ethanporcaro/eric-fulltext-meta huggingface dataset:
Data Quality through Data Integration: How Integrating Your IDEA Data Will Help Improve Data Quality
Author: Sinani, Sara
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Databases,Information Systems,Educational Legislation,Federal Legislation,Students with Disabilities,Data Collection,Information Management,Database Management Systems

High-quality data is essential when looking at student-level data, including data specifically focused on students with disabilities. For state education agencies (SEAs), it is critical to have a solid foundation for how data is collected and stored to achieve high-quality data. The process of integrating the Individuals with Disabilities Education Act (IDEA) data into a statewide longitudinal data system (SLDS) or other general education data system not only provides SEAs with more complete data, but also helps SEAs improve accuracy of federal reporting, increase the quality of and access to data within and across data systems, and make better informed policy decisions related to students with disabilities. Through the data integration process, including mapping data elements, reviewing data governance processes, and documenting business rules, SEAs will have developed documented processes and policies that result in more integral data that can be used with more confidence. In this brief, the Center for the Integration of IDEA Data (CIID) provides scenarios based on the continuum of data integration by focusing on three specific scenarios along the integration continuum to illustrate how a robust integrated data system improves the quality of data. [The Center for the Integration of IDEA Data (CIID) is one of the centers in the Technical Assistance and Dissemination Network (TA&amp;D Network) funded by the Office of Special Education Programs (OSEP).]
Recent Trends in Over-Education by Immigration Status. Analytical Studies Branch Research Paper Series
Author: Hou, Feng
Date: 2019-12-13
Type: Reports - Research
Subjects: Educational Trends,Educational Attainment,Immigrants,Higher Education,Employment Patterns,Incidence,Labor Supply,Education Work Relationship,Academic Degrees,Employees,Foreign Countries

The rapidly growing supply of university-educated workers from both immigration and domestic educational institutions, coupled with relatively slack demand for educated labour, has raised concerns about skill use in the Canadian economy. This study uses census data from 2001 to 2016 to compare trends in over-education among recent immigrants and Canadian-born youth. The study showed that only about one-half of the growth in university-educated workers over this 15-year period was matched with growth in jobs requiring a university education. University-educated recent immigrants became more concentrated in jobs requiring less than a university education. In comparison, Canadian-born youth with a university degree became less likely to work in jobs requiring high school or less education.
Which Individual and School-Level Factors Predict Student Perceptions of the School Climate in a Diverse Sample of Charter Schools throughout the Country? A Working Paper
Author: Buckley, Katie
Date: 2019-06-00
Type: Reports - Research
Subjects: Institutional Characteristics,Predictor Variables,Student Attitudes,Educational Environment,Charter Schools,Elementary School Students,Secondary School Students,School Culture,Learner Engagement,Sense of Community,Student Diversity,School Safety,Teacher Student Relationship,Learning Strategies,Race,Ethnicity,Culturally Relevant Education,Instructional Program Divisions,Teacher Expectations of Students,Student Characteristics

In this study, we examine which student and school characteristics predict students' perceptions of the school climate. Our data come from a survey administered to nearly 3,000 students in grades 4-12 in 18 charter schools throughout the country. The survey asks students about their perceptions of seven distinct aspects of the school's culture and climate: cultural and linguistic competence, learning strategies, rigorous expectations, school safety, sense of belonging, student engagement, and teacher-student relationships. We find substantial &quot;within&quot;-school variation in student perceptions of the school climate, which is explained in part by differences in student race/ethnicity and grade level. This finding suggests that among our diverse sample of charter schools, school climate surveys may be better suited to capture group-level differences in student experiences within a school as opposed to school-level differences. Although there is far less variation in student perceptions of school climate &quot;between&quot; schools, school composition, as measured by the racial/ethnic diversity of the school, is a meaningful predictor of student perceptions of the school's cultural and linguistic competence, student engagement, and sense of belonging. While further analyses are needed, our findings suggest that schools with more diverse student bodies may be better able to foster positive student experiences.
The Scale of Our Investment in Social-Emotional Learning. A Working Paper
Author: Krachman, Sara Bartolino
Date: 2017-09-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Skill Development,National Surveys,Elementary Secondary Education,Teacher Attitudes,Administrator Attitudes,Educational Policy,Educational Assessment,Expenditure per Student,Teaching Methods,Educational Improvement

