ethanporcaro/eric-fulltext-meta huggingface dataset:
Executive Summary -- The Key Findings from The EVALUATE European Policy Experiment Project on The Impact of Virtual Exchange on Initial Teacher Education
Author: Baroni, Alice
Date: 2019-03-14
Type: Reports - Descriptive
Subjects: Student Teachers,Preservice Teacher Education,Foreign Countries,Intercultural Communication,Interpersonal Competence,Exchange Programs,International Educational Exchange,English (Second Language),Second Language Learning,Videoconferencing,Instructional Effectiveness,Second Language Instruction,Computer Mediated Communication

This executive summary presents the main findings from the EVALUATE European Policy Experiment Project. The EVALUATE project was a European policy experimentation funded by the European Commission's Erasmus+ programme (EACEA/34/2015). The aim of policy experimentations is to assess the effectiveness and potential scalability of innovative policy measures through experimental or semi-experimental approaches. This particular European policy experimentation evaluated the impact of the telecollaborative model of virtual exchange on student teachers involved in initial teacher education (also referred to as 'pre-service' education) in European countries and regions. [To read the full report, &quot;Evaluating the Impact of Virtual Exchange on Initial Teacher Education: A European Policy Experiment,&quot; see ED593741.]
Prevention for Schools and School Districts. Prevention Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Prevention,Schools,School Districts,School Safety,Planning,Emergency Programs,School Community Relationship,School Security,Teamwork,Cooperative Planning

School preparedness is strengthened by prevention, protection, mitigation, response, and recovery activities (also known as the five preparedness mission areas). This fact sheet describes what prevention is, how prevention is connected to the other preparedness missions, what prevention efforts planning teams may want to consider, and how prevention activities can be integrated into planning efforts; additional resources are provided, as well.
Miami-Dade County Public Schools: 2017-2018 Student Performance in the International Baccalaureate Program. Research Brief. Volume 1804
Author: Blazer, Christie
Date: 2018-10-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Public Schools,High School Students,Racial Differences,Ethnicity,Scores,Exit Examinations

This Research Brief summarizes the performance of Miami-Dade County Public Schools (MDCPS) students participating in the International Baccalaureate (IB) program. The IB program was offered at six M-DCPS high schools in 2017-2018. Over 3,000 examinations were taken by M-DCPS students in 27 subject areas in 2017-2018. The number of IB examinations taken in M-DCPS decreased by eight percentage points from 2016-2017 to 2017-2018. The District's Hispanic students took 68% of all IB examinations in 2017-2018. From 2016-2017 to 2017-2018, the percentage of examinations taken by Hispanic and Black students increased, the percentage of examinations taken by White students decreased, and the percentage of examinations taken by students classified as &quot;Other&quot; (Alaskan Native, American Indian, Asian, Pacific Islander, and Multiracial categories) remained stable. Overall, the percentage of IB examinations receiving passing scores remained stable at 80% from 2016-2017 to 2017-2018. At the conclusion of the 2017-2018 school year, 77% of eligible MDCPS students received IB diplomas, an increase of six percentage points from 2016-2017.
The Efficacy of Placing Students with Autism Spectrum Disorder in Inclusive Classrooms. Information Capsule. Volume 1802
Author: Blazer, Christie
Date: 2018-09-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Student Placement,Inclusion,Program Effectiveness,Social Development,Academic Achievement,Environmental Influences,Mainstreaming,Regular and Special Education Relationship,Barriers,Teacher Competencies

This Information Capsule reviews the research conducted on outcomes associated with placing students with Autism Spectrum Disorder (ASD) in inclusive classrooms. Key findings include: (1) studies comparing the academic and social outcomes of students with ASD placed in inclusive versus segregated special education classrooms have produced mixed results; (2) research conducted on the impact of inclusive classrooms on nondisabled students' academic and social outcomes has produced inconsistent findings; (3) inclusion works for some but not all students with ASD; (4) physical integration of students with ASD and nondisabled students in inclusive classrooms alone may not be enough to produce positive outcomes; and (5) the biggest challenge is providing teachers with enough training and support.
Middle School Redesign. Information Capsule. Volume 1803
Author: Blazer, Christie
Date: 2018-10-00
Type: Reports - Research
Subjects: Middle Schools,Middle School Students,Educational Environment,Educational Change,Best Practices,Developmentally Appropriate Practices,Educational Quality,Student Empowerment,Equal Education,Change Strategies,Design,Planning,Institutional Mission,Curriculum Development,Relevance (Education),Literacy Education,Active Learning,Individualized Instruction,Technology Uses in Education,Elective Courses,Student Evaluation,Data Collection,Data Analysis,Interdisciplinary Approach,Team Teaching,Student Adjustment,Transitional Programs,Disability Identification,Faculty Development,Teacher Collaboration,Student Development,Advocacy,School Counseling,School Schedules,Family Involvement,Student Role

