ethanporcaro/eric-fulltext-meta huggingface dataset:
Improving Oral and Written Narration and Reading Comprehension of Children At-Risk for Language and Literacy Difficulties: Results of a Randomized Clinical Trial
Author: Gillam, Sandra Laing
Date: 2022-09-08
Type: Reports - Research
Subjects: Elementary School Students,At Risk Students,Language Impairments,Reading Difficulties,Narration,Oral Language,Written Language,Reading Comprehension,Randomized Controlled Trials,Intervention,Reading Tests

Narration has been shown to be a foundational skill for literacy development in school-age children. Elementary teachers routinely conduct classroom lessons that focus on reading decoding and comprehension, but they rarely provide instruction in oral narration (Hall et al., 2021). This multisite randomized controlled trial was designed to rigorously evaluate the efficacy of the &quot;Supporting Knowledge of Language and Literacy&quot; (&quot;SKILL&quot;) intervention program for improving oral narrative comprehension and production. Three hundred fifty-seven students who were at-risk for language and literacy difficulties in Grades 1-4 in 13 schools across seven school districts were randomly assigned to the &quot;SKILL&quot; treatment condition or a business as usual (BAU) control condition. &quot;SKILL&quot; was provided to small groups of two to four students in 36 thirty-minute lessons across a 3-month period. Multilevel modeling with students nested within teachers and teachers nested within schools revealed students who received the &quot;SKILL&quot; treatment significantly outperformed students in the BAU condition on measures of oral narrative comprehension and production immediately after treatment. Oral narrative production for the &quot;SKILL&quot; treatment group remained significantly more advanced at follow-up testing conducted 5 months after intervention ended. Improvements in oral narration generalized to a measure of written narration at posttest and the treatment advantage was maintained at follow-up. Grade level did not moderate effects for oral narration, but it did for reading comprehension, with a higher impact for students in grades 3 and 4. [This is the online version of an article published in &quot;Journal of Educational Psychology.&quot;]
2019 Head Start Family and Child Experiences Survey (FACES) and American Indian/Alaska Native Head Start Family and Child Experiences Survey (AI/AN Faces): Questions from Program Director and Center Director Questionnaires about COVID-19
Author: Mathematica
Date: 2020-07-00
Type: Reports - Research
Subjects: Low Income Students,Social Services,Federal Programs,American Indian Students,Alaska Natives,COVID-19,Pandemics,School Closing,Access to Education,Family (Sociological Unit),Preschool Education,Experience,Early Intervention,Surveys,Educational Technology,Electronic Learning,Access to Computers,Internet,Technological Literacy,Professional Development,Federal Aid,Federal Legislation,Summer Programs,Interpersonal Communication,Family School Relationship,Family Needs

In 1997, the Head Start Family and Child Experiences Survey (FACES) was launched to provide descriptive, nationally representative information on the characteristics, experiences, and development of Head Start children and families, and the characteristics of the Head Start programs and staff who serve them. Until 2015, FACES only included children, families, and programs in Head Start Regions I-X. In 2015, the American Indian/Alaska Native Head Start Family and Child Experiences Survey (AI/AN FACES) was launched, which collects information children, families, and programs in Head Start Region XI. Spring data collection for FACES and AI/AN FACES began in late February 2020, just before Head Start centers nationwide began closing due to concerns around the novel coronavirus (COVID-19). By mid-March 2020, due to COVID-19, most Head Start programs closed physical buildings and changed their operations to continue to meet the needs of the families they serve. Because programs were adjusting their services and communication with both families and staff in a variety of ways, both FACES and AI/AN FACES added items to the center director and program director surveys to capture their response to COVID-19 and upcoming summer plans to still provide services. [OPRE Report 2020-98.]
Head Start&apos;s Interaction with Federal, State, and Local Systems. Research Brief. OPRE Report 2022-12
Author: Bernstein, Sara
Date: 2022-02-00
Type: Reports - Research
Subjects: Low Income Students,Social Services,Federal Programs,Early Childhood Education,Child Care,Access to Education,Educational Quality,State Programs,Standards,State Regulation,Early Intervention,Children,Experience,Preschool Education,Surveys,Family (Sociological Unit),Educational Finance,Program Evaluation,Child Care Centers,State Aid,Federal Aid,Instructional Materials,Faculty Development,Money Management,Program Administration,Preschool Teachers

