ethanporcaro/eric-fulltext-meta huggingface dataset:
Executive Skills Coaching Plus Incentives in a Workforce Program: Introducing the MyGoals Demonstration
Author: Castells, Nina
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Incentives,Employment Programs,Executive Function,Success,Goal Orientation,Public Housing,Federal Programs,Family Programs,Labor Force Development,Occupational Mobility,Low Income Groups,Welfare Recipients,Money Management,Well Being,Community Information Services,Referral,Program Effectiveness,Poverty,Adults

This report introduces the MyGoals for Employment Success demonstration. MyGoals is an employment coaching program that helps participants set and achieve goals. It seeks to do so by explicitly focusing attention on participants' executive skills. MyGoals also offers participants a set of financial incentives to encourage, facilitate, and reward their engagement in the program and progress in achieving employment goals. Although employment is the program's central focus, the coaches also help participants set and achieve goals in other relevant domains: education and training, financial management, and personal and family well-being. Coaches make referrals to other services in the community as appropriate given participants' goals. Two public housing agencies--one in Baltimore, Maryland, and one in Houston, Texas--are piloting the program and evaluating its effectiveness with a randomized controlled trial. This report describes the origins of the MyGoals model, its core features, the rationale behind those features, the contexts in which the program is being operated, and how the program is being evaluated.
Literacy Learning in Drop-In Library Programs: Evaluation of the Free Library of Philadelphia&apos;s LEAP Program
Author: Russell, Christina A.
Date: 2019-12-00
Type: Reports - Research
Subjects: Literacy Education,Library Services,Preschool Children,Early Childhood Education,Elementary School Students,Community Programs,Young Children,Primary Education,Family Programs,Enrichment Activities,Self Esteem,Library Personnel,After School Programs,Mentors,Adolescents,Training,Public Libraries,Library Role,Program Effectiveness,Student Participation,Student Diversity,Homework,Child Safety,Student Attitudes,Secondary School Students

The Free Library of Philadelphia's Literacy Enrichment Afterschool Program (LEAP) is a key part of Philadelphia's comprehensive citywide Out-of-School Time (OST) system. For more than 25 years, the Free Library has offered children academic support and enrichment through LEAP, a free, voluntary, and drop-in program. At the request of the Free Library of Philadelphia, Policy Studies Associates (PSA) conducted an evaluation of LEAP during the 2018-19 program year. Focused on the experiences of LEAP participants in PreK-3, the evaluation explored a central hypothesis: Drop-in programming in a literacy-rich environment can help young people develop the skills they need to succeed in school and beyond. Drawing on data collected through interviews with LEAP staff and librarians, program observations, surveys of students and of staff, and analysis of participation records, the evaluation explored the contribution of LEAP to the citywide OST system and the benefits of LEAP participation. Key findings and recommendations for further strengthening the program are summarized. [For briefs that share findings for program staff (ED605327), funders and policymakers (ED605326), and library leaders (ED605325).]
Designing Library-Based Out-of-School Time Programs
Author: Policy Studies Associates, Inc.
Date: 2019-00-00
Type: Reports - Research
Subjects: Literacy Education,Library Services,Preschool Children,Early Childhood Education,Elementary School Students,Community Programs,Family Programs,Enrichment Activities,Library Personnel,After School Programs,Mentors,Adolescents,Training,Public Libraries,Library Role,Program Effectiveness,Student Participation,Homework,Child Safety,Program Development,Personnel Selection

