaces.com]
The Closure of Institutions of Higher Education: Student Options, Borrower Relief, and Other Implications. CRS Report R44737, Version 9. Updated
Author: Hegji, Alexandra
Date: 2019-02-05
Type: Reports - Descriptive
Subjects: School Closing,Colleges,College Students,Student Loan Programs,Student Financial Aid,Taxes,Transfer Programs,Federal Legislation,Veterans,Eligibility,State Aid,Federal Aid,Grants

The recent closure of multiple large, proprietary (or private, for-profit) institutions of higher education (IHEs) has brought into focus the extent to which a postsecondary student's education may be disrupted by a school closure. However, even in instances of a small IHE's closure, student concerns remain the same. Concerns include the following, among others: Can they continue their postsecondary education at another school? How will they finance future postsecondary educational pursuits? Are they liable for repaying loans they may have borrowed to pursue a postsecondary credential that they were unable to obtain because of an IHE's closure? This report provides an explanation of the options a postsecondary student may pursue in the event the IHE he or she attends closes, any financial relief that may be available to such students, and other practical implications for students following a school's closure. First, this report describes the academic options available to such students, such as participating in a teach-out or transferring to a new IHE. Next, it discusses issues related to financing a postsecondary education, including the extent to which borrowers may have any loans borrowed to finance educational expenses discharged due to a school closure and whether future financial assistance, including federal student loans, Pell Grants, and GI educational benefits, may be available to students should they decide to continue their postsecondary education at another IHE. This report then describes additional relief that may be available to students who attended IHEs that closed, such as the potential to have tuition paid reimbursed through a state tuition recovery fund. Finally, this report describes some potential income tax implications for students when their IHE has closed, including the extent to which they may incur a federal income tax liability for loans discharged and whether higher education tax credits remain available to them in future years.
The Individuals with Disabilities Education Act (IDEA) Funding: A Primer. CRS Report R44624, Version 4. Updated
Author: Dragoo, Kyrie E.
Date: 2018-10-01
Type: Reports - Evaluative
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Educational Finance,Federal Aid,Grants,Special Education,Funding Formulas,Resource Allocation,Access to Education,Educational Quality,School Districts,Early Childhood Education

Since the enactment of P.L. 94-142, the predecessor legislation to the Individuals with Disabilities Education Act (IDEA), in 1975, the federal government has played a prominent role in encouraging the principle of educational equality for children with disabilities through a permanent, broad-scale federal assistance program. The IDEA is a grants statute that provides federal funding for the education of children with disabilities and requires, as a condition for the receipt of such funds, that states agree to provide a free appropriate public education (FAPE; i.e., specially designed instruction provided at no cost to the parents that meets the needs of a child with a disability) to every eligible child. The IDEA, most recently reauthorized by P.L. 108-446 in 2004, was appropriated approximately $13.4 billion in FY2018. The largest part of the IDEA is Part B, Assistance for Education of all Children with Disabilities, which covers special education for children and youth with disabilities between the ages of 3 and 21. Approximately 92% of total IDEA appropriations fund the Part B, Section 611, grants-to-states program. This report examines the development of the allocation formula for the Part B grants-to-states program, the major changes to the formula over the past 40 years, current funding levels and trends, and how allocations are currently calculated. Issues concerning the funding of special education and related services are also discussed.
The Educational Attainment of Chicago Public Schools Students: 2017. Research Brief
Author: Nagaoka, Jenny
Date: 2018-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Attainment,Public Schools,Elementary School Students,Secondary School Students,Outcomes of Education,High School Graduates,Enrollment,College Students,College Graduates,Graduation Rate,Bachelors Degrees,Grade 9,Racial Differences,Gender Differences,Community Colleges,Two Year College Students,Academic Persistence

