ethanporcaro/eric-fulltext-meta huggingface dataset:
Time to Act: How School Superintendents Keep Equity at the Center of Their Leadership. A Guide for Administrators
Author: Villani, Susan
Date: 2021-01-00
Type: Guides - Non-Classroom
Subjects: Superintendents,Equal Education,Leadership,Educational Planning,Student Needs,Boards of Education,Data Use,Decision Making,Diversity,Inclusion,Goal Orientation,Resource Allocation,Teacher Recruitment,Teacher Placement,Personnel Selection,Administrators,Mentors,Student Placement,Professional Development,Learner Engagement,Educational Environment,Discipline,Parent School Relationship,School Community Relationship,Social Justice,Administrator Responsibility

While school officials are grappling with how to bring students safely back to classrooms during a pandemic and provide them with a quality education, educators and the public are demanding that schools find remedies for systemic educational inequities. How can education leaders keep equity at the center of their own practice and in their districts and schools? In the wake of the national uprising to end police brutality; equity issues are, for an increased number of Americans, top of mind. Superintendents who are dedicated to equity provide leadership and guidance for their colleagues, staff, and constituents to transform beliefs and practice. This resource guide is for leaders who work with a team to move their school system toward more equitable practices. The guide is structured around the many functions of superintendents' leadership, reimagining what it looks like when equity informs all discussions and decisions. Equity must be at the forefront as districts plan how to keep students safe and meet their educational and social-emotional needs.
Long-Lived Consequences of Rapid Scale-Up? The Case of Free Primary Education in Six Sub-Saharan African Countries. Policy Research Working Paper 10310
Author: Filmer, Deon
Date: 2023-02-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Education,Educational Change,Grade 4,Teacher Effectiveness,Teacher Behavior,Teacher Certification,Educational Attainment,Teacher Recruitment,Academic Achievement,Language Tests,Mathematics Tests,Achievement Gains

Across six Sub-Saharan African countries, grade 4 students of teachers who were hired after a free primary education reform perform worse, on average, on language and math tests--statistically significantly so in language--than students of teachers who were hired before the reform. Teachers who were hired just after the reform also perform worse, on average, on tests of subject content knowledge than those hired before the reform. The results are sensitive to the time frames considered in the analysis, and aggregate results mask substantial variation across countries--gaps are large and significant in some countries but negligible in others. Analysis of teacher demographic and education characteristics--including education level or teacher certification--as well as teacher classroom-level behaviors reveals few systematic differences associated with being hired pre- or post-reform. [Additional support for the working paper from the Research in Improving Systems of Education (RISE) (United Kingdom) and the Knowledge for Change Program (KCP) Trust Fund.]
Maximizing Gateway English Throughput for International Students in the California Community Colleges: Understanding the Predictive Validity of Common ESL Tests
Author: Hayward, Craig
Date: 2023-02-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Student Placement,Language Tests,Community Colleges,Scores,Associate Degrees,College Transfer Students,English Language Learners,Educational Change,Decision Making,Academic Achievement,Educational Attainment,Predictive Validity,Test Validity,Writing Instruction,Foreign Students,Test Use,Student Characteristics,Language Proficiency

The RP Group's Multiple Measures Assessment Project (MMAP) produced this technical report as part of a series on how California's community colleges can ensure more English learners (ELs) successfully complete &quot;gateway&quot; English coursework -- courses that satisfy the English writing requirements for completion of an associate's degree as well as for transfer to a four-year college or university -- in a timely way. The report summarizes findings on how well information about international students' initial curricular pathway (English or ESL), level of placement in the pathway, and ESL placement test score(s) can predict their throughput in gateway English. It specifically focuses on the value of different commonly used ESL placement tests to this process, including the Combined English Language Skills Assessment (CESLA) and multiple types of ACCUPLACER tests. It begins with key findings from this research followed by a description of the research methodology. Then, it offers a detailed analysis of the predictive validity of different ESL placement tests for students' throughput. It concludes with high-level recommendations based on these findings. The report is intended to support the California Community Colleges Chancellor's Office (CCCCO) and other educators and policymakers involved in development education reform in their decision-making about ways to continue supporting the success and completion of English learners in the system.
Some College, No Credential Student Outcomes: Annual Progress Report -- Academic Year 2021/22. Fourth in the Series &quot;Some College, No Credential&quot;
Author: Causey, J.
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Educational Attainment,College Enrollment,Enrollment Rate,Declining Enrollment,Credentials,Stopouts,Academic Persistence,Undergraduate Students,College Attendance,Community Colleges,Enrollment Trends,Gender Differences,Age Differences,Race,Ethnicity,Trend Analysis,Academic Degrees,State Norms