TransformEd [Transforming Education] conducted a nationally representative survey of teachers, principals, and district leaders to ascertain the amount of time spent in classrooms on social-emotional learning (SEL), the amount of money spent on products and resources related to SEL, and the motivations of various stakeholders for investing in students' social-emotional skills. We found that, as a nation, schools are devoting a total of approximately $21-47 billion per year to SEL in terms of: (1) expenditure on SEL-related products and programs and (2) teacher time focused on SEL.
Launching a Multi-Year Research-Practice Collaborative: Lessons Learned from Year One. A Working Paper
Author: Sadowski, Katherine
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Educational Research,Partnerships in Education,Charter Schools,College School Cooperation,Universities,Administrative Organization,Program Administration,Program Development

Greater Boston is home to a set of charter schools that are among the most successful in the country in improving student academic skills as measured by state tests. These schools are committed to boosting student outcomes and continuously improving through innovation. Greater Boston is also home to research universities that are exploring how students' cognitive and noncognitive skills contribute to their success in school and later in life, how best to measure those skills, and what school-based interventions are effective in building them. The Boston Charter Research Collaborative (BCRC) is a multi-year partnership among these high-performing charter networks, researchers at the Harvard Graduate School of Education (HGSE) and the Massachusetts Institute of Technology (MIT), and Transforming Education (TransformEd) that seeks to conduct rigorous in-school research on measures and interventions that target growth in cognitive and non-cognitive skills over time. Together, researchers and practitioners within the BCRC are working over an initial three-year period to serve as: (1) a source of gold-standard evidence on scalable practices to improve student outcomes within and beyond school; and (2) a model for similar partnerships between practitioners and researchers that efficiently address the education sector's most pressing evidentiary needs. This paper is the first in a series that will share lessons learned from collaborative activities. It focuses on the BCRC's first year and provide recommendations for laying a foundation for a successful collaboration between researchers and practitioners who want to work closely with each other to better understand and support growth and success for all students.
Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills. A Working Paper
Author: Gabrieli, Chris
Date: 2015-12-00
Type: Reports - Research
Subjects: Educational Policy,Interpersonal Competence,Self Control,Academic Achievement,Well Being,Predictor Variables,Job Skills,Graduation Rate,Employer Attitudes,Outcomes of Education,Crime,Health Behavior

This paper summarizes high-quality research findings, which show that intrapersonal and interpersonal MESH [Mindsets, Essential Skills, &amp; Habits] skills, such as self-control and social competence, are well-established predictors of success in academics, career, and well-being. Given the importance of these outcomes and the strength of the existing research, it is time for these competencies to be incorporated effectively into educational policy and practice as complements to existing academic and cognitive goals in order to ensure schooling works to help all students flourish.
Diversity of the Black Population in Canada: An Overview
Author: Maheux, Hélène
Date: 2019-02-27
Type: Reports - Evaluative
Subjects: Foreign Countries,Blacks,Ethnic Diversity,Immigrants,World History,Geographic Regions,Place of Residence,Population Distribution,Population Trends,Age Differences,Gender Differences,Generational Differences,Language Usage,English,French,Native Language,Urban Areas

The Black population has contributed to Canada's heritage since the early 1600s. Black people in Canada have diverse backgrounds and experiences -- while some can trace their roots in Canada for many generations, others have immigrated in recent decades. They have contributed in many ways to the growth, diversity and development of the country. In conjunction with both the United Nations' initiatives for the &quot;International Decade for People of African Descent (2015-2024),&quot; and Black History Month, this portrait aims to highlight the diversity of the Black population in terms of ethnic and cultural origins, places of birth, and languages.
Canada&apos;s Black Population: Education, Labour and Resilience. Ethnicity, Language and Immigration Thematic Series
Author: Do, Deniz
Date: 2020-02-05
Type: Reports - Evaluative
Subjects: Foreign Countries,Blacks,Educational Attainment,Employment Patterns,Income,Family Structure,Socioeconomic Status,Resilience (Psychology),Academic Aspiration,Labor Market,Work Experience,Racial Discrimination,Life Satisfaction,Coping,Gender Differences,Job Satisfaction,Geographic Regions,Statistical Data