Head Start is an essential part of the programs and funding streams that provide early care and education (ECE) services to young children in the U.S. Head Start focuses on supporting children and families with low incomes, but also contributes to the broader effort to expand access to high quality ECE for all young children. Programs and initiatives at the federal and state levels include incentives to expand access to high quality care to all children. The number and range of programs and initiatives, however, and the expectations that come with them, make the ECE service landscape a complicated one for providers to navigate. In addition to the Head Start Program Performance Standards (HSPPS), Head Start programs or centers can be subject to other state regulations or program standards. This brief provides information from spring 2020, from the Head Start Family and Child Experiences Survey (FACES) 2019 about how Head Start programs interact with other systems that support ECE. The findings can help policymakers and others who are working to strengthen alignment, coordination, and collaboration across the ECE system to better serve children and families.
Do Charter Schools Keep Their Best Teachers and Improve Quality? Retention and Rewards for Teachers in New Orleans. Policy Brief
Author: Barrett, Nathan
Date: 2020-03-09
Type: Reports - Research
Subjects: Charter Schools,Teacher Effectiveness,Educational Improvement,School Districts,Comparative Analysis,Neighborhoods,Educational Policy,Educational Quality,Teacher Persistence,Faculty Mobility,Institutional Autonomy,Teacher Salaries,Correlation,School Effectiveness,Value Added Models,Trend Analysis,Kindergarten,Elementary Secondary Education

Schools often struggle to attract and retain high-performing teachers and to develop or remove low-performing ones. In this study, the researchers considered whether this is true in New Orleans where almost all schools are charters with flexibility over personnel policies and practices, and where schools compete against one another and face pressure to improve. They compared New Orleans to similar neighboring districts from 2010 to 2015, using student test score growth to measure teacher performance. The findings highlight the complexities of policies intended to increase the quality of teaching. [For the corresponding technical paper, &quot;When the Walls Come Down: Evidence on Charter Schools' Ability to Keep Their Best Teachers without Unions and Certification Rules. Technical Report,&quot; see ED622113.]
Attainment for All: Postsecondary Pathways. Centering Equity in Wraparound Student Services
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Postsecondary Education,Graduation Rate,Equal Education,Integrated Services,Holistic Approach,Access to Education,Barriers,Incentives,Educational Finance,Educational Policy

From Fall 2019 through Spring 2020, The Hunt Institute released a series of policy briefs, &quot;Attainment for All: Postsecondary Pathways,&quot; that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including high school graduates, first-generation students, and adult learners. Building upon the momentum of this series, the higher education team at The Hunt Institute has created a follow-up series of briefs that further explore the intersection between equity and efforts to raise postsecondary attainment rates. This brief is the second of the three-part &quot;Attainment for All: Equity in Postsecondary Pathways&quot; series. This second brief will examine the importance of wraparound services that provide equitable support to students. [For the first brief, see ED599441. For the third brief, see ED599443.]
Attainment for All: Equity in Postsecondary Pathways. Advancing Equity through the Use of Disaggregated Data
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Postsecondary Education,Equal Education,Access to Education,Data Collection,Data Analysis,Achievement Gap,Best Practices,Privacy,Educational Legislation,Parent Rights,Student Records,Information Storage,Governance,Information Systems,Data Use,Sustainability

From Fall 2019 through Spring 2020, The Hunt Institute released a series of policy briefs, &quot;Attainment for All: Postsecondary Pathways,&quot; that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including high school graduates, first-generation students, and adult learners. Building upon the momentum of this series, the higher education team at The Hunt Institute has created a follow-up series of briefs that further explore the intersection between equity and efforts to raise postsecondary attainment rates. This is the last brief of the three-part &quot;Attainment for All: Equity in Postsecondary Pathways&quot; series. This brief brings the discussion on equity full circle by examining the use of disaggregated data to narrow equity gaps in postsecondary education. [For the first brief, see ED599441. For the second brief, see ED599442.]
Attainment for All: Postsecondary Pathways. Overcoming the Cumulative Effect of Racial and Ethnic Discrimination across the Education Continuum
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Postsecondary Education,Access to Education,Racial Discrimination,Ethnic Groups,Social Discrimination,Equal Education,Barriers,Best Practices,Educational Policy,Educational Finance,Educational Equity (Finance),Student Financial Aid,Integrated Services,Social Capital

