ethanporcaro/eric-fulltext-meta huggingface dataset:
California&apos;s Positive Outliers: Districts Beating the Odds. Positive Outliers Series
Author: Podolsky, Anne
Date: 2019-08-19
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Family Income,Educational Attainment,Parent Background,Predictor Variables,Teacher Certification,Teacher Competencies,Correlation,Teaching Experience,Teacher Qualifications,African American Students,Hispanic American Students,White Students,Standardized Tests,Employment Level,Teacher Student Ratio,National Surveys

The explosion of knowledge and the growing complexity of modern life are changing expectations for what young people need to learn and be able to do. Success in the 21st century does not depend solely on what people know, but also on what they can do with what they know. In this report, the authors summarize the results of a quantitative analysis that identifies districts in which students of color, as well as their White peers, have demonstrated extraordinary levels of academic achievement, measured by California's new assessments in English language arts and mathematics, taking into account race and family income and education levels. These results show, for the first time, which California districts and communities appear to have best supported the academic achievement of students in the first 3 years of the new assessments, controlling for the socioeconomic status of families in each district. The authors also examine some of the factors associated with their success. They find that, aside from socioeconomic status, a major predictor of student achievement is the preparedness of teachers. The proportion of teachers holding less than a full credential (i.e., an intern credential, temporary or short-term permit, or waiver for their teaching position) shows a strong negative association with student achievement for all student groups. In addition, teachers' average experience levels are positively associated with achievement for African American and Hispanic students. The authors recognize that these teacher qualifications are also associated with other variables that influence staff recruitment and retention and may signal broader differentials in teaching and learning conditions. California districts that have been able to find and keep fully prepared teachers have supported stronger student achievement for African American and Hispanic students as well as for White students. The analysis proceeds in two parts. In the first part, the authors identify the California districts that have been particularly successful at supporting the achievement of African American, Hispanic, and White students. The second part of the analysis examines the factors that predict student achievement for African American, Hispanic, and White students at the district level. [For the research brief &quot;California's Positive Outliers: Districts Beating the Odds. Research Brief. Positive Outliers Series,&quot; see ED610888.]
Gridley Unified School District: Positive Outliers Case Study. Positive Outliers Series
Author: Burns, Dion
Date: 2019-09-06
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Predictor Variables,Correlation,African American Students,Hispanic American Students,White Students,Standardized Tests,Elementary Schools,English Language Learners,Common Core State Standards,Administrative Organization,Equal Education,Professional Development,Special Needs Students,At Risk Students,Values,Objectives,Administrators,Personnel Selection,Employment Qualifications,Teacher Competencies,Administrator Qualifications,Principals,Central Office Administrators,Instructional Leadership,Teacher Leadership,Barriers,Family Involvement

Gridley Unified School District serves just over 2,000 students across five schools in a small rural town in the upper Sacramento Valley. The median annual household income in Gridley is just over 60% of the state average. Gridley Unified is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California's mathematics and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within Gridley Unified that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this case study describes key factors that helped support student success in Gridley Unified.
Chula Vista Elementary School District: Positive Outliers Case Study. Positive Outliers Series
Author: Hernández, Laura E.
Date: 2019-09-06
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Predictor Variables,Correlation,African American Students,Hispanic American Students,White Students,Standardized Tests,Elementary Schools,English Language Learners,Common Core State Standards,Administrative Organization,Equal Education,Professional Development,Special Needs Students,At Risk Students,Values,Objectives,Administrators,Personnel Selection,Employment Qualifications,Teacher Competencies,Administrator Qualifications,Principals,Central Office Administrators,Instructional Leadership,Teacher Leadership,Barriers,Family Involvement