In 2019, Policy Studies Associates conducted an evaluation of the Free Library of Philadelphia's Literacy Enrichment Afterschool Program (LEAP), focused on identifying program strategies to support early literacy development. The recommendations that emerged from this evaluation for the Free Library can also inform the efforts of other public libraries hosting out-of-school (OST) programs. The Free Library of Philadelphia is committed to delivering highquality OST programming to young people in grades preK-12 through LEAP. The Free Library's Youth Services and Programs division makes significant investment of human and financial resources towards the program, including: (1) Managing the hiring and onboarding of part-time Afterschool Leaders and Teen Leadership Assistants; (2) Offering monthly curriculum training; (3) Purchasing, developing, and disseminating activity kits and materials; and (4) Hosting periodic all-staff meetings. [For the full report, see ED605324.]
Policy Supports for Drop-in Out-of-School Time Programs
Author: Policy Studies Associates, Inc.
Date: 2019-00-00
Type: Reports - Research
Subjects: Literacy Education,Library Services,Preschool Children,Early Childhood Education,Elementary School Students,Community Programs,Family Programs,Enrichment Activities,Library Personnel,After School Programs,Mentors,Adolescents,Training,Public Libraries,Library Role,Program Effectiveness,Student Participation,Student Diversity,Homework,Child Safety,Secondary School Students,Public Policy

With more than 25 years of experience providing library-based out-of-school time (OST) programming to Philadelphia children and youth in grades preK-12, LEAP (Literacy Enrichment Afterschool Program) offers insights into the distinct operations and contributions of drop-in programs. A 2019 evaluation of LEAP, conducted by Policy Studies Associates, yields three recommendations for policymakers and funders investing in a comprehensive OST system. [For the full report, see ED605324.]
Strategies for Supporting Early Literacy and Learning in LEAP
Author: Policy Studies Associates, Inc.
Date: 2019-00-00
Type: Reports - Research
Subjects: Literacy Education,Library Services,Preschool Children,Early Childhood Education,Elementary School Students,Community Programs,Young Children,Primary Education,Family Programs,Enrichment Activities,Self Esteem,Library Personnel,After School Programs,Mentors,Adolescents,Training,Public Libraries,Library Role,Student Participation,Student Diversity,Homework,Child Safety,Student Attitudes,Secondary School Students

Grounded in the Free Library's mission to &quot;advance literacy, guide learning, and inspire curiosity&quot; and commitment to being an open and accessible community resource, LEAP (Literacy Enrichment Afterschool Program) offers afterschool drop-in academic support and enrichment at libraries throughout Philadelphia. These promising strategies for supporting early literacy and learning are based on an evaluation of LEAP conducted by Policy Studies Associates. [For the full report, see ED605324.]
Policies Outlining the Role of Sworn Law Enforcement Officers in Public Schools. Data Point. NCES 2020-027
Author: Correa, Samuel
Date: 2020-05-00
Type: Reports - Research
Subjects: Police School Relationship,Public Schools,School Policy,Role,Responsibility,Law Enforcement,Discipline,Weapons,Crime,Elementary Schools,Secondary Schools

The National Center for Education Statistics collects data on crime, violence, and safety in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This Data Point report uses data from the 2017-18 SSOCS to examine the formal policies schools have in place to outline officers' roles and responsibilities and whether these policies are aligned with the activities that sworn law enforcement officers participate in while at school.
Delivering High-Quality Instruction Online in Response to COVID-19: Faculty Playbook
Author: O'Keefe, L.
Date: 2020-05-18
Type: Guides - Classroom - Teacher
Subjects: Electronic Learning,Online Courses,Web Based Instruction,Instructional Design,Educational Improvement,Guidelines,Distance Education,Equal Education,Curriculum Design,Course Content,Access to Education,Instructional Materials,Course Descriptions,Educational Technology,Computer Mediated Communication,Teacher Student Relationship,Course Evaluation,COVID-19,Pandemics

