ethanporcaro/eric-fulltext-meta huggingface dataset:
Realizing Youth Justice: Advancing Education and Employment through Public Policy and Investment
Author: Bird, Kisha
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Public Policy,Investment,Youth Opportunities,Social Justice,African American Students,African American Education,Change Strategies,Educational Opportunities,Employment Opportunities,Barriers,Racial Discrimination,Developmentally Appropriate Practices,Social Change,Mental Health Programs,State Federal Aid,Governance

Youth of color are full of promise; they are courageous, intelligent, creative, curious, bold, and resilient. An investment strategy placing them at the center and addressing the structural barriers that keep them locked out of social, emotional, and economic prosperity because of their race/ethnicity, gender, and/or zip code is both fiscally responsible and socially responsible. Leaders at all levels and in all sectors--from law enforcement to education and in the public and private sectors--must value the lives of young men and women of color and acknowledge implicit biases that promulgate negative stereotypes. Public policy reforms to expand youth justice and diversion strategies should not be based on a single program model, rather public policy should build the community capacity to create and/or strengthen a comprehensive delivery system for youth, whereby justice, workforce, education, mental health, and community-based partners are indispensable. This paper represents a first step towards a more powerfully linked agenda for justice reform. In particular, the paper proposes policy strategies that envision work and educational opportunities, along with health and mental health supports, as part of the formula needed to dismantle structural barriers that push youth of color out of school and into detention and incarceration; prevent them from obtaining employment and entering careers with family sustaining wages; and lock them perpetually out of opportunity. The goal of this paper is to provide a framework for recommendations to expand youth justice reform and diversion strategies based on these core ideas of education and employment pathways along with health and mental health supports that can prevent youth of color from entering the juvenile or criminal justice system in the first place, and better support them during and after detention, placement, and/or incarceration. The following is appended: National Policy Opportunities in Justice Policy. Contains endnotes. [This paper was authored in partnership with Andrea Amaechi, Nia West Bey, and Wayne Taliaferro.]
Guide to the Competency-Based Learning Survey for Students. REL 2016-165
Author: Ryan, Sarah
Date: 2016-08-00
Type: Guides - Classroom - Learner
Subjects: Competency Based Education,Student Surveys,Student Experience,High School Students,Student Attitudes,Mastery Learning,Individualized Instruction,Student Evaluation,Skill Development,Student Characteristics,Media Adaptation,Data Analysis

Many states are moving away from approaches that base student advancement on credits and &quot;seat time&quot; toward competency-based learning approaches that provide schools with the flexibility to link a student's advancement to mastery of content. Regional Educational Laboratory Northeast &amp; Islands, in partnership with the Northeast College and Career Readiness Research Alliance, has developed a new survey--the Competency-based Learning Survey for Students--to help high schools and school districts collect data on student experiences with competency-based learning. Policymakers and practitioners need this information to improve implementation of and communication about competency-based learning with students. The survey is designed to be administered to students attending high schools in which competency-based learning is being implemented. It collects information on students' beliefs about, exposure to, and understanding of key elements of competency-based learning. These elements include instructional practices that allow students to progress through demonstration of mastery, receive personalized instruction and learning opportunities, demonstrate mastery through flexible assessment, and develop specific skills and dispositions that may be especially critical under competency-based learning. &quot;Developing the Survey&quot; and &quot;Example Figures and Tables&quot; are appended. [This report was produced in collaboration with the Northeast College and Career Readiness Research Alliance.]
Early Head Start Participants, Programs, Families, and Staff in 2014
Author: Mohan, Anitha
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Participant Characteristics,Delivery Systems,Program Descriptions,Teacher Characteristics,Family Characteristics

In 1994, the federal Early Head Start (EHS) program was created to address the comprehensive needs of low-income pregnant women and children under age 3. EHS was launched almost 30 years after Head Start was established in 1965 to serve low-income 3- and 4-year-old children and their families with comprehensive early education and support services. Both programs provide services focused on the &quot;whole child,&quot; including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and referrals; nutritional services; parental involvement activities; referrals to social service providers for the entire family; and mental health services. All Head Start programs are required to complete the Program Information Report (PIR) on an annual basis. This fact sheet uses information reported through the PIR to describe the children and families served in Early Head Start and the services provided to them during the 2013-2014 program year.
Head Start Participants, Programs, Families, and Staff in 2014
Author: Mohan, Anitha
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Preschool Education,Early Childhood Education,Family Programs,Participant Characteristics,Family Characteristics,Teacher Characteristics,Statistical Analysis,Early Intervention,Standards,Children,Federal Programs,Health Insurance

