ethanporcaro/eric-fulltext-meta huggingface dataset:
50-State Comparison: State Postsecondary Governance Structures
Author: Pechota, Damion
Date: 2020-11-09
Type: Reports - Descriptive
Subjects: Postsecondary Education,Governance,State Policy,Educational Policy,Governing Boards,Higher Education,Comparative Analysis

This interactive resource provides a comprehensive summary of the various entities that make up postsecondary governance ecosystems in each state and the District of Columbia. It also: (1) Focuses on and provides in-depth information about statewide coordinating boards/agencies and governing boards. If statewide boards do not exist, then information is provided for major systemwide coordinating and governing boards; (2) Includes general information about other state higher education entities, such as administrative/service offices, financial aid offices and advisory boards; and (3) Lists other postsecondary system-level governing boards, most multicampus institutional boards and membership organizations. Hyperlinked data tables for 50-state comparisons showing how all states approach governance structures are provided. A specific state's approach can be viewed by going to the individual state profile page.
50-State Comparison: States&apos; School Accountability Systems
Author: Erwin, Ben
Date: 2021-12-08
Type: Reports - Descriptive
Subjects: Accountability,State Policy,Educational Policy,Educational Legislation,Elementary Secondary Education,Federal Legislation,State Legislation,Achievement Rating,Grouping (Instructional Purposes),Educational Quality,Academic Achievement

School accountability systems can serve many purposes, including sharing information, measuring progress toward state and local goals, and supporting greater educational equity. Given the important role accountability systems play in states' education systems, states have taken the opportunity provided by the Every Student Succeeds Act (ESSA) to improve upon their existing systems. This interactive resource captures where state accountability systems are by providing a national overview of these systems as described in state ESSA plans, current state statute and regulation, or other state education agency resources. In some cases, states may operate multiple systems to ensure school quality. Hyperlinked data tables for 50-state comparisons showing how all states approach school accountability are provided. A specific state's approach can be viewed by going to the individual state profile page.
Improving Financial Literacy Skills for Young People: Scaling the Financial Education Program in Jordan
Author: Curtiss Wyss, Molly
Date: 2022-11-00
Type: Reports - Research
Subjects: Foreign Countries,Partnerships in Education,Secondary School Students,Financial Education,Unemployment,Sustainability,Program Implementation,Educational Strategies,Scaling,Financial Support,Banking,Inclusion,Nonprofit Organizations,Laboratories,Teacher Role,Teacher Selection,Teacher Education,Classroom Environment,Financial Literacy

The Center for Universal Education (CUE) at Brookings has been investigating efforts to scale and sustain evidence-based initiatives leading to large-scale improvements in children's learning. CUE has been implementing a series of collaborative action research initiatives called Real-time Scaling Labs (RTSL), in partnership with local institutions in several countries. The goal of these RTSLs is to generate evidence and provide practical recommendations around the process of scaling in global education--encouraging a stronger link between research and practice. This report focuses on one of the scaling labs in Jordan, launched in 2019 in collaboration with the Central Bank of Jordan (CBJ), the MoE, and INJAZ. The lab focused on this partnership-led process of implementing, adapting, and scaling the National Financial Education Program (FEP) in grades 7-12 across the country. While this report is focused on the story of the FEP, it also serves as a case study into larger questions of how an evidence-based initiative can achieve progress toward national sustainable scale, with lessons that are transferable beyond FEP and Jordan. Section one of the report provides a brief background on the case, including an overview of the education ecosystem, movement to promote greater financial inclusion in Jordan, and brief descriptions of key actors and initiatives engaged with FEP. Section two details the story of implementing, adapting, and expanding FEP in Jordan to date--exploring critical factors, opportunities, and challenges related to its design, delivery, financing, and enabling environment. [This report was written with Jenny Perlman Robinson, Maya Elliott, and Omar Qargha. For the Summary Findings, see ED626288.]
50-State Comparison: Transfer and Articulation Policies
Author: Whinnery, Erin
Date: 2022-07-28
Type: Reports - Descriptive
Subjects: Transfer Policy,Articulation (Education),Technical Institutes,Community Colleges,Universities,College Transfer Students,Comparative Analysis,Reverse Transfer Students