This report is part of a series of documents released in conjunction with the United Nations' International Decade for People of African Descent (2015 to 2024) and Black History Month. It aims to provide insight into some of the key socioeconomic characteristics of Canada's Black communities. The first report in this series titled &quot;Diversity of the Black population in Canada: An Overview,&quot; was released in 2019 and highlighted both the demographic characteristics and diversity of this population. Among others, the report demonstrated that the Black population which represents close to 1.2 million people in 2016, is not only diverse, but also young and growing in size. To obtain a more comprehensive portrait of this population, this second report presents indicators related to education, employment, income, family structures and perceptions using data from the census and the General Social Survey (GSS). This report first looks at the education characteristics of the Black population, which are associated with several other aspects of their socioeconomic situation. An analysis of the highest level of educational attainment was disaggregated by sex and immigrant status, followed by data on the educational expectations and aspirations of young Black individuals. The Black population's labour market outcomes are the focus of the second part of this booklet. In addition to employment, unemployment and income indicators, there are also data presented on work experiences, including their perceived experience of discrimination and their level of satisfaction. Information on coping with life's difficulties and perceptions of the future are presented in the third part of this report. Some socioeconomic indicators are then presented for selected census metropolitan areas (CMA), which show that, far from being homogeneous, the situation of the Black population varies greatly from one part of the country to another. [Written in collaboration with René Houle and Martin Turcotte. For &quot;Diversity of the Black population in Canada: An Overview,&quot; see ED605380.]
Making Sense of Social-Emotional Survey Results Using the CORE Districts&apos; Benchmarking Data
Author: Buckley, Katie
Date: 2019-05-00
Type: Reports - Research
Subjects: Student Surveys,State Surveys,Social Development,Emotional Development,Elementary School Students,Secondary School Students,Academic Achievement,Success,Student Needs,Student Attitudes,Benchmarking,Self Efficacy,Self Management,Social Cognition,School Districts,Gender Differences,Racial Differences,English Language Learners,Special Education,Low Income Students

There has been a growing interest among districts and schools to expand their definition of student success to focus on the whole child, yet many still lack the measures needed to prioritize and inform this work. The CORE Districts, a group of districts in California committed to measuring and supporting an expanded definition of student success, have created a survey to identify the social-emotional strengths and needs for students in grades 4-12. This survey asks students about their perceptions of their own growth-mindset, self-efficacy, self-management, and social-awareness. Through Transforming Educations' &quot;resources&quot; and the &quot;Assessment Work Group Assessment Guide,&quot; the survey is freely accessible to any school or district seeking to administer it. In this paper, we provide benchmarking data for this survey, including means and standard deviations by grade-level, subgroup and competency, from nearly half a million students in grades 4 through 12 across the CORE districts, who took the survey in the 2015-16 school year. This data allows practitioners to compare their aggregated data across grade-levels and subgroups for a given scale to the appropriate CORE benchmark data, in order to make inferences about their students' social-emotional competency and mindset development. This paper concludes with three concrete ways that practitioners can use benchmark data to target resources and supports needed most within their schools and districts, based on Transforming Education's work with schools and districts throughout the country.
Working Paper: Measurement Properties of Student Social-Emotional Competency and School Culture-Climate Surveys in the NewSchools Invent Cohort
Author: Buckley, Katie
Date: 2018-10-09
Type: Reports - Research
Subjects: Psychometrics,Psychological Patterns,School Culture,Educational Environment,Academic Achievement,Elementary School Students,Secondary School Students,Test Reliability,Factor Analysis,Test Validity,Outcomes of Education,Measurement Techniques,Item Analysis,Interpersonal Competence,Emotional Intelligence

This study describes the measurement properties of two curated surveys, consisting of previously developed scales, assessing student perceptions of their social-emotional competencies (SEC) and the school culture/climate (CC). The surveys were administered through the Transforming Education/NewSchools Venture Fund partnership that worked with the NewSchools Invent Cohort, a network of 23 schools across 11 states, to expand the definition of student success. The analytic sample for this study includes more than 3,000 students in grades 4 through 12 at 18 schools surveyed in the 2016-17 school year. Using classical test theory as our conceptual and analytic lens, we conducted tests of internal consistency, item discrimination, omit rates, differential item functioning, and exploratory and confirmatory factor analysis. Our findings provide initial evidence of the validity of the survey scores for measuring student perceptions of their SEC and the school CC in the NewSchools Invent schools, suggesting that the surveys are suitable for school and cohort-level decision-making related to students' social emotional competencies and experiences within the school. [Written with Education Analytics.]
Over-Education among University-Educated Immigrants in Canada and the United States. Analytical Studies Branch Research Paper Series
Author: Lau, Yao
Date: 2019-12-03
Type: Reports - Research
Subjects: Immigrants,Educational Background,Educational Attainment,Foreign Countries,Cross Cultural Studies,Supply and Demand,Higher Education,Labor Market,Correlation,Employers,Skilled Workers,Immigration,Public Policy,Individual Characteristics,Occupations,Classification,Comparative Analysis,Employment