Since 1965, the Head Start program has served low-income 3- and 4-year-old children and their families with comprehensive early education and support services. Programs provide services focused on the &quot;whole child,&quot; including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and referrals; nutritional services; parental involvement activities; referrals to social service providers for the entire family; and mental health services. All Head Start programs are required to complete the Program Information Report (PIR) on an annual basis. The PIR collects data on all children and pregnant women who participate in Head Start at any point during the program year, including those who do not complete the year. This fact sheet uses information reported through PIR to describe the children and families enrolled in the Head Start preschool program and the services provided to them during the 2013-2014 program year.
Migrant and Seasonal Head Start Participants, Programs, Families, and Staff in 2014
Author: Mohan, Anitha
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Migrants,Preschool Education,Participant Characteristics,Early Childhood Education,Family Programs,Teacher Characteristics,Family Characteristics,Statistical Analysis

Migrant and Seasonal Head Start (MSHS) provides child care and other services to migrants to ensure that young children from birth to age 5 are not with their parents in the fields, where they can be exposed to pesticides, hazardous equipment, extreme heat, and other health dangers. MSHS provides services focused on the &quot;whole child,&quot; including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and referrals; nutritional services; parental involvement activities; referrals to social service providers for the entire family; and mental health services. MSHS programs serve children from birth to five years old. All Head Start programs are required to complete the Program Information Report (PIR) on an annual basis. This fact sheet uses information reported through the PIR to describe the children and families served in Migrant and Seasonal Head Start and the services provided to them during the 2013-2014 program year.
$1.2 Billion Investment Needed in 2017 to Implement CCDBG Reauthorization
Author: Center for Law and Social Policy (CLASP)
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Investment,Child Care,Federal Aid,Grants,Educational Quality,Federal Legislation,Access to Education,Low Income Students,Financial Needs,Block Grants,Federal Programs,Family Programs,Welfare Services

The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income families and to improve child care quality for all children. Quality child care enables parents to work or go to school while providing children with safe and enriching environments where they can learn and thrive. The 2014 bipartisan reauthorization of CCDBG aims to increase the health, safety, and quality of child care and make child care assistance a more stable support for families. A new purpose in the law--and a goal shared by many federal and state policymakers--is increasing the number of low-income children accessing quality child care. Implementing new provisions of the law, raising the quality of child care, and helping low-income families access stable child care will require significant new investments in CCDBG. This report briefly presents the following: (1) Spending on child care assistance Is at a 12-year low; (2) The number of children receiving CCDBG assistance is at a 16-year low; and (3) A $1.2 billion investment is needed to implement the law without further reducing access.
Questions to Consider When Reviewing Draft WIOA State Plans. WIOA Game Plan for Low-Income People
Author: Center for Law and Social Policy (CLASP)
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Statewide Planning,State Policy,Labor Force Development,Educational Opportunities,Educational Innovation,Questioning Techniques,Low Income Groups,Career Readiness,Economic Opportunities,Program Improvement,Change Strategies,Program Proposals,Family Programs,Federal Programs,Welfare Services

As states release draft Workforce Innovation and Opportunity Act (WIOA) state plans for public comment, advocates and other stakeholders have an important opportunity to improve them. The Center for Law and Social Policy (CLASP) is offering a list of questions, which is included in this document, to consider when reviewing state plans. These questions will help strengthen the implementation of key provisions of WIOA that can improve economic and career success for low-income youth and adults. While the list includes many topics important to serving low-income people, it is not exhaustive and covers only WIOA titles I and II. Links to additional CLASP resources related to many of the topics are included. It is the hope that this list of topics and related resources will be helpful when reading through a lengthy state plan. It may also serve as a handy guide for searching the text of the plan for key concepts that may be found in multiple sections, such as &quot;career pathways&quot; or &quot;TANF&quot; (i.e., using the &quot;find&quot; or &quot;control + f&quot; function).
College Measures 2-Year and 4-Year Data Tools. Fact Sheet
Author: Institute for Higher Education Policy
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: College Outcomes Assessment,Outcome Measures,Data Collection,Student Characteristics,Educational Improvement,Evidence Based Practice