Transfer policies and articulation agreements aim to provide seamless transitions between and across technical or community colleges and four-year institutions. While many articulation agreements exist at the institution- or system-level, states are increasingly setting statewide credit transfer requirements, ensuring all students enter their postsecondary career with similar understandings of -- and options for -- success. This interactive comparison reviews four transfer metrics in all 50 states: (1) Common course numbering; (2) Transferable core of lower-division courses; (3) Guaranteed transfer of an associate degree; and (4) Reverse transfer. Hyperlinked data tables for 50-state comparisons showing how all states approach specific policies are provided. A specific state's approach can be viewed by going to the individual state profile page.
Improving Financial Literacy Skills for Young People: Scaling the Financial Education Program in Jordan. Summary Findings
Author: Curtiss Wyss, Molly
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Partnerships in Education,Financial Education,Scaling,Financial Support,Teacher Education,Program Implementation,Banking,Nonprofit Organizations,Sustainability,Secondary School Students,Laboratories,Financial Literacy

The Center for Universal Education (CUE) at Brookings has been investigating efforts to scale and sustain evidence-based initiatives leading to large-scale improvements in children's learning. CUE has been implementing a series of collaborative action research initiatives called Real-time Scaling Labs (RTSL), in partnership with local institutions in several countries. The goal of these RTSLs is to generate evidence and provide practical recommendations around the process of scaling in global education--encouraging a stronger link between research and practice. These summary findings and the accompanying full report (ED626286) focus on one of the scaling labs in Jordan -- launched in 2019 in collaboration with the Central Bank of Jordan (CBJ), the Ministry of Education, and Jordanian nonprofit organization INJAZ. The lab focused on this partnership-led process of implementing, adapting, and scaling the National Financial Education Program (FEP) in grades 7-12 across the country. While the lab has focused on the experience of FEP to date, it serves as a case study into larger questions of how an evidence-based initiative can achieve progress toward national sustainable scale, with lessons that are transferable beyond FEP and Jordan. [This summary was written with Jenny Perlman Robinson, Maya Elliott, and Omar Qargha.]
Dispelling the Myth of Elitism and Establishing the Evidence of Inclusion: A Case of CLIL in Online English Education amid COVID-19 Pandemic
Author: Hu, Hengzhi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Content and Language Integrated Learning,English (Second Language),Electronic Learning,COVID-19,Pandemics,Inclusion,Student Needs,Foreign Countries,Educational Attitudes,Ideology,Undergraduate Students,Student Attitudes

Educational elitism is an issue to be tackled, the necessity of which has already been widely established but reinforced amid COVID-19 pandemic given that learning has been greatly disrupted; elitism in Content and Language Integrated Learning (CLIL) is a matter of debate, the settling of which still awaits more empirical studies in different educational contexts. Conducted in a particular Chinese higher education provider, this mixed-methods study examined the effects of CLIL in an online English teaching programme and indicated that when teaching practices were appropriately designed and enacted in response to learners' differing needs, students of different academic capabilities could make remarkable achievement in both language learning and content learning. This makes a contribution, though small, toward dispelling the myth of elitism in CLIL and establishes some evidence on the promotion of inclusive education in the time of COVID-19 crisis. However, a critical view should be held to elitism in either online education or CLIL with a much wider research agenda in various educational contexts to be explored. [For the complete proceedings, see ED626149.]
New Challenges of Teaching Materials in STEM-Related ESD/SDG Activities in Taiwan
Author: Lee, Lung-Sheng
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Instructional Materials,STEM Education,Sustainable Development,Elementary Secondary Education,International Cooperation,Barriers,COVID-19,Pandemics,Distance Education,Educational Quality,Educational Technology,Foreign Countries

Taiwan has actively taken actions to support the aim of UNESCO's ESD (Education for Sustainable Development) for 2030 as well as SDGs (Sustainable Development Goals), and has to face and solve some emerging challenges that come with progress. This paper firstly introduces the status of STEM-related ESD/SDG Activities, and identifies the following five new challenges in teaching materials for STEM-related ESD/SDG activities: (1) Teachers are not familiar enough with teaching materials in non-specialized fields in cross-field STEM-related ESD/SDG activities; (2) Teachers need to spend too much time transforming ready-made social resources; (3) The ability of primary and secondary school teachers and students to use international teaching materials is often limited due to their language skills; (4) Lack of a comprehensive platform for exchange and sharing of teaching materials; and (5) The COVID-19 pandemic caused emergency remote teaching which suffered from limited quality online teaching materials.
Starting and Sustaining Community Schools: 10 Tips for District Leaders
Author: Jacobson, Reuben
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: School Districts,Superintendents,Community Schools,Instructional Leadership,Educational Strategies,Federal Aid,Grants,State Policy,Administrator Role,School Administration,School Restructuring,Trust (Psychology),School Community Relationship,Community Resources,Strategic Planning,Alignment (Education),Principals,Administrator Attitudes,Communications,Educational Improvement,Sustainability,Educational Legislation,Federal Legislation,Federal Programs,Educational Policy,Elementary Secondary Education

