ethanporcaro/eric-fulltext-meta huggingface dataset:
Autonomous Schools Can Help Solve the Problem behind the Teacher Shortage Problem
Author: Pankovits, Tressa
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: National Competency Tests,Achievement Gains,Teacher Shortage,Teacher Attitudes,Models,Professional Autonomy,Job Satisfaction,Reading Achievement,Mathematics Achievement,Public Schools,Institutional Autonomy,Charter Schools,Elementary Secondary Education,Barriers,State Legislation,Teacher Recruitment,Teacher Morale

In August, the National Assessment of Education Progress (NAEP) released the grimmest &quot;Nation's Report Card&quot; in 20 years. Between 2020 and 2022, America's students dropped five points in reading and seven points in math. At a time when there is empirical evidence that America's students are struggling -- the NAEP scores are just one indicator -- it seems timely to take a deeper dive into the widely reported teacher shortage. This report examines the current teacher shortage. There is controversy about its severity and data is missing from several states. There is, however, a plethora of data to learn from regarding teachers' attitudes toward their profession. The case is also made for evolving the nature of more American school systems into a &quot;portfolio model&quot; so that more teachers have the opportunity to flex their autonomy. Finally, the report examines some common roadblocks (and some pragmatic strategies to get around them) to creating 21st century autonomous schools. These schools are more likely to provide teachers with enhanced opportunities to innovate in the classroom in the quest of student success. Given the Nation's Report Card and other serious fallout from the response to the pandemic, there is no time to lose.
Implementing Soft-Skills Programs in a Postsecondary Setting: Lessons from the New World of Work
Author: Dalporto, Hannah
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Curriculum Development,Soft Skills,Program Development,Program Implementation,Work Experience Programs,Credentials,Education Work Relationship,Electronic Learning,Student Evaluation,Employers

Increasingly, companies are dropping four-year degree requirements in job postings, favoring skill-based requirements--such as communication and writing--instead. These types of nonacademic &quot;soft skills&quot; are viewed as essential for employment--employers consistently cite these abilities as among the most valuable in job applicants, yet also the most difficult to assess. In response to this growing emphasis on soft skills, postsecondary educators are looking for ways to teach the skills explicitly. The aim is to produce graduates with recognizable competency not only in academic and career-technical skills, but also in the soft skills needed to navigate a modern, diverse, and rapidly evolving work environment. This brief outlines practical considerations and recommendations for developing and implementing soft-skills programs, curricula, and instruction in a postsecondary setting. These qualitative lessons are culled from an in-depth examination of a soft-skills training and assessment program called the New World of Work (NWoW). NWoW was selected for this study in part because it combines three components theorized to strengthen soft skills: (1) a classroom curriculum with direct instruction in 10 soft skills; (2) a concurrent, work-based learning experience; and (3) an assessment and credential-granting component (digital badges).
Improving Children&apos;s Understanding of Mathematical Equivalence: An Efficacy Study
Author: Davenport, Jodi L.
Date: 2022-00-00
Type: Reports - Research
Subjects: Intervention,Mathematics Instruction,Teaching Methods,Comparative Analysis,Algebra,Elementary School Students,Mathematical Concepts,Difficulty Level,Public School Teachers,Grade 2,Instructional Effectiveness,Concept Formation,Evidence Based Practice,Arithmetic,Outcome Measures,Pretests Posttests

A vast majority of elementary students struggle with the core, pre-algebraic concept of mathematical equivalence. The Improving Children's Understanding of Equivalence (ICUE) intervention integrates four research-based strategies to improve outcomes for second grade students: (1) introducing the equal sign before arithmetic, (2) non-traditional arithmetic practice, (3) concreteness fading exercises, and (4) comparison and explanation. In a large-scale randomized control trial in California public schools, 132 second grade teachers were randomly assigned to either use the ICUE intervention or an active control consisting of non-traditional arithmetic practice alone. Using data from 121 teachers in the analytic sample, the study found that students in the intervention group outperformed students in the active control on proximal and transfer measures of equivalence with no observable trade-offs in computational fluency. The findings suggest that the ICUE intervention helps students construct a robust understanding of mathematical equivalence, a critical precursor to success in algebra. [This paper will be published in &quot;Journal of Research on Educational Effectiveness.&quot;]
Supporting the Mental Health of LGBTQ+ Students in Schools: A Visual Data Tool for Teachers and Administrators
Author: Chrisman, Alyssa
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Mental Health,LGBTQ People,Minority Group Students,Visual Aids,Data Analysis,Equal Education,Social Bias,Sexual Orientation,Sexual Identity,School Safety,Inclusion,Extracurricular Activities