Sitting just north of the U.S.-Mexico border, the Chula Vista Elementary School District (CVESD) supports teaching and learning in California's largest elementary school system. Across its 47 schools, CVESD educators serve over 30,000 students each day, 90% of whom are students of color and over one third of whom are English learners. CVESD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within CVESD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this case study describes key factors that enabled student success in CVESD.
Clovis Unified School District: Positive Outliers Case Study. Positive Outliers Series
Author: Talbert, Joan E.
Date: 2019-09-00
Type: Reports - Research
Subjects: School Districts,Human Capital,Common Core State Standards,Educational Change,Curriculum Development,Faculty Development,Capacity Building,Educational Improvement,Summer Programs,After School Programs,Intervention,Elementary Secondary Education

Clovis Unified School District (USD) serves about 43,000 students in a city just northeast of Fresno. The district is diverse, serving sizeable groups of Latino/a and Hmong students, and 40% of students are eligible for free or reduced-price lunch. The district's proportion of English learners is below the state average, but students are linguistically diverse, coming from families who speak Spanish, Hmong, Punjabi, or Arabic at home. Clovis USD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students all did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study complements the research series by describing the critical practices and policies within Clovis USD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interview, documentary, and observational evidence, this case study describes the key factors that helped support student success in Clovis USD.
Hawthorne School District: Positive Outliers Case Study. Positive Outliers Series
Author: Allbright, Taylor N.
Date: 2019-09-03
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Predictor Variables,Correlation,African American Students,Hispanic American Students,White Students,Standardized Tests,English Language Learners,Common Core State Standards,Administrative Organization,Equal Education,Professional Development,Special Needs Students,At Risk Students,Values,Objectives,Administrators,Personnel Selection,Employment Qualifications,Instructional Leadership,Barriers,Family Involvement,Elementary Secondary Education,Educational Environment,Trust (Psychology),Interpersonal Relationship,Leadership Responsibility,Capacity Building,Teaching Methods,Asian American Students,Pacific Islanders,Alignment (Education),Social Emotional Learning,Well Being,Positive Behavior Supports,Culturally Relevant Education,Trauma,Enrollment Trends

Serving a working-class suburb of the Los Angeles metropolitan area, the Hawthorne School District (HSD) is a small district with 11 schools: seven elementary schools, three middle schools, and one dependent charter high school. HSD's students are predominantly from low-income families (87%). Most students (71%) are Latino/a and about fifth (21%) are African American, with smaller numbers of Asian, Filipino, Pacific Islander, and White students. HSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study, which sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California's math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study complements the research series by describing the critical practices and policies within HSD that have promoted student learning, especially among students of color, in the context of the Common Core State Standards (CCSS) and the deeper learning they seek to foster. Through an analysis of interviews and documents, this case study describes key factors that participants described as central to the district's success.
2020 Policy Paper on Public Responsibility, Financing and Governance of Higher Education
Author: European Students' Union (ESU) (Belgium)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Governance,Educational Finance,College Administration,Institutional Autonomy,Academic Freedom,Integrity,Intellectual Property,Sustainable Development,Civil Rights,Citizenship Education,Artificial Intelligence,Learning Analytics,Privacy,Commercialization,School Business Relationship,Internship Programs,Global Approach,International Trade,Financial Support,Student Participation,College Students,Teaching Conditions,Committees,Ombudsmen,Leadership,Training,Foreign Countries

