ethanporcaro/eric-fulltext-meta huggingface dataset:
The Every Student Succeeds Act and Low-Performing Schools. re:VISION
Author: Martin, Mike
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Low Achievement,Educational Quality,State Policy,Educational Policy,Identification,Intervention,Educational Improvement,Educational Finance

The causes of low-performing schools are complicated, and the proposed solutions, from increasing school funding and alleviating poverty to replacing personnel and introducing school choice, are often politically contentious. The recent passage of the &quot;Every Student Succeeds Act&quot; (ESSA) requires states to identify struggling schools and use federal monies to improve them -- a task as urgent as it is challenging. The &quot;Every Student Succeeds Act&quot; (ESSA) replaced the &quot;No Child Left Behind Act&quot; (NCLB) in December 2015. Though ESSA preserves federal funding at levels similar to NCLB and maintains a focus on closing achievement gaps, the new law is significantly less prescriptive than its predecessor. Nowhere is this truer than in the requirements for intervening in low-performing schools. Absent the former requirements of prescriptive federal turnaround models, under ESSA, states and districts will need to develop and implement evidence-based approaches to improve underperforming schools. This issue of &quot;re:VISION&quot; intends to equip state policymakers with a set of considerations when crafting their ESSA plan for intervention in low-performing schools.
Mentoring Youth. In Focus
Author: Harp, Caren
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Mentors,Youth Programs,Juvenile Justice,At Risk Persons,Victims of Crime,Grants,Financial Support,Training,Technical Assistance

A consistent relationship with a caring adult can make all the difference in a young person's life. Successful mentoring relationships have been shown to increase self-esteem, improve academic achievement, and decrease the likelihood of substance abuse and delinquent acts by youth. To help ensure positive outcomes for youth, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) funds effective mentoring programs and practices. OJJDP's mentoring grants also fund research, evaluation, and training and technical assistance.
Postsecondary Education Planning before and during the COVID-19 Lockdown. StatCan COVID-19: Data to Insights for a Better Canada
Author: Bonikowska, Aneta
Date: 2021-01-27
Type: Reports - Research
Subjects: COVID-19,Pandemics,Postsecondary Education,Parent Attitudes,Money Management,Paying for College,Parent Role,Income,Loan Repayment,Student Loan Programs,Foreign Countries

The COVID-19 pandemic has led to a rapid and substantial increase in unemployment and to uncertainty about future job prospects. Despite this increased uncertainty, parents' expectations that their children will pursue postsecondary studies remained high during the lockdown--91.7% of children whose parents were surveyed in May or June 2020 were expected to pursue some type of postsecondary education, compared with 93.9% of children whose parents were surveyed in February or by March 13, 2020. Little to no change in expectations was observed across a wide spectrum of child characteristics, such as age, parental education, immigrant status and household income. Among children whose parents expected them to pursue a postsecondary education, those whose parents were surveyed before and during the COVID-19 lockdown also did not differ much in the likelihood of having had savings already put aside for their postsecondary education. The pandemic appears to have created more polarized expectations about future savings among children whose parents have not yet begun saving for their children's postsecondary education. During the lockdown, 54.4% of children had parents who said they planned to save in the future, compared with 46.2% of those whose parents were surveyed before mid-March. At the same time, the share of children whose parents reported that they did not expect to save also increased, from 18.3% to 24.8%. Conversely, the share of children with parents who did not know whether they would save in the future declined (from 35.5% to 20.9%). These gaps remained statistically significant, even after accounting for differences in parental education, immigrant status, the child's age and household income.
Prevalence of Teachers without Full State Certification and Variation across Schools and States
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-12-00
Type: Reports - Research
Subjects: Incidence,Teacher Certification,Urban Schools,Minority Group Students,English Language Learners,Charter Schools,Poverty,Enrollment,Students with Disabilities,School Size,Elementary Schools,Middle Schools,High Schools