This &quot;Equity Tool&quot; illustrates research on the effects homophobia and transphobia have on the mental health of LGBTQ+ students, as well as strategies and resources teachers and administrators can use to address this issue. This tool includes three infographics to help the audience understand this information, and share it with others, in an accessible and engaging way. In addition to each infographic, this &quot;Equity Tool&quot; includes corresponding information and questions to help the audience engage with the content.
Crisis Response in California School Districts: Leadership, Partnership, and Community. Policy Brief
Author: Marsh, Julie A.
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: School Districts,Crisis Management,COVID-19,Pandemics,Barriers,Racism,Public Schools,State Policy,Stakeholders,Minority Group Students,Institutional Characteristics,Student Characteristics,Rural Schools,Suburban Schools,Urban Schools,Coping,Safety,Food,Access to Computers,Instructional Materials,Mental Health,Student Needs,Learner Engagement,Grading,Graduation Requirements,Board of Education Role,Community Needs,Superintendents,Board Administrator Relationship,Political Issues,Teacher Associations,Teaching Conditions,Labor Relations,Burnout,Community Involvement,Partnerships in Education,Elementary Secondary Education

Public education today faces a troubling set of challenges, including declining enrollment, staffing shortages, and polarized communities, with school boards at the center of broader political debates. How did we arrive at this current state? This study--described here and, in more detail, in a related report--of seven California school districts conducted during the first 14 months of the COVID-19 pandemic explores how districts responded in real time to the unfolding health crisis as well as to the growing national reckoning about structural racism. Our case studies show that districts--often bolstered by relationships with labor, the community, and leadership--stepped up to a tremendous challenge, demonstrating resourcefulness, collaboration, and commitment to serving students and their communities. However, our findings suggest that challenges for district leaders have been relentless and show no signs of abating. [For the full related report, see ED624681.]
Crisis Response in California School Districts: Leadership, Partnership, and Community
Author: Marsh, Julie A.
Date: 2022-06-00
Type: Reports - Research
Subjects: School Districts,Crisis Management,COVID-19,Pandemics,Barriers,Racism,Public Schools,State Policy,Stakeholders,Minority Group Students,Institutional Characteristics,Student Characteristics,Low Income Students,English Language Learners,Rural Schools,Suburban Schools,Urban Schools,Coping,Safety,Food,Access to Computers,Instructional Materials,Mental Health,Student Needs,Learner Engagement,Grading,Graduation Requirements,Board of Education Role,Community Needs,Superintendents,Board Administrator Relationship,Political Issues,Teacher Associations,Teaching Conditions,Labor Relations,Burnout,Community Involvement,Partnerships in Education,Elementary Secondary Education

Almost daily, media headlines draw attention to students struggling academically and emotionally from interrupted learning, high student absenteeism, declining enrollment, teacher and leader burnout, staffing shortages, polarized communities, and school boards at the center of broader political debates. How did we arrive at this current state of affairs? This study, conducted during the first 14 months of the COVID-19 pandemic, provides some answers to this question. In March 2020, the research team set out to understand how seven California school districts--varying in size, geographic location, urbanicity, and grade span--responded to the unfolding health crisis. As the research progressed, the authors began to explore not only the challenges posed by COVID-19 but also the unfolding national reckoning with issues of racial injustice. Later, as data was analyzed alongside a rapidly changing pandemic and set of conditions in public schools nationwide, the authors realized the research had much to say about the challenges currently facing school systems in general. This report: (a) highlights the ways in which particular relationships and conditions contributed to school districts' efforts to advance learning and support school stakeholders between March 2020 and May 2021 by examining patterns across study districts and calling out cases where strong relationships assisted districts' crisis response; and (b) presents evidence that points to some of the origins of the troubling state of affairs that are witnessed today. [This report was written with research support from Alison Bloomgarden and Monica Santander. For the Policy Brief, see ED624679.]
Wyoming Community Colleges Annual Partnership Report, 2020
Author: Wyoming Community College Commission
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Community Colleges,College School Cooperation,Intercollegiate Cooperation,School Community Relationship,School Business Relationship,Community Organizations,Human Services,Nonprofit Organizations,Professional Associations,Regional Planning,Industry,Economic Development,Labor Force Development,Job Training,Government School Relationship,Public Colleges,Geographic Regions