This Policy Paper aims at analysing the most important aspects of Public Responsibility, Financing and Governance of Higher Educations while seeking to formulate a students perspective on the state of play within the European Higher Education Area (EHEA). In doing so it touches upon the very foundation of how and in which socio-political environment educational systems and higher education institutions work nowadays. The European Students' Union (ESU) believes that open access to all levels of education is the cornerstone of a socially, culturally and democratically inclusive society, and a prerequisite for individual and societal development and well-being. ESU sees higher education as a human right, which is guaranteed in the Universal Declaration of Human Rights and the International Covenant on Economic, Social and Cultural Rights. How education is seen in society, how it is funded and how it is governed are tightly interlinked areas. This policy paper focuses on: (1) Public responsibility of higher education (fundamental values; institutional autonomy and academic freedom; academic integrity; intellectual property; education for sustainable development; human rights and democratic citizenship education; digitalization, artificial intelligence, learning analytics and privacy; commodification; partnerships between higher education institutions and industry; internships; and internationalisation and international trade); (2) Financing of higher education (financing of higher education; the funding gap; optimisation of funding of higher education institutions; performance based funding; and education free of tuition fees); and (3) Governance of higher education (students participation; working conditions of academic staff; committees and ombudsmans and leadership, intersectionality and training). [For the 2016 version, see ED587168.]
Building a System of College and Career Pathways in New Mexico
Author: Hoachlander, Gary
Date: 2021-02-19
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Vocational Education,Secondary Education,Postsecondary Education,Core Curriculum,Work Experience Programs,Alignment (Education),Curriculum Development,College Preparation,Educational Policy,State Policy,Sequential Approach,Dual Enrollment,Evidence Based Practice,Capacity Building,Distance Education,COVID-19,Pandemics,State Standards,Access to Education,Equal Education,Educational Assessment,Graduation Requirements,Educational Finance,Demonstration Programs

The Learning Policy Institute (LPI) conducted research in New Mexico to provide state leaders and stakeholders a research perspective on the challenges facing education and to identify evidence- based ways that state policy can address them. This report complements the main report, &quot;Improving Education the New Mexico Way: An Evidence-Based Approach,&quot; (ED610898) and is one of a series stemming from this research. It focuses on developing high school pathways that integrate college and career preparation and combine classroom and work-based learning to make high school more engaging and relevant, while also advancing opportunities to develop high-level cognitive skills in the core academic disciplines. This report offers both short- and long-term recommendations intended to build on New Mexico's recent efforts to expand career and technical education (CTE). These recommendations focus on making CTE a fundamental part of secondary and postsecondary education in New Mexico by creating a system of college and career pathways that integrate CTE and core academic curriculum, combine classroom and work-based learning, and align secondary and postsecondary programs to prepare all students for postsecondary education and career success. [For &quot;Improving Education the New Mexico Way: Summary Report,&quot; see ED610899. For &quot;Community Schools the New Mexico Way,&quot; see ED610897.]
Community Schools the New Mexico Way
Author: Oakes, Jeannie
Date: 2021-01-12
Type: Reports - Descriptive
Subjects: Community Schools,Evidence Based Practice,State Policy,Educational Policy,Educational Improvement,COVID-19,Pandemics,Poverty,School Community Relationship,Barriers,Intervention,Low Income Students,Program Effectiveness,Educational Finance

For more than a year, the Learning Policy Institute (LPI) conducted research in New Mexico, including interviews, site visits, document review, and new analyses of data provided by the New Mexico Public Education Department (NMPED). The purpose of the study was to provide New Mexico leaders a research perspective on the challenges facing education and identify evidence-based ways that state policy can address them. This report is part of a series for helping New Mexico leaders focus on both short-term and long-term improvement as the state recovers from the COVID-19 setbacks. This report focuses on community schools as an evidence-based approach that can help the state improve the educational success of New Mexico children growing up in poverty, even as the state recovers from the COVID-19 crisis. A community schools approach involves schools partnering with the local community to provide high-quality teaching and learning and additional resources and supports to help mitigate the barriers to school success that poverty erects. This report lays out the state's clear need for a community schools approach, provides the evidence base for its effectiveness, and describes the state's first steps in this direction. The report concludes with specific recommendations for accelerating progress toward making community schools available to students from low-income families at scale across the state. [For the main report, &quot;Improving Education the New Mexico Way: An Evidence-Based Approach,&quot; see ED610898. For &quot;Improving Education the New Mexico Way: Summary Report,&quot; see ED610899. For &quot;Building a System of College and Career Pathways in New Mexico,&quot; see ED610896.]
Improving Education the New Mexico Way: An Evidence-Based Approach
Author: Oakes, Jeannie
Date: 2020-11-20
Type: Reports - Research
Subjects: Educational Improvement,Evidence Based Practice,Educational Policy,State Policy,COVID-19,Pandemics,Community Schools,Educational Finance,Educational Equity (Finance),State Aid,Capacity Building,Educational Quality,Poverty,Accountability,Equal Education,Educational Change,Student Educational Objectives,Teacher Supply and Demand,Teacher Shortage,Teacher Recruitment,Elementary Secondary Education,Expenditure per Student