Across the nation, uncertified teachers represent a very small percentage of the teaching workforce in public elementary and secondary schools. However, research has shown that student access to certified teachers varies across districts within states, across schools within districts, or across classrooms within schools and that teachers who are not fully certified are sometimes disproportionately assigned to teach students with greater needs. In order to better understand this issue, Congress directed the Department to provide information on the extent to which certain students are taught by teachers who are not fully certified, including students with disabilities, English learners (ELs), students in rural areas, students from low-income families, and students of color. Because national data on the extent to which individual students' teachers are fully certified (and the characteristics of those students) are not currently available in comparable specifications or across all states, this report uses school-level data from the Civil Rights Data Collection (CRDC) and the National Center for Education Statistics (NCES) Common Core of Data (CCD) to examine the extent to which &quot;schools with high proportions of certain types of students&quot; and &quot;schools located in rural and urban areas&quot; have teachers who are not fully certified; in addition, this report examines the proportion of students in certain subgroups who attend schools with varying percentages of teachers who are not fully certified. More specifically, the report uses CRDC data for the 2013-14 school year on the numbers of teachers overall and the numbers of teachers who are not certified, total student enrollment, student enrollment by race/ethnicity, and enrollment of ELs and students with disabilities, combined with CCD data for the same year on numbers of students eligible for free or reduced-price lunch and enrollment in rural and urban schools. [For the related brief, see ED612676.]
Results in Brief: Prevalence of Teachers without Full State Certification and Variation across Schools and States
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Incidence,Teacher Certification,Urban Schools,Rural Schools,Minority Group Students,Low Income Students,English Language Learners,Students with Disabilities

Across the nation, uncertified teachers represent a very small percentage of the teaching workforce in public elementary and secondary schools. However, research has shown that student access to certified teachers varies across districts within states, across schools within districts, or across classrooms within schools, and that teachers who are not fully certified may be disproportionately assigned to teach students with greater needs. In order to better understand this issue, Congress directed the U.S. Department of Education to provide information on the extent to which certain student subgroups are taught by teachers who are not fully certified, including students with disabilities, English learners (ELs), students in rural areas, students from low-income families, and students of color. This document summarizes the study questions, design, key findings, and limitations detailed in a larger report that uses school-level data on uncertified teachers from the Civil Rights Data Collection (CRDC) for the 2013-14 school year to examine the extent to which &quot;schools with high proportions of certain types of students&quot; and &quot;schools located in rural and urban areas&quot; have teachers who are not fully certified. [For the full report, see ED612675.]
Q &amp; A: A Briefing prepared for the 2016 Virginia Education Summit. Joint Meeting of the House Education and Senate Education and Health Committees
Author: Hunt Institute
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Labor Force,Postsecondary Education,Academic Achievement,Achievement Gap,Federal Legislation,Educational Legislation,National Competency Tests,Education Work Relationship,Educational Attainment,Demand Occupations,Community Colleges,Public Colleges,Educational Objectives,Educational Finance,State Aid,Student Costs,Undergraduate Students,School Demography

This briefing was prepared for the 2016 Virginia Education Summit. The report is comprised of questions and answers in the following sections: (1) K-12; (2) Workforce; and (3) Postsecondary. The K-12 section addresses the following questions: (1) What does the K-12 landscape look like in the Commonwealth? (2) How are students performing in Virginia? (3) Does Virginia have achievement gaps? (4) What is the Every Student Succeeds Act? (5) Why did Congress want to change the law? and (6) What are the key things I need to know about ESSA? The Workforce section examines: (1) How are workforce demands projected to change in Virginia? and (2) What areas are growing the fastest in Virginia? Finally, the Postsecondary sections addresses: (1) What does the postsecondary landscape look like in Virginia? (2) How many Virginia adults have a degree? (3) How many students are completing their degrees at public universities and Virginia community colleges? (4) What are Virginia's goals for higher education? (5) How has funding for higher education changed over time? and (6) What is Virginia doing to improve affordability?
The University of Chicago School Mathematics Project (UCSMP). Intervention Report. Primary Mathematics Topic Area. NCEE 2021-011
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Inquiry,Active Learning,Intervention,Experiential Learning,Group Activities,Educational Research,Mathematics Achievement,Algebra,Curriculum Implementation,Program Costs,Instructional Effectiveness,Mathematics Instruction,Grade 6,Grade 7,Grade 8,Grade 9,Elementary School Mathematics,Middle School Mathematics,Secondary School Mathematics