Across the country, school district superintendents are transforming into community school leaders. Responsible for systems of learning that also include school nutrition, bussing, safety, finances, community engagement, and so much more, superintendents recognize that they need a different strategy to effectively address the learning needs of the whole child. Only with a collective approach--one where nonprofit organizations, community members, families, government agencies, institutions of higher education, afterschool programs, museums, faith-based groups, and others can rally around the school and its children--can they successfully create the conditions where children can learn and thrive. Increasingly, district leaders are finding community schools to be the strategy they need and are taking advantage of federal grants and supportive policies in states such as New York, Maryland, Vermont, New Mexico, and California to start and sustain community school initiatives. Given the crucial role played by superintendents, this brief lays out 10 tips for district leaders to effectively start and sustain community schools.
Navigating Political Tensions over Schooling: Findings from the Fall 2022 American School District Panel Survey
Author: Jochim, Ashley
Date: 2023-01-00
Type: Reports - Research
Subjects: Public Schools,School Districts,Political Attitudes,Administrator Attitudes,Administrator Surveys,Race,Gender Issues,Sexual Identity,COVID-19,Pandemics,Controversial Issues (Course Content),Charter Schools,Superintendents,Educational Strategies,Partnerships in Education,Outcomes of Education,Educational Change,Critical Race Theory,LGBTQ People,Teaching Methods,National Organizations,Teaching Conditions,Elementary Secondary Education

Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and COVID-19 have reached a tipping point. According to this report from the Center on Reinventing Public Education and RAND, half of school system leaders say that these disagreements are disrupting schooling. Almost one in three district leaders also said their educators had received verbal or written threats about politically controversial topics since fall 2021. The findings come from surveys issued to 300 district and charter network leaders and interviews with superintendents. Their responses shed light on how political polarization has affected classrooms and how districts are responding. This report presents results from the fall 2022 survey of the American School District Panel (ASDP). The ASDP is a research partnership between RAND and CRPE. The panel also collaborates with several other education organizations, including the Council of the Great City Schools and Kitamba, to help improve outcomes for students throughout the United States.
Innovation and Entrepreneurship Attitudinal Study with Elementary Students
Author: Bailey, Dustin
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Entrepreneurship,Innovation,Student Attitudes,Grade 5,Grade 6,Grade 7,Grade 8,Learning Activities,Outcomes of Education,World Views,Schools of Education,After School Programs,Student Interests,Personality

Academic literature and extensive studies indicate that a small fraction of incoming first-year college or university students have a foundational understanding or appreciation of entrepreneurship. Even fewer have the disposition or inclination to pursue an entrepreneurial path. The purpose of this proposed study is to measure the level of innovative and entrepreneurial (I&amp;E) attitudes in elementary students and assess how nurturing activities over time affect those same students' I&amp;E mindsets. Students will be in the fifth and eighth grades in the public-school systems in Jefferson County, Indiana. The study will use quantitative descriptive and explanation research design and will utilize a control group. This study will investigate the correlation of elementary I&amp;E mindset growth and age appropriate I&amp;E leaning activities in order to actively promote and nurture future entrepreneurial intentionality. Presenters will discuss hypotheses related to how nurturing activities over time affect those students' attitudes towards innovation and entrepreneurial thought. Attendees will have an opportunity to engage with presenters. [For the complete proceedings, see ED626149.]
Strategic Activities to Improve Student Success Rate in Branch Campuses
Author: Albayyari, Jay
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Strategic Planning,Academic Achievement,Multicampus Colleges,Two Year Colleges,Access to Education,College Preparation,Student Adjustment,STEM Education,Remedial Instruction,Academic Advising,Mathematics Instruction,Student Interests,Two Year College Students,Student Attitudes