Nearly all states in the United States (45) currently have a postsecondary attainment goal to improve the average education levels of their residents and develop a highly-educated workforce. During a time of accelerated COVID-19 related postsecondary enrollment declines, the question as to how states will meet these goals could be particularly pertinent. While the National Student Clearinghouse's latest enrollment report provides encouragement that these unusually large declines are stabilizing, it is still uncertain when and how higher education will be able to rebound. Re-engaging with the Some College, No Credential (SCNC) population--the former students who stopped out without earning a credential--has been a priority for the many states with these established attainment goals. To succeed in bringing them back into higher education, state and institutional leaders need accurate and timely information about the current SCNC population, their progress, and outcomes upon re-enrollment, which is the focus of this annual progress reporting of SCNC students. This year's report suggests that there is an increasingly missed opportunity for states and institutions to re-engage with SCNC students even as the SCNC population is growing. Between July 2020 and July 2021, the U.S. has added 1.4 million more SCNC students; the SCNC population is now 40.4 million, up 3.6 percent from 39.0 million a year earlier. However, during the latest academic year 2021/22, fewer SCNC students re-enrolled, completed a credential, or persevered to a second year of re-enrollment than they did the previous year. [For the third report in this series, see ED599535.]
Impact of 2021 Investments in Early Childhood Care and Education: Investments Provided Temporary Relief; Low Wages Persist
Author: Amherst H. Wilder Foundation, Wilder Research
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Investment,Salary Wage Differentials,Emergency Programs,Federal Aid,State Aid,Teacher Persistence,Labor Force,Early Childhood Teachers,Summer Programs

In June 2021, the Minnesota Legislature appropriated significant investments in child care, using $537 million in Child Care and Development Funds from the federal American Rescue Plan Act (ARP). Investments included: $304 million in direct payments to providers through Child Care Stabilization Grants; $22.5 million for Child Care Facility Grants for facility improvements, minor renovations, and related equipment and services; and $1 million for the Retaining Early Educators through Attaining Incentives Now (REETAIN) program. This money was temporary and provided much needed relief, as well as a unique opportunity to try novel approaches to solving a variety of challenges that exist in early education. The goal of this project is to understand the impact of ARP funds on increasing wages and retention of the early childhood education workforce to inform future investments. This brief explores the initial impact of that federal funding on Minnesota's child care industry. Ongoing analysis will further determine the impacts on the early childhood workforce; an in-depth report will be forthcoming in 2024.
Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004
Author: Troppe, Patricia
Date: 2023-04-00
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,Testing Programs,State Programs,Academic Achievement,Achievement Tests,Educational Innovation,Accountability,Data Use,COVID-19,Pandemics,Evaluation Methods,Teaching Methods,Barriers,Elementary Secondary Education

Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states temporary flexibility from federal testing requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The key incentive to participate in IADA is that students trying out the innovative assessment are not required to also take the state's current assessment. However, states approved for IADA must still show that their innovative assessments meet most requirements for federal accountability, and they are expected to implement the new assessments statewide within 5 years. This report describes the progress of the first five assessment systems approved under IADA in order to help policymakers consider expanding the program to more states. The report is primarily based on an analysis of states' IADA applications and performance reports to the U.S. Department of Education through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. [For the Appendix, see ED627873. For the Study Highlights, see ED627880.]
Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Appendix. NCEE 2023-004a
Author: Troppe, Patricia
Date: 2023-04-00
Type: Reports - Research
Subjects: Program Evaluation,Program Implementation,Testing Programs,State Programs,Academic Achievement,Achievement Tests,Educational Innovation,Accountability,Data Use,COVID-19,Pandemics,Evaluation Methods,Teaching Methods,Barriers,Elementary Secondary Education