&quot;University of Chicago School Mathematics Project (UCSMP)&quot; is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and small-group activities. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;UCSMP&quot; on general mathematics and algebra outcomes. This review focuses on studies of two &quot;UCSMP&quot; courses that are eligible for review under the Primary Mathematics topic area: &quot;Pre-Transition Mathematics&quot; and &quot;Transition Mathematics.&quot; &quot;Pre-Transition Mathematics&quot; teaches arithmetic, algebra, geometry, probability, and statistics. &quot;Transition Mathematics&quot; teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics. The WWC identified 11 studies of these two &quot;UCSMP&quot; courses. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of &quot;UCSMP&quot; on students--including 3% Asian, 4% Black, 61% White, and 21% Hispanic students-- in grades 6 to 9 in urban, suburban, and rural school districts. [For the Intervention Brief, see ED612679. For the Intervention Snapshot, see ED612680.]
The University of Chicago School Mathematics Project (UCSMP). Intervention Brief. Primary Mathematics Topic Area. NCEE 2021-011
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Inquiry,Active Learning,Intervention,Experiential Learning,Group Activities,Educational Research,Mathematics Achievement,Algebra,Curriculum Implementation,Program Costs,Instructional Effectiveness,Mathematics Instruction,Grade 6,Grade 7,Grade 8,Grade 9,Elementary School Mathematics,Middle School Mathematics,Secondary School Mathematics

&quot;University of Chicago School Mathematics Project (UCSMP)&quot; is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and small-group activities. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;UCSMP&quot; on general mathematics and algebra outcomes. This review focuses on studies of two &quot;UCSMP&quot; courses that are eligible for review under the Primary Mathematics topic area: &quot;Pre-Transition Mathematics&quot; and &quot;Transition Mathematics.&quot; &quot;Pre-Transition Mathematics&quot; teaches arithmetic, algebra, geometry, probability, and statistics. &quot;Transition Mathematics&quot; teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics. The WWC identified 11 studies of these two &quot;UCSMP&quot; courses. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of &quot;UCSMP&quot; on students--including 3% Asian, 4% Black, 61% White, and 21% Hispanic students--in grades 6 to 9 in urban, suburban, and rural school districts. This intervention brief provides an overview of the full report. [For the full report, see ED612678. For the Intervention Snapshot, see ED612680.]
The University of Chicago School Mathematics Project (UCSMP). Intervention Snapshot. Primary Mathematics Topic Area. NCEE 2021-011
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Inquiry,Active Learning,Intervention,Experiential Learning,Group Activities,Educational Research,Mathematics Achievement,Algebra,Program Costs,Instructional Effectiveness,Mathematics Instruction,Grade 6,Grade 7,Grade 8,Grade 9,Elementary School Mathematics,Middle School Mathematics,Secondary School Mathematics

&quot;University of Chicago School Mathematics Project (UCSMP)&quot; is a core mathematics curriculum that includes materials and a routinized instructional approach with an option for teacher training. The curriculum uses an inquiry-based approach with a focus on active learning where students frequently engage in hands-on activities and small-group activities. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;UCSMP&quot; on general mathematics and algebra outcomes. This review focuses on studies of two &quot;UCSMP&quot; courses that are eligible for review under the Primary Mathematics topic area: &quot;Pre-Transition Mathematics&quot; and &quot;Transition Mathematics.&quot; &quot;Pre-Transition Mathematics&quot; teaches arithmetic, algebra, geometry, probability, and statistics. &quot;Transition Mathematics&quot; teaches more advanced arithmetic, algebra, and geometry, and connects these areas to measurement, probability, and statistics. The WWC identified 11 studies of these two &quot;UCSMP&quot; courses. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the effects of &quot;UCSMP&quot; on students--including 3% Asian, 4% Black, 61% White, and 21% Hispanic students--in grades 6 to 9 in urban, suburban, and rural school districts. This intervention snapshot provides a brief summary of the full report. [For the full report, see ED612678. For the Intervention Brief, see ED612679.]
Effects of Poverty on Education in India
Author: Roy, Partha
Date: 2018-08-00
Type: Journal Articles
Subjects: Foreign Countries,Poverty,Children,Access to Education,Economically Disadvantaged,Working Class,Equal Education,Child Development,Moral Values,Economic Factors,Social Problems,Nutrition