Branch campuses are the open doors to those who would not otherwise be able to attend college. They are an open-access, four and two-year public regional campus. Because of open access, many students come to the branch campuses academically underprepared, struggle with math and writing deficiencies, and have difficulties acclimating to college. Only small percentage of STEM majors pass their developmental math courses. This paper discusses several strategies designed to help students succeed at branch campuses. [For the complete proceedings, see ED626149.]
Simulation-Based Instructional Materials on Central Dogma of Molecular Biology
Author: Cano, Junar S.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Instructional Materials,Molecular Biology,Science Instruction,Scores,Mastery Learning,Experiential Learning,Teaching Methods,Learning Processes,Genetics,Concept Formation,Scientific Concepts,Instructional Effectiveness,Grade 12,High School Students,Computer Simulation,Student Attitudes,Taxonomy,Foreign Countries,Rating Scales,Computer Software

The essence of Genetics lies in the understanding of the concepts of Central Dogma of Molecular Biology. Although these ideas are fundamental to the field, they are notoriously difficult to understand and visualize. While simulation-based instructional materials are found to improve the teaching-learning process in science education, little has been done to assess their effectiveness in teaching and learning the concepts of Central Dogma of Molecular Biology. Hence, this study aimed to examine the effectiveness of simulation-based instructional materials towards the learning performance of Grade 12 learners on the concepts of Central Dogma of Molecular Biology. This study utilized a mixed-method approach. Results of the pretest and posttest showed that the learners demonstrated from approaching proficiency to advanced mastery level on the concepts of Central Dogma of Molecular Biology. Furthermore, it was revealed that the pretest and posttest mean scores of the learners on the concepts differed significantly (p&lt;0.05). The result of the semi-structured interview revealed that the learners were engaged in experiential learning with the use of simulation-based instructional materials. An action plan was designed based on the study to utilize the simulation-based instructional materials in the teaching-learning process. [For the complete proceedings, see ED626149.]
Different Choices, Equal Chances: Helping High School Students Achieve Success on Their Own Terms. Case Studies in High School Redesign
Author: Chu, Lisa
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: High School Students,School Choice,Rural Schools,Organizational Change,Learning Experience,Student Interests,Student Projects,Active Learning,Interdisciplinary Approach,Career Exploration,Decision Making,College Attendance,Academic Aspiration,Occupational Aspiration,Success,Teacher Attitudes,Administrator Attitudes,Case Studies,Student Attitudes,College Readiness,Career Readiness,Low Income Students,Vocational Education,Employment,Paying for College

Nokomis Regional High School, which draws nearly 600 students from eight different towns in rural Maine, has spent 10 years transforming its instructional model to immerse students in meaningful learning experiences that relate to their interests and passions. Project-based learning, interdisciplinary courses, and career exploration units are designed to help students explore various options and feel secure about their postsecondary choices. As students near graduation in this rural community, some plan to enroll in college, while others envision entering the trades or starting a job. Staff at Nokomis want students to achieve success on their own terms, which means challenging the predominantly college-oriented attitude that persists in high school practice and policy. But many teachers and administrators are still grappling with how to ensure that students choosing different pathways--some involving college, some not (or not yet)--will have an equal shot at long-term success and stability relative to their peers. Some staff think the school should more assertively push students toward college and career options beyond the local rural community. This case wrestles with how high schools can expand students' postsecondary horizons while remaining responsive to their values and interests--especially if those values differ significantly from those of the adults who support them. [For the corresponding Case Studies in High School Redesign, see ED626304 and ED626305.]
From Enrollment to Completion: Supporting Equitable Outcomes in Challenging Coursework. Case Studies in High School Redesign
Author: Madhani, Naureen
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Course Selection (Students),High School Students,Hispanic American Students,English Language Learners,African American Students,School Districts,Disproportionate Representation,Access to Education,College Preparation,Student Centered Learning,Creative Activities,Academic Advising,Enrollment Trends,Equal Education,Outcomes of Education,Advanced Courses,Educational Strategies,Case Studies,Organizational Change,Student Attitudes,Student Characteristics,Institutional Characteristics,College Readiness,Career Readiness

Maloney High School, in Meriden, CT, has made significant strides in increasing underrepresented students' access to challenging courses, with content ranging from college preparation to career-oriented learning. Creative student-and-family-centered strategies, which incorporate quantitative data and individual counseling, have increased awareness of these courses and spurred dramatic enrollment increases among all learners, especially among Black and Latinx/Hispanic students and English Language Learners. Meriden district and school leaders know that equitable access to advanced courses does not always result in equitable outcomes from them. The team is now focused on ensuring that underrepresented students enrolling in these courses have the support to complete and excel in them. This case describes the school's current outreach and support strategies and concludes with important questions for school leaders and design teams seeking to address similar challenges. [For the corresponding Case Studies in High School Redesign, see ED626303 and ED626305.]