Researchers have found that middle school students undergo developmental changes that require unique educational structures and support. As a result, experts have suggested a number of specific strategies for organizing middle schools in order to best meet students' needs. This Information Capsule summarizes middle school redesign initiatives that are underway across the United States. A summary of research-based best practices in middle school redesign is also provided.
Building Blocks to School Safety: A Toolkit for Schools and Districts for Developing High-Quality Emergency Operations Plans
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: School Safety,Emergency Programs,Elementary Secondary Education,Prevention,Guides,Planning,Check Lists,Marketing,Printed Materials,Information Sources,Accidents,Natural Disasters,Crime,Violence,Disease Control,Faculty Development,Cooperation,Educational Administration,Fire Protection

The nation's schools and school districts are entrusted to provide a safe and healthy learning environment for approximately 55 million elementary and secondary school students in public and nonpublic schools. Families and communities expect schools and school districts to keep children and youths safe from threats, including human-caused emergencies such as crime and violence, as well as hazards like natural disasters, disease outbreaks, and accidents. A high-quality emergency operations plan (EOP) should reflect our national approach to preparedness by incorporating the following five mission areas: (1) prevention; (2) protection; (3) mitigation; (4) response; and (5) recovery. This Toolkit offers a compendium of key resources for practitioners in school emergency management who are interested in gaining an understanding of the federal &quot;Guide for Developing High-Quality School Emergency Operations Plans&quot; (ED571878). It also provides recommendations for creating high quality school EOPs, as well as where to access supplementary resources that can support planning efforts. Contents include: (1) &quot;REMSExpress&quot; (Volume 5, Issue 2, 2014): &quot;Principles for Creating a High-Quality School Emergency Operations Plan&quot;; (2) &quot;REMSExpress&quot; (Volume 5, Issue 4, 2014): &quot;K-12 Six-Step Planning Process&quot;; (3) Six-Step Planning Process Overview; (4) Checklist of Steps in Planning Process; (5) REMS TA Center Marketing Flyer; (6) REMS TA Center Informational Resources for K-12 Schools, by Topic; and (7) EOP ASSIST© Product Description.
Cybersecurity Considerations for K-12 Schools and School Districts. Cybersecurity for Schools Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Computer Security,Information Security,Elementary Schools,Secondary Schools,School Districts,Computer Networks,Emergency Programs,Readiness,Information Storage,Risk Assessment,Planning

Schools (public and nonpublic) and school districts face a myriad of challenging hazards and threats. In addition to natural hazards, technological hazards, and biological hazards, they now have to prepare for human-caused cyber threats. These incidents can be accidental or deliberate and disrupt education and critical operations; expose sensitive personally identifiable information (PII) of students, teachers, and staff; and lead to high recovery costs. This fact sheet focuses on addressing threats to a school's or school district's network and systems also called &quot;cybersecurity&quot; considerations.
Protection for Schools and School Districts. Protection Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: School Safety,Readiness,Emergency Programs,Technical Assistance,Prevention,Planning,Program Implementation,School Policy

Preparing for emergencies is an ongoing process--even if a school (public or nonpublic) is at a high state of readiness for an emergency, there will still be a need for continued security, safety, and emergency management. School preparedness is strengthened by: (1) prevention; (2) protection; (3) mitigation; (4) response; and (5) recovery activities (also known as the five preparedness mission areas). This fact sheet describes: (1) what protection is; (2) how protection is connected to the other preparedness missions; (3) what protection efforts planning teams may want to consider; and (4) how protection activities can be integrated into planning efforts; additional resources are provided.
Charter Public School Funding in Massachusetts: A Primer. Policy Brief
Author: Candal, Cara Stillings
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Charter Schools,Public Schools,Educational Finance,Funding Formulas,Educational Equity (Finance),Tuition,Special Needs Students,Special Education,State Aid,Equal Education,Access to Education,Educational Facilities,Resource Allocation,Expenditures,School Districts