For more than a year, the Learning Policy Institute (LPI) conducted research in New Mexico, including interviews, site visits, document review, and new analyses of data provided by the New Mexico Public Education Department (NMPED). The purpose of the study was to provide New Mexico leaders a research perspective on the challenges facing education and identify evidence-based ways that state policy can address them. The central finding is that key to system improvement is recognizing that students who face barriers to school success--including poverty and systemic racism--are not exceptions in New Mexico; rather, they are the norm. Accordingly, the state must design a system that places these students at the center and builds the state and local capacity to meet their diverse needs. Prior to COVID-19, the state had taken promising steps toward such a system. Together, the Office of the Governor, the New Mexico Legislature, advocates, and educators began moving toward a stronger system. The pandemic now threatens this progress, and the most vulnerable children are experiencing the direst effects. This main report is part of a series for helping New Mexico leaders focus on both short-term and long-term improvement as the state recovers from the COVID-19 setbacks. It focuses on system changes at the state level that can enable and support local improvement across New Mexico's diverse communities and schools. For the near term, the authors identify what can be done without a large infusion of new funds. State policymakers, together with leaders from education, business, non-profits, and tribal governments can begin with these near-term steps as they work to create a coherent, post-COVID-19 approach to deep and lasting improvement in New Mexico schools. [For &quot;Improving Education the New Mexico Way: Summary Report,&quot; see ED610899. For &quot;Building a System of College and Career Pathways in New Mexico,&quot; see ED610896. For &quot;Community Schools the New Mexico Way,&quot; see ED610897.]
Improving Education the New Mexico Way: Summary Report
Author: Oakes, Jeannie
Date: 2020-11-20
Type: Reports - Descriptive
Subjects: Educational Improvement,Educational Policy,State Policy,Evidence Based Practice,COVID-19,Pandemics,Barriers,Poverty,Racial Bias,Capacity Building,Educational Change,Educational Quality,Student Educational Objectives,Critical Thinking,Creative Thinking,Skill Development,Culturally Relevant Education,Social Emotional Learning,Public School Teachers,Teacher Supply and Demand,Community Schools,Educational Equity (Finance),Educational Finance,State Aid,Elementary Secondary Education

For more than a year, the Learning Policy Institute (LPI) conducted research in New Mexico, including interviews, site visits, document review, and new analyses of data provided by the New Mexico Public Education Department (NMPED). The purpose of the study was to provide New Mexico leaders a research perspective on the challenges facing education and identify evidence-based ways that state policy can address them. This report is part of a series for helping New Mexico leaders focus on both short-term and long-term improvement as the state recovers from the COVID-19 setbacks. The central finding is that key to system improvement is recognizing that students who face barriers to school success--including poverty and systemic racism--are not exceptions in New Mexico; rather, they are the norm. Accordingly, the state must design a system that centers these students and builds the state and local capacity to meet their diverse needs. This report provides a summary of &quot;Improving Education the New Mexico Way: An Evidence-Based Approach&quot; (ED610898) which provides a road map to help New Mexico leaders focus on long-term improvement as the state recovers from the COVID-19 setbacks. For the near term, the authors identify what can be done without a large infusion of new funds. State policymakers, together with leaders from education, business, nonprofts, and tribal governments, can begin with these near-term steps as they work to create a coherent post-COVID-19 approach to deep and lasting improvement in New Mexico schools. [For &quot;Building a System of College and Career Pathways in New Mexico,&quot; see ED610896. For &quot;Community Schools the New Mexico Way,&quot; see ED610897.]