This study compares the differences in the mismatch between the education and occupations of immigrants in Canada and the United States, operationalized by over-education. It further explores how the cross-country differences may be related to the supply of and demand for university-educated immigrants and the way they are selected. Using comparable data and three measures of over-education, this study found that university-educated recent immigrants in Canada were much more likely to be overeducated than their U.S. peers. The over-education rate gap between recent immigrants and the native-born was much more pronounced in Canada than in the United States. In addition, while labour market demand was associated with a lower level of over-education in both countries, a greater supply of university-educated recent immigrants was positively associated with a likelihood of over-education among recent immigrants in Canada, but not in the United States. Furthermore, in Canada, the over-education rate was significantly lower among immigrants who were admitted through some form of employer selection (e.g., immigrants who worked in skilled jobs in Canada before immigration) than those who were admitted directly from abroad. Overall, this study provides insight into how the immigration system interacts with broader aspects of the labour market to shape the labour market outcomes of immigrants.
Insights from the Field: Facilitating Dialogue and Learning within a Research-Practice Partnership on Social-Emotional Learning. A Working Paper
Author: Gutierrez, Akira S.
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Educational Research,Partnerships in Education,Charter Schools,Social Development,Emotional Development,Discussion,Data Use,Meetings

The Boston Charter Research Collaborative (BCRC) is a multiyear research-practice partnership (RPP) among six high-performing charter management organizations (CMOs). These organizations combine their expertise to conduct research and improve practice to support the development of students' social-emotional competencies (SEC) and the cognitive skills that are not directly captured by academic assessments. Research suggests that the surveys used to assess students' SEC in the BCRC provide valid reports of student mindsets, skills, and habits. Further, student scores from those SEC surveys are predictive of both academic and behavioral outcomes, suggesting that SEC are important contributors to students' academic success. Considering the promising findings that have emerged thus far from this RPP, this white paper seeks to address challenges common among RPPs, including: (1) finding effective ways to bridge the research-practice gap by building a common language around using new types of data to address urgent problems of practices; and (2) facilitating practitioner-centered dialogue about the data and its implications. The authors found that it is valuable to engage in practitioner-focused conversations that are grounded in data while deeply leveraging practitioners' expertise. Doing so can help researchers and educators collaborate to share actionable insights with one another and identify additional questions that require further exploration.
Skill Utilization and Earnings of STEM-Educated Immigrants in Canada: Differences by Degree Level and Field of Study. Analytical Studies Branch Research Paper Series
Author: Picot, Garnett
Date: 2019-12-13
Type: Reports - Research
Subjects: Foreign Countries,Immigrants,STEM Education,Job Skills,Wages,Educational Attainment,Majors (Students),Academic Degrees,Intellectual Disciplines,College Graduates,Geographic Location,Employment Level

In Canada, immigrants represented more than half of the population in the prime working ages with at least a bachelor's degree in the science, technology, engineering, and mathematics (STEM) fields of study in 2016. They accounted for three-quarters of engineering and computer science graduates with a master's or doctorate degree. This paper examines the skill utilization and earnings of employed STEM-educated immigrants by field of study and degree level. Compared with the Canadian-born with similar levels of education and in similar fields of study, immigrants with a bachelor's degree had considerably lower skill utilization rates and earnings outcomes than those of doctoral degree holders. This is mostly because immigrant doctoral graduates are more likely to be educated in a Western country. By field of study, immigrant engineering graduates, particularly at the bachelor's level, had relatively weaker skill utilization rates and earnings outcomes; immigrant computer science graduates did somewhat better. The slightly more than half of STEM-educated immigrants who did not find a STEM job had the weakest skill utilization rates and earnings outcomes. Much of the gap between the earnings of immigrant and Canadian-born graduates was associated with differences in country of education. STEM immigrants educated in Canada, the United States, the United Kingdom or France had outcomes similar to the Canadian-born.
Schooling during the COVID-19 Pandemic: How Emergency Education Savings Accounts Can Meet the Needs of Every American Child. Issue Brief No. 5047
Author: Burke, Lindsey M.
Date: 2020-03-20
Type: Reports - Descriptive
Subjects: Money Management,Elementary Secondary Education,Access to Education,Home Schooling,Educational Policy,Policy Formation,Tutoring,Educational Technology,Technology Uses in Education,Expenditures,State Programs,Tutors,Special Education,Students with Disabilities,Educational Legislation,Federal Legislation,COVID-19,Pandemics

The coronavirus pandemic is acutely affecting the delivery of K-12 education. As of March 19, 2020, 44 states had closed 104,000 schools, affecting nearly 48 million students, turning millions of families into accidental homeschoolers. This homeschooling trial by fire for families across the United States has hastened the need for district, state, and federal officials to implement policies that can ease the transition to learning at home. In order to address this immediate challenge, policymakers should provide families with emergency education savings accounts (ESAs), in order to enable them to access virtual tutors and to pay for online learning options, so that students can continue learning to the greatest extent possible during this difficult time.