Massachusetts has one of the highest performing yet slowest growing charter school sectors in the nation. Since the Massachusetts Education Reform Act (MERA) included enabling legislation for charter schools in 1993, the Commonwealth has capped the number of charters that can operate, both statewide and in individual districts. The legislature has modestly increased those caps three times, but since 2010, efforts to raise the caps further have failed in the legislature, the courts, and at the ballot box. Efforts to lift or abolish charter school caps have failed for many reasons, but one pervasive criticism stands out as a major culprit: those opposed to lifting charter school caps claim that charters harm districts by draining their operating funds. Few studies empirically support or refute this claim, and the Commonwealth's murky school funding formula complicates any attempt to do so. This brief evaluates Massachusetts' formula for funding public schools, including charter public schools. 25 years after the Massachusetts Education Reform Act, it is time to revisit and modernize the funding formula. To rectify inequities that impact both districts and charters, the authors make the following recommendations: (1) Weight tuition for students with special educational needs; (2) Adjust the state aid formula to ensure that districts with growing enrollment receive state aid to cover the &quot;target share&quot; of the cost for new students; (3) Provide equitable facilities funding for charters, including access to unused public-school buildings; (4) Provide charter school reimbursement to districts within the overall Chapter 70 allocation districts receive; and (5) Consider how reimbursements impact the ability of districts to right-size operations.
The Secret to Sustainable School Transformation: Slow and Steady Wins the Race. Executive Summary
Author: Kim, Juli
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Sustainable Development,Educational Change,School Districts,School Turnaround,Partnerships in Education,At Risk Students,Minority Group Students,Low Income Students,Urban Schools,Educational Quality,Change Strategies,Elementary Secondary Education,Elementary Schools,Educational Finance

Like many large districts in urban U.S. cities, L.A. Unified struggles to produce strong results for all students. On 2015-16 end-of-year state tests, 60 percent of students did not meet state standards in English language arts (ELA). Students fared even worse in math: 70 percent performed below grade level. High-need students are struggling the most: 95 percent of English language learners performed below grade level in both math and ELA; among economically disadvantaged students, 66 percent performed below grade level in ELA and 76 percent in math. Eleven years ago, outcomes for students were even bleaker. A 2006 study found that the district's graduation rate was at 44 percent, placing L.A. Unified sixth from the bottom of the nation's 50 largest school districts in graduation rates. That's when the Partnership for Los Angeles Schools entered the scene. As an independent nonprofit organization with a mission &quot;to transform schools and revolutionize school systems to empower all students with a high-quality education,&quot; the Partnership has worked since 2007 to improve some of Los Angeles' lowest-performing schools and has achieved strong results. The overwhelming majority--about 90 percent of its schools--have improved student outcomes, and 60 percent have improved student outcomes significantly. Most notably, the high schools that joined the Partnership have increased graduation rates to more than 80 percent, on average, with graduation rates at four of the five Partnership high schools exceeding the district rate in 2016. [This report was co-published with the Partnership for Los Angeles Schools. For the full report &quot;The Secret to Sustainable School Transformation: Slow and Steady Wins the Race,&quot; see ED589270.]
Common Core, School Choice &amp; Rethinking Standards-Based Reform. White Paper No. 186
Author: Rebarber, Theodor
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Common Core State Standards,School Choice,Educational Change,Educational Policy,Curriculum Development,Private Schools,Educational Finance,Taxes,Tuition,Private School Aid,Access to Education,Low Income Students,Outcomes of Education,Private Education,Educational History

The Common Core curriculum standards represent the culmination of nearly three decades of federally driven centralization of curriculum--including content, pedagogy, and curriculum-based testing--in American K-12 education. Over the course of this period, decisions moved further away from schools and school systems upward toward higher levels of government. In this report, the authors describe the current clash in the education policy arena between the Scientific Management reform of Common Core curricular standards and the Liberation Management reform of parental school choice. The authors spend much of the first half of the report carefully documenting the development, rise, and recent stumble of curriculum standards-based reform, including of the specific type known as Common Core. Much of the second half of the report describes publicly funded private school choice as an alternative reform to Common Core. The cost of private schooling has remained a burden for many families, however, as a household that chooses to send their child to a private school still has to pay taxes in support of public schools their child is not attending as well as increasingly more expensive private school tuition. Public funding of private school choice represents an attempt to make private schooling options accessible to poor families as well as rich ones. The authors point out that educational freedom counts for something as well, and arguably should count for a lot when evaluating education reforms. When families are free to choose their child's school, public or private, the voluntary associations that result may promote civic comity. [Foreword by Patrick J. Wolf.]
Cybersecurity Considerations for Institutions of Higher Education. Cybersecurity for Higher Ed Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Computer Security,Information Security,Higher Education,Universities,Information Technology,Computer Networks,Readiness,Prevention,Emergency Programs,Compliance (Legal),Planning,Risk Assessment