This appendix volume supplements &quot;Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Evaluation Report. NCEE 2023-004&quot; analyzing the early progress of the first five assessment systems participating in the Innovative Assessment Demonstration Authority (IADA) created by the 2015 reauthorization of the Elementary and Secondary Education Act. These systems include: (1) the New Hampshire Performance Assessment of Competency Education (NH PACE); (2) the Louisiana Educational Assessment Program 2025 Humanities (LEAP 2025 Humanities); (3) the North Carolina Personalized Assessment Tool (NC PAT); (4) the Georgia MAP Assessment Partnership (GMAP) through-year assessment and (5) the Georgia Navvy assessment system. The volume documents the features of the IADA program and the five IADA systems, the study team's research activities, and includes more detailed findings than were summarized in the report. [For the full report, see ED627872. For the Study Highlights, see ED627880.]
2022 Ohio Remediation Report: For Fall 2021 Enrolling College Students (Spring 2021 High School Graduates)
Author: Ohio Department of Education
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Remedial Programs,Developmental Studies Programs,Enrollment,High School Graduates,College Freshmen,Economic Impact,Adult Students,Remedial Mathematics,English Instruction,Racial Differences,Economically Disadvantaged,Achievement Gap,Attendance,Academic Advising,COVID-19,Pandemics

The Remediation report is in response to Ohio Revised Code section 3345.061 (H), which requires the Chancellor of the Ohio Department of Higher Education (ODHE) and the Superintendent of Public Instruction to issue a report recommending policies and strategies for reducing the need for academic remediation and developmental courses at state institutions of higher education. ODHE and the Ohio Department of Education continue to collaborate on a range of initiatives to support student progress and success. The data provided this report coincide with the disruption in both secondary and postsecondary education resulting from the COVID-19 pandemic. Data in the following categories is presented: (1) Enrollment; (2) Remediation; (3) Economic Impact; and (4) Adult Students. The report concludes with seven recommendations. [For the previous year's report, &quot;2021 Ohio Remediation Report: For Fall 2020 Enrolling College Students (Spring 2020 High School Graduates),&quot; see ED619293.]
The State of Higher Education in Ohio: 2021 Year in Review
Author: Ohio Department of Higher Education
Date: 2022-01-14
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Labor Force Development,Educational Change,State Aid,Student Financial Aid,Tuition,COVID-19,Pandemics,Student Costs,Educational Benefits,Paying for College,Grants,Students with Disabilities,Teacher Shortage,Community Colleges,Public Colleges,Scholarships,School Safety

It has been three years since Mike DeWine was sworn in to serve as Ohio's 70th governor, joined by Jon Husted as lieutenant governor. From the very beginning, Governor DeWine requested that his Cabinet listen carefully to the people of the state and then proceed to act with a sense of urgency to strengthen and improve the great state of Ohio. This document provides a brief summary of what the DeWine-Husted Administration--and the Department of Higher Education--has accomplished in its first three years leading Ohio. While some may characterize 2021 as another year of anxiety, uncertainty, and crisis, Ohio pushed forward with higher education and workforce preparation reforms that are enhancing opportunity in the state. With support from the Ohio General Assembly, direct support for need-based financial aid and the Choose Ohio First STEM scholarship program were increased; flexible short-term certificates at community colleges and technical centers were provided; and the first-ever college campus safety grant program was funded. These and other initiatives are highlighted in this report. [For the 2020 report, see ED612372.]
Open Educational Resources: State Policies &amp; Practices
Author: State Educational Technology Directors Association (SETDA)
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Open Educational Resources,Educational Trends,State Policy,Educational Legislation,Costs,Textbooks,Elementary Secondary Education,State Legislation

The Open Educational Resources (OER) movement is now more than twenty years beyond its inception when it was built on the concept that digital materials make learning content easy to reuse and share. This report discusses current legislative trends in OER and offers recommended OER practices for states.
State of Tennessee Annual Statistical Report of the Department of Education for the Scholastic Year Ending June 30, 2022
Author: Tennessee Department of Education
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,State Boards of Education,State Departments of Education,Institutional Characteristics,Expenditures,Income,Educational Finance,Student Characteristics,School Personnel,Boards of Education,School Districts,Counties,Federal Aid

In keeping with the provisions of Tennessee Code Annotated 49-1-201(12), this Annual Statistical and Financial Report for fiscal year 2021-2022 provides an array of information providing statistics about the public school systems in Tennessee. Sections include: (1) Public School Officers; (2) Statistical Summaries; (3) Financial Summaries; and (4) Statistical and Financial Tables Public Schools Grades K-12. [For the 2020 report, see ED612382.]
Transitions in Math from High School to Community College before and after AB 705, Updated through Fall 2021
Author: Willett, Terrence
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Transfer of Training,Remedial Instruction,Mathematics Instruction,Access to Education,Outcomes of Education,Alignment (Education),High Schools,Comparative Analysis,Student Placement,State Legislation,Ethnicity,Student Characteristics,College Mathematics