Although education is a right, it still remains a distant dream for many of India's children (Where knowledge is poor). It is clear that it is not enough to make laws; they need to be augmented by more efforts. Education should be accessible to all if democracy is to succeed. Many communities and groups like disadvantaged castes and women have been historically excluded from education. Devolution of powers is extremely important to make education accessible to children. The article rightly draws attention to the effects of poverty on children's education. As a teacher, one is continuously made aware of the educational disadvantages and disruptions poor students suffer due to lack of economic stability and social security. Unless we have a strong and universally available state welfare apparatus, the education of the working class children will continue to be sacrificed. In all this, cultural values and pressures also take a particularly severe toll. The wilful complicity of the ruling castes and classes is amply evident as their domination is derived from maintaining economic and cultural status quo. So the implications of all these studies for formulation of effective anti-poverty policies and proper education system in India are also emphasised in this paper.
Constructivist Learning Amid the COVID-19 Pandemic: Investigating Students&apos; Perceptions of Biology Self-Learning Modules
Author: Funa, Aaron A.
Date: 2021-03-00
Type: Journal Articles
Subjects: Constructivism (Learning),COVID-19,Pandemics,Public Schools,Learning Modules,Biology,Student Attitudes,High School Students,Grade 11,Grade 12,STEM Education,Teaching Methods,Barriers,Educational Technology,Technology Uses in Education,Foreign Countries,Scaffolding (Teaching Technique)

Modes of teaching and learning have had to rapidly shift amid the COVID-19 pandemic. As an emergency response, students from Philippine public schools were provided learning modules based on a minimized list of essential learning competencies in Biology. Using a cross-sectional survey method, we investigated students' perceptions of the Biology self-learning modules (BSLM) that were designed in print and digitized formats according to a constructivist learning approach. Senior high school STEM students from grades 11 (n = 117) and 12 (n = 104) participated in a survey using a 3-point Likert-scale questionnaire uploaded online through Google Forms. The survey results indicate that majority of the students perceived the modules positively, suggesting that aspects of the modules that were salient to students corresponded to essential elements of constructivist pedagogies. However, during interviews, students reported several difficulties in learning with BSLM as it was constrained by, to name a few, the use of unfamiliar words, lack of access to supporting resources, slow internet connection, and time constraints. To address these problems, teachers reported that they gave deadline extensions, complemented modules with other channels of support, and used online and offline platforms for reaching out to students to answer their queries and plan out their schedule for the week. The findings across the data sources point to the complex demands of emergency distance education that teachers, as curriculum designers and enactors, need to bear in mind in order to craft productive pedagogies, constructivist or otherwise, during this unprecedented time.
Strategies for Improving Postsecondary Credential Attainment among Black, Hispanic, and Native American Adults
Author: Brock, Thomas, Ed.
Date: 2021-05-00
Type: Reports - Research
Subjects: Postsecondary Education,Community Colleges,Academic Degrees,Adult Education,Credentials,Student Personnel Services,Student Diversity,Cultural Relevance,Alignment (Education),Employment Qualifications,Educational Certificates,Associate Degrees,Bachelors Degrees,Educational Attainment,Asian Americans,Whites,African Americans,Hispanic Americans,American Indians,State Programs,Student Needs,Costs,Minority Serving Institutions

The COVID-19 pandemic resulted in the highest unemployment that the U.S. has seen since the Great Depression, with particularly heavy job losses for Black, Hispanic, and Native American workers. In this set of studies commissioned by Lumina Foundation, the authors examine actions that states and community colleges can take to address the needs of racially minoritized adult learners who are pursuing postsecondary education and training as a path to re-employment, better jobs, and higher incomes. This report includes: (1) Study 1. Aligning Short-Term Credentials with Community College Degree Programs describes how some states are creating and scaling opportunities for adults to earn occupational certificates that employers value and that lead to associate and bachelor's degrees; (2) Study 2. Bundling and Sequencing Student Support Services explains how community colleges can improve the design and delivery of advising and other critical support services to help adults attain their education and employment goals; and (3) Study 3. Culturally Sustaining Supports and Instruction offers examples and guiding principles that colleges can use to create programs and services that address the interests and needs of adults from diverse racial and ethnic backgrounds, and that encourage persistence in and completion of postsecondary credentials. To describe these approaches and why they show promise, the authors draw on telephone interviews with state policymakers, community college leaders, and content area experts. Some of the policies and programs profiled have been evaluated; others represent promising strategies that will require further study to determine whether they improve education and employment outcomes and advance racial equity. [Contributing authors for this report include: Jessica Brathwaite, Nikki Edgecombe, Hoori Santikian Kalamkarian, Richard Kazis, Lindsay A. Leasor, Armando Lizarraga, Andrea Lopez Salazar, Ava Mateo, and Julia Raufman.]