The ability to securely connect to virtual systems is an important element within a safe and supportive learning environment. This is particularly the case within institutions of higher education (IHEs), where students are increasingly learning in digital formats; faculty, staff, and visitors are constantly accessing and sharing information online; and more infrastructure and facility functions are being managed online. To maintain their collaborative culture, colleges and universities house robust information technology (IT) networks and multilayered infrastructure systems with varied levels of access and connectivity. Unfortunately, this open environment has made IHEs around the world targets in 2017 cyber attacks, including WannaCry (U.S. Computer Emergency Readiness Team [US-CERT], May 2017) and Petya (U.S. Computer Emergency Readiness Team, July 2017), two ransomware attacks that reinforced the need for increased higher ed cybersecurity planning, education, and training. IHEs are not new targets for malicious cyber actors and operations. Research shows that between 2005 and 2014, 562 data breaches were reported at 324 IHEs, with doctoral institutions marking the majority (63 percent) of those reported (EDUCAUSE, 2014). Hacking/malware and unintended disclosures were the most commonly reported breach types within IHEs (U.S. Department of Homeland Security [DHS], 2015). When an IHE is threatened by a cyber attack or threat, the effect goes beyond loss of student and employee personally identifiable information (PII). There can be operational, reputational, and/or financial impacts, as well as national security and privacy concerns, as some IHEs are involved in Federal defense contractor research projects. This is why cybersecurity planning, education, and training are so important in the overall framework of higher ed emergency management and in terms of ensuring compliance with state, local, and Federal laws. This fact sheet discusses: (1) threats facing IHE networks and systems; (2) How cybersecurity relates to emergency operations plans (EOP) development and planning; (3) cybersecurity resources available on Twitter; and (4) Federal and national organizations that support IHEs with cybersecurity.
Housing and Educational Opportunity: Characteristics of Local Schools near Families with Federal Housing Assistance. Civil Rights Research
Author: Ellen, Ingrid Gould
Date: 2018-07-00
Type: Reports - Research
Subjects: Housing,Federal Programs,Public Housing,Neighborhood Schools,Institutional Characteristics,Student Characteristics,Demography,Teacher Characteristics,Low Income Groups,Poverty,Disadvantaged Schools,Racial Differences,African American Students,Hispanic American Students,White Students,Welfare Services

The Housing Act of 1949 espoused the goal of &quot;a decent home and a suitable living environment&quot; for all Americans. Nearly 70 years later, significant strides have been made in improving the quality of American homes, but there continue to be large disparities across income and race, especially with respect to neighborhood environments. These disparities matter: growing research shows that neighborhoods shape children's long-run life chances. This report focuses on neighborhood schools, highlighting disparities between families living in subsidized housing and those who do not. The authors describe the characteristics of the local public elementary schools to which children living in subsidized housing have access, including their student demographics, teacher characteristics and relative proficiency rates. They include all households with children that receive housing assistance from the Department of Housing and Urban Development (HUD) as well as those living in Low Income Housing Tax Credit (LIHTC) developments, for all 50 states and the 100 largest metropolitan areas, updating an earlier Poverty &amp; Race Research Action Council (PRRAC) report that relied on 2008 data. This report compares the profile of the schools accessible to HUD-assisted and LIHTC households in 2016 to the profile of those accessible to other similar households within the same state or metropolitan area. In brief, the authors found that families receiving all four major types of federal housing assistance lived near lower performing and higher poverty schools than other poor families with children as well as other renters with children. Large differences by race within the voucher program were also found, with black and Hispanic voucher holders living near significantly lower performing and higher poverty schools than white voucher holders. Lastly, the authors found large variation across metropolitan areas in outcomes for assisted families.
School Culture and Climate Assessments. Culture and Climate Assessments Fact Sheet
Author: Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Emergency Programs,School Safety,Educational Environment,Interpersonal Relationship,School Culture,Student Motivation,Student School Relationship,Self Esteem,Attendance,Bullying,Academic Achievement,Planning,Teamwork,Evaluation Methods,Test Construction

The &quot;Guide for Developing High-Quality School Emergency Operations Plans&quot; (&quot;School Guide&quot;) defines school climate as &quot;a range of campus conditions, including safety, relationships and engagement, and the environment, that may influence student learning and well-being&quot; (p. 53). School climate is important because its effects are far-reaching. Studies reveal that a supportive and prosocial school climate is positively correlated with a number of traits, including student motivation, feelings of connectedness and engagement with school, student self-esteem, decreased absenteeism, reduced bullying and harassment, and academic performance. To effectively implement strategies to improve school climate, school planning teams must: (1) understand what school climate is determined by; (2) understand how to conduct a culture and climate assessment; and (3) understand how they can use raw data from a culture and climate assessment to make measurable improvements in school climate. This &quot;Culture and Climate Assessments Fact Sheet&quot; begins by looking at impacts on school climate today and methods to measure school climate. It goes on to describe how school climate relates to emergency operations plan (EOP) development and emergency preparedness. The &quot;Fact Sheet&quot; concludes with an annotated list of federal resources that are available to support conducting culture and climate assessments.