From Fall 2019 through Spring 2020, The Hunt Institute released a series of policy briefs, &quot;Attainment for All: Postsecondary Pathways,&quot; that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including high school graduates, first-generation students, and adult learners. Building upon the momentum of this series, the higher education team at The Hunt Institute has authored a follow-up series of briefs that further explore the intersection between equity and efforts to raise postsecondary attainment rates. This brief is the first of the three-part &quot;Attainment for All: Postsecondary Pathways&quot; follow-up series. This brief explores the idea of embedding equity across the education continuum to boost postsecondary attainment, identifies barriers to achieving equity, and includes examples of states' work to ensure equity across the education continuum. [For the second brief, see ED599442. For the third brief, see ED599443.]
The COVID Constituency: Emerging Priorities for Education Leaders
Author: Wise, Bob
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Change,Educational Policy,Educational Improvement,Public Opinion,Public Support,Individualized Instruction,Social Emotional Learning,Access to Computers,Early Childhood Education,Higher Education,Career Planning,Educational Finance,Federal Aid

The COVID Constituency, comprising a growing movement of parents, teachers, students, education leaders, and organizations, desires systemic changes in education, rather than a reversion back to the pre-pandemic system. As state and district policymakers consider how they want to use their federal dollars for education transformation, it is imperative that they tap into the experiences and priorities of the communities that have the most at stake. The COVID Constituency seeks to collect firsthand experiences, perceptions, and priorities from students, parents, and teachers, and then translate them into actionable policies that will fundamentally change education for the better. This report anchors this work, providing an initial landscape of existing education opinion surveys conducted since the start of the pandemic and identifying clear and significant public support for bold education initiatives. The report introduces the COVID Constituency and discusses the inadequacies and widening chasms of the pre-pandemic education system; the concerns and priorities of the new movement; and planning and funding considerations for bold change.
Closing the Digital Divide: Strategies to Connect Students &amp; Families. The COVID Constituency
Author: Wise, Bob
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Access to Computers,Disadvantaged,Educational Technology,Barriers,COVID-19,Pandemics,Electronic Learning,Federal Aid,Socioeconomic Status,Racial Differences,Ethnicity,Geographic Location,State Policy,Internet,Public Policy

For many Americans across racial groups, income tiers, and geographic regions, differences in access to internet connectivity and technology resources -- also known as the &quot;digital divide&quot; -- remains a critical barrier for many students and families, especially during the COVID-19 pandemic. Challenges with digital access has translated into students missing lessons, being unable to access materials, and struggling to complete assignments. Even as students have returned to the classroom, school curricula will continue to become increasingly digital, and it will be critical for policymakers at all levels to leverage the momentum surrounding the digital divide to ensure that no student is left offline. This report provides a background on the digital divide, reports on how states are using federal relief dollars to address the digital divide, and offers recommendations and policy considerations.
Human Capital for the 21st Century: Aligning Education with Future Workforce Needs. The COVID Constituency
Author: Wise, Bob
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Human Capital,Alignment (Education),Labor Force Development,Labor Needs,Labor Market,Career Development,Career Readiness,Federal Legislation,Labor Legislation,Vocational Education,Educational Legislation,Federal Aid,State Aid,Partnerships in Education,Occupational Clusters,Job Skills,Work Experience Programs,High Schools,Postsecondary Education,Labor Turnover,Demand Occupations

Many have called for greater alignment between education systems and the workforce, more equitable access to career-oriented experiences, and new policy approaches that will enable all individuals to successfully enter and thrive in the evolving labor market. Overall, education leaders at all levels must commit to new policy solutions that offer early exposure and access to career-oriented experiences for students and adults, encourage localized partnerships between education systems and industries, and address retention challenges in high-demand fields. This report looks to the future of the workforce, recent efforts to improve workforce development, and policy considerations.
Dolly Parton&apos;s Imagination Library and Elementary Academic Success in Arkansas
Author: Walker, Jake
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Nonprofit Organizations,Program Effectiveness,Elementary School Students,Academic Achievement,Kindergarten,Grade 3,School Holding Power

This report finds that participation in Dolly Parton's Imagination Library (DPIL) has a number of short term and sustained benefits for students, regardless of family income level. DPIL participation was associated with lower retention rates in kindergarten, 3rd grade, and at any point from kindergarten through 3rd grade. Participants in DPIL also showed statistically significant advantages on measures of elementary academic success including the Qualls and ACT Aspire proficiency tests.
Whole Child Education: Supporting Students&apos; Learning and Development. The COVID Constituency
Author: Wise, Bob
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Holistic Approach,Teaching Methods,Child Development,Well Being,Student Needs,Educational Policy,Mental Health Programs,COVID-19,Pandemics,State Policy,Individualized Instruction