College Measures was established in 2010 as a partnership between the American Institutes for Research (AIR) and Matrix Knowledge Group (now Optimity Advisors). In 2016, College Measures became fully owned by AIR. It remains focused on using data to drive improvement in higher education outcomes in the United States. This fact sheet presents a summary of the measures included in CollegeMeasures.org: 2-Year College Data Tool and 4-Year College Data Tool's data collection. Text after a measure gives more specific information about the level of detail collected.
Six Strategies for Digital Learning Success. White Paper
Author: Mehta, Samir
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Large Group Instruction,Online Courses,Integrated Learning Systems,Leadership Responsibility,Technology Integration,Program Effectiveness,Program Implementation,Student Centered Learning,Cooperation,Evaluation

Technology has revolutionized corporate learning and leadership development. The number of organizations that use learning management systems is higher than ever before, and thanks to massive open online courses (MOOCs), small private online courses (SPOCS), microlearning, nanolearning, and other new media learning platforms, digital learning and training is at an all-time high. Many learning and leadership development professionals, however, still consider expensive, face-to-face, instructor-led training preferable to digital learning. This paper will explore six strategies from the Center for Creative Leadership (CCL®) that talent leaders can leverage to make digital learning initiatives more effective within their organization. When properly designed, delivered, and evaluated, digital learning initiatives can change a company's corporate culture, improve employee engagement, and increase retention. On the flip side, if done poorly, digital learning initiatives can end up as meaningless corporate activities. The six strategies explored in this paper are addressed under the following headings: (1) Less is More; (2) Support from the Top; (3) Learner-Centered Design; (4) Leaders as Teachers; (5) Learning Partnerships; and (6) What Gets Measured Gets Done.
Listen to Us: Teacher Views and Voices
Author: Rentner, Diane Stark
Date: 2016-05-00
Type: Reports - Research
Subjects: Teacher Attitudes,National Surveys,Public Schools,Public School Teachers,Career Choice,Teaching (Occupation),Barriers,Economically Disadvantaged,Teaching Conditions,Peer Relationship,Educational Change,Participative Decision Making,Teacher Education,Teacher Competencies,Teacher Collaboration,Elementary Schools,Middle Schools,High Schools,College Readiness,Career Readiness,Academic Standards,Mathematics Instruction,Language Arts,Curriculum Development,Educational Assessment,Data Analysis,Alignment (Education),Standardized Tests,State Standards,Test Construction,Time,Teacher Evaluation,Scores,Feedback (Response),Performance Based Assessment

Education policymakers and leaders often say that the opinions and observations of teachers are among the most important information to help explain and understand what is happening in schools. Teachers' voices can inject a sense of classroom and school-level realism into those discussions and add clarity and credibility to issues that are often clouded by competing interests. The Center on Education Policy (CEP), in an effort to gather and amplify teachers' voices about current education issues and their own profession, conducted a national survey of public school K-12 teachers in the winter of 2015-16. The survey focused on a strategic set of issues for policymakers, educators, business leaders, and the public, including teachers' views on their profession, standards, testing, and evaluations. The nationally representative sample surveyed for this report included elementary, middle, and high school teachers of a range of subjects in a variety of communities across the nation. The survey responses presented in the report tell a great deal about how teachers are managing the many changes currently taking place in public schools. The responses portray a profession that is increasingly complex and under pressure: nearly all states have new, more rigorous academic standards in place along with school accountability systems that revolve around student assessment results. Many states also evaluate teachers using student test scores. For many teachers, this recent political and pedagogical upheaval in public education has made the profession more challenging and less rewarding. The survey aimed to learn more about teachers' views on these and other issues. Following Summary and a Commentary, the report is organized into the following sections: (1) The Teaching Profession; (2) Standards and Assessments: Teachers of Math and ELA; (3) Standards and Assessments: Teachers of Other Subjects; (4) Testing Time; and (5) Teacher Evaluation. Key findings appear at the beginning of each part of the report.
Inservice Teachers' Difficulties with and Resistance to Curricular Innovation: A Solution-Finding Report
Author: Temple University, Center on Innovations in Learning
Date: 2016-05-03
Type: Reference Materials - Bibliographies
Subjects: Curriculum Development,Educational Innovation,Educational Change,Resistance to Change,Curriculum Implementation,Barriers,Teacher Attitudes,Bibliographies,Literature Reviews