In the United States, a student's educational attainment is associated with nearly every social outcome we care about: income, employment, life-expectancy, and more. For this reason, it is important to understand how students in Chicago Public Schools (CPS) perform on key milestones of educational attainment, including high school graduation, college enrollment, and college graduation. This annual analysis of CPS students' attainment milestones gives Chicago's education stakeholders a high-level view of how the district performed on these education milestones in 2017, compared to rates from the past decade. This report is framed around the Bachelor's Degree Attainment Index (DAI), an estimate of how many of today's ninth-graders will earn a bachelor's degree within 10 years. The analysis looks at the district's progress on the three milestones that comprise the Bachelor's Degree Attainment Index (Bachelor's DAI)--high school graduation, college enrollment, and four-year college graduation--and also shows the progress for students by race/ethnicity and gender on these milestones. This report also looks at two additional indicators: Freshman OnTrack rates and two-year persistence rates in four-year colleges. Like previous annual reports on the district's educational attainment from the University of Chicago Consortium on School Research (UChicago Consortium) and the To&amp;Through Project, this report is not meant to present new research findings on how policies or practices are impacting students. [For the 2016 Research Report, see ED589724.]
Veterans&apos; Benefits: The Vocational Rehabilitation and Employment Program. CRS Report RL34627, Version 19. Updated
Author: Collins, Benjamin
Date: 2018-02-21
Type: Reports - Descriptive
Subjects: Veterans,Veterans Education,Vocational Rehabilitation,Job Training,Employment Services,Disabilities,Independent Living,Daily Living Skills,Program Descriptions,Fringe Benefits,Eligibility,Caseworker Approach,Financial Support

Vocational Rehabilitation and Employment for veterans (VR&amp;E) is an entitlement program that provides job training and related services &quot;to enable veterans with service-connected disabilities to achieve maximum independence in daily living and, to the maximum extent feasible, to become employable and to obtain and maintain suitable employment.&quot; The program is administered by the Department of Veterans Affairs (VA). The VR&amp;E program provides comprehensive services to enable veterans with service-connected disabilities and employment handicaps to become employable and maintain suitable employment. For severely disabled veterans for whom employment is not possible, the program strives to help them achieve the highest quality of independent living possible with a future chance of employment, given medical and technological advances. This report provides an overview of the VR&amp;E program. After a brief background section, it describes how the program establishes individual veterans' entitlements and the scope of benefits and services available to qualified veterans. The final section provides participation and outcome data.
The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory Provisions. CRS Report R41833, Version 17. Updated
Author: Dragoo, Kyrie E.
Date: 2018-07-30
Type: Reports - Descriptive
Subjects: Educational Legislation,Equal Education,Federal Legislation,Disabilities,Special Education,Access to Education,Childrens Rights,Public Education,Identification,Individualized Education Programs,Early Intervention,Response to Intervention,Special Education Teachers,Teacher Qualifications,Inclusion,Educational Environment,Regular and Special Education Relationship,Public Schools,Private Schools,Conflict Resolution,Grievance Procedures,Discipline,Educational Finance,Federal Aid,Compliance (Legal),Resource Allocation,Expenditures,Program Implementation,Grants

The Individuals with Disabilities Education Act (IDEA) is the main federal statute governing special education for children from birth through age 21. IDEA protects the rights of children with disabilities to a free appropriate public education (FAPE). It also supplements state and local funding to pay for some of the additional or excess costs of educating children with disabilities. Three of the main purposes of IDEA are (1) to ensure that all children with disabilities have available to them a free appropriate public education that emphasizes special education and related services designed to meet their unique needs and prepare them for further education, employment, and independent living; (2) to ensure that the rights of children with disabilities and parents of such children are protected; and (3) to assist states, localities, educational service agencies, and Federal agencies to provide for the education of all children with disabilities. The focus of this report is on how these purposes are to be achieved under Part B of the IDEA. The first purpose is addressed primarily in the section of this report titled &quot;Services for Children with Disabilities.&quot; The second is addressed in the section on &quot;Procedural Safeguards,&quot; and the third is addressed in the section on &quot;Funding, Expenditure Requirements, and Compliance.&quot;