As the country continues to transition into a new normal because of the the COVID-19 pandemic, it is critical that schools and educators adopt a &quot;whole child&quot; approach to education, incorporating teaching methods that account for the ways that children grow and learn in their relationships, identity, emotional understanding, and overall wellbeing. Whole child education helps students prepare for the challenges and opportunities of today and the future by addressing students' comprehensive needs through the shared responsibility of students, families, schools, and communities. This report lays out the tenets of whole child education, the current state of whole child education, and policy considerations.
A Spotlight on Professional Development in Head Start: FACES Spring 2017. Research Brief. OPRE Report 2019-75
Author: Harding, Jessica F.
Date: 2019-06-00
Type: Reports - Research
Subjects: Faculty Development,Federal Programs,Social Services,Low Income Students,Early Childhood Teachers,Coaching (Performance),Evaluation Methods,Curriculum Implementation,Administrators,School Personnel

This research brief describes the professional development (PD) experiences of Head Start staff (program directors, center directors, teachers, and other staff), using nationally representative data from the spring 2017 round of the Head Start Family and Child Experiences Survey 2014-2018 (FACES 2014). First we describe the landscape of PD for a variety of staff in Head Start. Next, we describe two specific types of PD that support classroom quality improvements: (1) coaching; and (2) assessment and curriculum support. We also examine whether selected PD supports vary by program agency type, program size, teacher experience, and teacher education.
Improving the Transition to College: Estimating the Impact of High School Transition Courses on Short-Term College Outcomes. CCRC Working Paper No. 86
Author: Pheatt, Lara
Date: 2016-03-00
Type: Reports - Research
Subjects: College Bound Students,Transitional Programs,College Preparation,College Mathematics,College English,Outcomes of Education,Computer Assisted Testing,Academic Achievement,Failure,Scores,Standardized Tests,Enrollment Influences,High School Seniors

Many recent high school graduates remain inadequately prepared for college and are required to enroll in remedial or developmental education courses in mathematics or English upon enrollment in college. High rates of college remediation are associated with lower progression and college completion rates. To address this problem, some states, districts, and individual high schools have introduced &quot;transition courses&quot; to prepare students for college-level math and English coursework. Transition courses are typically offered to high school seniors who have been assessed as being underprepared for college math or English. This study uses a regression discontinuity design to estimate the effect of participation in a mathematics transition course on college-level math outcomes in West Virginia for the 2011-12 and 2012-13 high school senior cohorts. Our findings suggest that, among students who scored very close to the cutoff score on an assessment used to decide what students took the course, the math transition course had no statistically significant effect on improving college readiness (as measured by exemption from remedial education upon college entry due to a passing score on a placement test) and in fact had a negative impact on students' likelihood of passing a college gatekeeper math course. Possible explanations for these outcomes include that (1) the transition course may have displaced traditional senior-year courses that were in practice more rigorous than the transition course or that provided positive impacts from inclusion of higher performing peers, and that (2) the transition course curricula may not have been well aligned to the skills required for success on the COMPASS placement test. Most students who took the transition course did not pass the COMPASS, which was taken at the conclusion of the course. The specific math course studied is no longer offered; math transition courses in West Virginia now use a different curriculum.
Student Achievement Gaps and the Pandemic: A New Review of Evidence from 2021-2022
Author: Cohodes, Sarah
Date: 2022-08-00
Type: Information Analyses
Subjects: Academic Achievement,Achievement Gap,Pandemics,COVID-19,Elementary Secondary Education,Student Needs,Age Groups,Low Income Students,Minority Group Students,Distance Education,Attendance,Enrollment Trends,Outcome Measures,Outcomes of Education

This is Center on Reinventing Public Education (CRPE)'s second consensus panel report on the pandemic and delays in students' learning. Based on the evidence available a year ago, CRPE reported the average K-12 student in America mastered less academic content due to the pandemic and associated disruptions to schooling. Negative impacts were generally larger in math than in reading, substantial across all grade levels, larger where students had less access to in-person instruction, and larger for Black, Hispanic, and low-income students. This year's report, based on 23 studies published since last July, offers even stronger evidence of the pandemic's negative consequences for student growth and development. The pauses to in-person schooling and related changes in family and community life over the past year continued to interrupt most children's academic growth, but the consequences are not evenly distributed. Children whose schools were closed the longest had their learning interrupted the most--and most often, that affected low-income children and children of color in big cities. In 2022 as in 2021, the authors aim to present a coherent baseline of what is known, unknown, and needs to be known at this stage of the pandemic--and the beginning of a recovery from the pandemic. These reports are designed to help system leaders, community leaders, policymakers, researchers, philanthropies, the media, and others to define ambitious goals and clear metrics that ensure our education system meets every student's needs over the coming years. [This report is an update to &quot;How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date&quot; (ED614130).]