The California Community Colleges (CCC) began implementation of AB 705 in fall 2018, ensuring that most students started in transfer-level math rather than a developmental education sequence. The RP Group's Multiple Measures Assessment Project (MMAP) has found that for all student groups, dramatically increasing access to transfer-level math courses corresponds with significantly improved completion of these courses within one year. These outcomes exceed all rates exhibited in the past when students largely began in basic skills offerings. At the same time, course success has decreased at varying rates across colleges, resulting in a perceptual &quot;paradox&quot; of one key indicator increasing (throughput) as another decreases (course success rates). Further, educators, advocates, and policy makers alike have hoped that increased access to transfer-level courses would lead to greater alignment between the state's high schools and community colleges in math pathways, with students taking the next step beyond their high school learning rather than repeating courses they already completed. However, with implementation varying across the state, it is unclear to what extent colleges are intentionally placing students into math courses that build on and advance their high school learning rather than duplicating content and revisiting skills. To better understand these issues and the impact of AB 705 on how students transition from high school to community college in math pathways, MMAP compared CCC students' math placement and initial course completion in fall 2016 (pre-AB 705 implementation) to fall 2021 (post-implementation). This brief provides a summary of this comparison, updating research previously released by The RP Group showing data through fall 2019. [For &quot;Transition in Math from High School to Community College before and after AB 705,&quot; see ED619299.]
FY 2023 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance. Nutrition Education and Obesity Prevention Program
Author: Food and Nutrition Service (FNS) (USDA), Supplemental Nutrition Assistance Program Education (SNAP-Ed)
Date: 2023-00-00
Type: Guides - General
Subjects: Federal Programs,Nutrition,Welfare Services,Nutrition Instruction,Obesity,Prevention,Health Promotion,Grants,State Programs,Intervention,Marketing,Evidence Based Practice,State Aid,American Indians,Technical Writing,Reports,Information Management,Program Development,Planning,Annual Reports,State Agencies,Resource Allocation,Recordkeeping,Costs,Audiences,Objectives,Budgets,Eating Habits,Food,Agency Cooperation,Cooperative Planning

This Fiscal Year (FY) 2023 Supplemental Nutrition Assistance Program Education (SNAP-Ed) Plan Guidance provides instructions to SNAP-Ed State and implementing agencies for developing and submitting State nutrition education and obesity prevention grant program plans, commonly referred to as State SNAP-Ed Plans, and preparing and submitting the Annual Report. It describes Food and Nutrition Service (FNS) expectations regarding State SNAP-Ed requirements and includes examples of activities that can be used in SNAP-Ed programming. Some sections have been broadened to provide additional instructions and, in some sections, new information has been added to provide more clarity. The SNAP-Ed Plan Guidance implements provisions of the Food and Nutrition Act (FNA), Section 28, as amended by the Agriculture Improvement Act of 2018 (7 U.S.C. 2036a) and 7 CFR 272.2(d)(2). [This report replaces &quot;FY 2022 Supplemental Nutrition Assistance Program Education Plan Guidance&quot; (ED615513).]
Evaluating the Federal Innovative Assessment Demonstration Authority: Early Implementation and Progress of State Efforts to Develop New Statewide Academic Assessments. Study Highlights. NCEE 2023-004h
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Program Implementation,Testing Programs,State Programs,Academic Achievement,Achievement Tests,Educational Innovation,Accountability,Data Use,COVID-19,Pandemics,Evaluation Methods,Teaching Methods,Barriers,Elementary Secondary Education

Education officials have long hoped that the statewide academic assessments most students take each year could be used not only for accountability but also to guide instruction. Congress established the Innovative Assessment Demonstration Authority (IADA) program in 2015 to help address this goal, offering up to seven states flexibility from federal requirements so that they may more easily make progress toward replacing their current assessments with more innovative ones. The report describes the early progress of the first five IADA systems to help policymakers consider expanding the program to more states. The report is primarily based on analyses of states' IADA applications and annual performance reports through the 2020-2021 school year and is part of a broader evaluation of IADA required by Congress. This Study Highlights describes the key findings from the report. [For the full report, see ED627872. For the Appendix, see ED627873.]