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges and the University of Wyoming and other entities. Each community college partner maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships are essential for colleges to meet higher educational needs of Wyoming's citizens and communities. Seven public Wyoming community colleges provided information for ten of their major partnerships during academic year 2019/2020. The seven colleges included: Casper College, Central Wyoming College, Eastern Wyoming College, Laramie County Community College, Northern Wyoming Community College, Northwest College, and Western Wyoming Community College. The partnerships were divided into three partnering categories as follows: (1) Educational (P-12 Education, University of Wyoming and Other Higher Education); (2) Community Participation (Community Organizations, Cultural, Human Services, Non-Profit Organizations, and Professional Organizations); and (3) Regional Development (Business and Industry, Economic Development, Workforce Training, and Government--Local, State, Federal). [For the 2019 report, see ED609702.]
Wyoming Community Colleges Annual Partnership Report, 2021
Author: Wyoming Community College Commission
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Community Colleges,College School Cooperation,Intercollegiate Cooperation,School Community Relationship,School Business Relationship,Community Organizations,Human Services,Nonprofit Organizations,Professional Associations,Regional Planning,Industry,Economic Development,Labor Force Development,Job Training,Government School Relationship,Public Colleges,Geographic Regions

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges and the University of Wyoming and other entities. Each community college partner maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships are essential for colleges to meet higher educational needs of Wyoming's citizens and communities. Seven public Wyoming community colleges provided information for ten of their major partnerships during academic year 2020/2021. The seven colleges included: Casper College, Central Wyoming College, Eastern Wyoming College, Laramie County Community College, Northern Wyoming Community College, Northwest College, and Western Wyoming Community College. The partnerships were divided into three partnering categories as follows: (1) Educational (P-12 Education, University of Wyoming and Other Higher Education); (2) Community Participation (Community Organizations, Cultural, Human Services, Non-Profit Organizations, and Professional Organizations); and (3) Regional Development (Business and Industry, Economic Development, Workforce Training, and Government--Local, State, Federal). [For the 2020 report, see ED624686.]
Wyoming Community Colleges Annual Partnership Report, 2022
Author: Wyoming Community College Commission
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Community Colleges,College School Cooperation,Intercollegiate Cooperation,School Community Relationship,School Business Relationship,Community Organizations,Human Services,Nonprofit Organizations,Professional Associations,Regional Planning,Industry,Economic Development,Labor Force Development,Job Training,Government School Relationship,Public Colleges,Geographic Regions

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges and the University of Wyoming and other entities. Each community college partner maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships are essential for colleges to meet higher educational needs of Wyoming's citizens and communities. Eight public Wyoming community colleges provided information for ten of their major partnerships during academic year 2021-2022. The eight colleges included: Casper College, Central Wyoming College, Eastern Wyoming College, Laramie County Community College, Northern Wyoming Community College, Northwest College, Sheridan College, and Western Wyoming Community College. The partnerships were divided into three partnering categories as follows: (1) Educational (P-12 Education, University of Wyoming and Other Higher Education); (2) Community Participation (Community Organizations, Cultural, Human Services, Non-Profit Organizations, and Professional Organizations); and (3) Regional Development (Business and Industry, Economic Development, Workforce Training, and Government--Local, State, Federal). [For the 2021 report, see ED624687.]
National (2021-2022). Office of Head Start - Early Head Start Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Early Intervention,Social Services,Student Characteristics,Pregnancy,Disadvantaged Youth,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Family Service Plans,Family Programs,Infants,Toddlers

This National Early Head Start Services Snapshot summarizes key data on demographics and services for infants, toddlers, and pregnant women served by Early Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
American Indian and Alaska Native (AIAN) All Programs (2021-2022). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Early Intervention,Social Services,Student Characteristics,Pregnancy,Disadvantaged Youth,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Family Service Plans,Family Programs,Infants,Toddlers,Low Income Students,American Indians,Alaska Natives

This AIAN Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all American Indian and Alaska Native (AIAN) programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment of Children; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Migrant and Seasonal Head Start (MSHS) All Programs (2021-2022). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Early Intervention,Social Services,Student Characteristics,Pregnancy,Disadvantaged Youth,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Family Service Plans,Family Programs,Infants,Toddlers,Low Income Students,Migrant Education,Migrants

This MSHS Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
National All Programs (2021-2022). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Early Intervention,Social Services,Student Characteristics,Pregnancy,Disadvantaged Youth,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Family Service Plans,Family Programs,Infants,Toddlers,Low Income Students

This National Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by Head Start, Early Head Start, and Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
National (2021-2022). Office of Head Start - Head Start Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,Early Intervention,Social Services,Student Characteristics,Pregnancy,Disadvantaged Youth,Preschool Children,Enrollment,Child Care,Child Care Centers,Child Caregivers,Age Differences,Homeless People,Foster Care,Racial Differences,Ethnicity,Language Usage,Access to Health Care,Health Insurance,Disabilities,Individualized Family Service Plans,Family Programs,Infants,Toddlers,Low Income Students

This National Head Start Services Snapshot summarizes key data on demographics and services for preschool-age children served by Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.