This Solution-Finding Report provides references and information requested on the topic of inservice teachers finding it difficult to implement, or resisting, curricular innovation. Many of the citations in this bibliography also deal with ways to overcome these difficulties and this resistance. Solution-finding Reports are intended to provide a quick response to the request for information; they are not intended to be a definitive literature survey or synthesis of the topic.
College Measures Economic Success Metrics Project. Fact Sheet
Author: Institute for Higher Education Policy
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: College Outcomes Assessment,Graduate Surveys,Salary Wage Differentials,Educational Benefits,Outcome Measures,Data Collection,Student Characteristics,Success

College Measures was established in 2010 as a partnership between the American Institutes for Research (AIR) and Matrix Knowledge Group (now Optimity Advisors). In 2016, College Measures became fully owned by AIR. It remains focused on using data to drive improvement in higher education outcomes in the United States. Through its Economic Success Metrics (EMS) Project, College Measures assists state agencies in their efforts to make information about the earnings of graduates from their higher education programs publicly accessible. This fact sheet provides a summary of the measures commonly included in College Measures Economic Success Metrics Project's data collection (indicated by a check mark). Text after a measure gives more specific information about the level of detail collected.
Linking the Smarter Balanced Assessments to NWEA MAP Assessments
Author: Northwest Evaluation Association
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Outcome Measures,Tables (Data),Language Arts,English Instruction,Mathematics Tests,Reading Tests,Classification,Scoring Formulas,Scores,Probability,Cutting Scores,Accuracy,Predictive Validity,Equated Scores,Alignment (Education)

Concordance tables have been used for decades to relate scores on different tests measuring similar but distinct constructs. These tables, typically derived from statistical linking procedures, provide a direct link between scores on different tests and serve various purposes. Aside from describing how a score on one test relates to performance on another test, they can also be used to identify benchmark scores on one test corresponding to performance categories on another test, or to maintain continuity of scores on a test after a redesign or change. Concordance tables provide a useful tool for educators, parents, administrators, researchers, and policy makers to evaluate and formulate academic standing and growth. Northwest Evaluation Association™ (NWEA™) is committed to providing partners with useful tools to help make inferences from the Measures of Academic Progress® (MAP®) scores. One important tool is the concordance table between MAP and state summative assessments. Recently, NWEA completed a concordance study to connect the scales of Smarter Balanced Assessment Consortium (Smarter Balanced) English Language Arts (ELA) and Mathematics tests with those of the MAP Reading and MAP for Mathematics assessments. This report presents the 3rd through 8th grade cut scores on MAP reading and mathematics scales that correspond to the benchmarks on the Smarter Balanced ELA and Mathematics tests. Information about classification accuracy of the estimated MAP cut scores is also provided, along with a series of tables that estimate the probability of receiving a Level 3 or higher score on the Smarter Balanced assessments, based on the observed MAP scores taken during the same school year. A detailed description of the data and analysis method used this study is provided in the Appendix.
Enhancing Engagement through Active Student Response
Author: Tincani, Matt
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Learner Engagement,Student Reaction,Responses,Teaching Methods,Evidence Based Practice,Disabilities,Student Participation,Large Group Instruction,Feedback (Response),Summative Evaluation,Visual Stimuli,Oral Language,Peer Teaching,Audience Response Systems,Classroom Environment,Educational Technology

Student engagement is critical to academic success. High-Active Student Response (ASR) teaching techniques are an effective way to improve student engagement and are an important component of evidence-based practice. High-ASR teaching strategies accompany important assumptions: (1) ASR is an alterable variable; (2) teachers can increase ASR in their classrooms; (3) high-ASR strategies facilitate access to the general education curriculum for students with disabilities; and (4) schools can create systems to promote high-ASR techniques. Four high-ASR strategies with substantial empirical support are response cards, choral responding, guided notes, and peer tutoring. Response cards involve students simultaneously writing or selecting a response and then holding up their card on cue from the teacher. Choral responding involves students vocally responding in unison to teacher-presented questions. Guided notes are teacher-prepared handouts that guide a student through a lecture with cues and spaces to write the key facts, concepts, and/or relationships. Peer tutoring is a collection of strategies that employ students as one-on-one teachers of academic content. Research suggests that these techniques not only increase the overall frequency of student responding, but also their correct responding, and in some cases, their accuracy on quizzes and tests, as well as decrease their challenging behavior. Digitally supported strategies, such as student response systems, are also promising techniques to increase student ASR. Key elements to look for in classrooms with high levels of student engagement are classroom organization, whole-class participation, high rates of ASR, teacher feedback, summative evaluation, and systems support. This report provides techniques and strategies to enhance engagement through ASR. Key terms are appended.