Today, as educators are transitioning into a new phase of planning for an uncertain summer and fall, they can be more thoughtful about how to deliver high quality online learning. On the positive side, online delivery as an instructional modality is not new. In fact, many colleges and universities have been developing and delivering successful online programs for years. However, despite the growth in online learning, research on student, faculty, and institutional readiness for online learning makes it clear that educators and institutions need more help understanding how to effectively design, develop, and deliver high-quality instruction online. This need is greatest for educators at institutions serving low-income students, first-generation students, and students of color who will likely be disproportionately affected by the current crisis because they lack access to needed resources and technology. This playbook is designed to serve as a concise guide in addressing faculty needs for online course design, teaching, and continuous improvement. This guide will provide teachers with the information they need to get started (and keep going!) at any level, along with resources for more in-depth information or assistance. [This playbook is a collaboration between the Online Learning Consortium (OLC), the Association of Public and Land-grant Universities (APLU), and the Every Learner Everywhere Network.]
Projections of Education Statistics to 2028. Forty-Seventh Edition. NCES 2020-024
Author: Hussar, William J.
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Elementary Schools,Secondary Schools,Enrollment,Elementary School Teachers,Secondary School Teachers,High School Graduates,Public Schools,Expenditures,Postsecondary Education,Academic Degrees,Private Schools,Educational Finance,College Freshmen,Institutional Characteristics,Full Time Equivalency

&quot;Projections of Education Statistics to 2028&quot; is the 47th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting postsecondary institutions. This report provides revisions of projections shown in &quot;Projections of Education Statistics to 2027&quot; and projections of enrollment, graduates, teachers, and expenditures to the year 2028. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2028 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. Appendix A of this report outlines the projection methodology and describes the models and assumptions used to develop the national and state projections. The enrollment models use enrollment data and population estimates and projections from NCES, the U.S. Census Bureau, and the forecasting service IHS Global Inc. The projections presented in this report are based on assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. [For the abbreviated version of this report, see ED605362. For &quot;Projections of Education Statistics to 2027. Forty-Sixth Edition. NCES 2019-001,&quot; see ED593299.]
Projections of Education Statistics to 2028 (abbrev.). Forty-Seventh Edition. NCES 2020-024abbrev
Author: Hussar, William J.
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Elementary Schools,Secondary Schools,Enrollment,Elementary School Teachers,Secondary School Teachers,High School Graduates,Public Schools,Expenditures,Postsecondary Education,Academic Degrees,Private Schools,Educational Finance,College Freshmen,Institutional Characteristics,Full Time Equivalency

&quot;Projections of Education Statistics to 2028&quot; is the 47th report in a series begun in 1964. It includes statistics on elementary and secondary schools and degree-granting postsecondary institutions. This abbreviated report provides revisions of projections shown in &quot;Projections of Education Statistics to 2027&quot; and projections of enrollment, graduates, teachers, and expenditures to the year 2028. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2028 at the state level. The enrollment models use enrollment data and population estimates and projections from the National Center for Education Statistics (NCES), the U.S. Census Bureau, and the forecasting service IHS Global Inc. The projections in this report were produced by NCES to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. The projections presented in this report are based on assumptions for the fertility rate, internal migration, net immigration, and mortality rate from the Census Bureau. [For the full report which includes reference tables and technical appendixes, see ED605358.]
Breaking the Code: The State of Computer Science Education in America&apos;s Public Schools. White Paper No. 206
Author: Wurman, Ze'ev
Date: 2020-05-00
Type: Reports - Research
Subjects: Computer Science Education,Public Schools,Elementary Secondary Education,State Aid,Federal Aid,Disproportionate Representation,Females,Minority Group Students,Academic Standards,High School Students,Advanced Placement,Majors (Students),Programming,Professional Development,Policy Formation,Resource Allocation,Teacher Shortage,Teacher Certification

In the fall of 2019, well before the appearance of COVID-19, there was heightened concern among U.S. business leaders, economists and investors about a global economic slowdown and the possibility of a recession in 2020. But a downturn in the technology sector was not prominent among their worries. In the decade from 2018 to 2028 computer and information technology (CIT) occupations were expected to grow by 12 percent, adding more than half a million new jobs, well above the average for all occupations, according to the federal Bureau of Labor Statistics. In May of 2018, the median annual wage in CIT occupations was $86,320, well above the median annual wage of $38,640 for all occupations. One reaction to the promising labor market was a leap in undergraduate enrollments in computer science (CS) courses and degree programs at U.S. colleges and universities. The number of bachelor's degrees awarded nationally in computer and information science had increased by 74 percent at not-for-profit institutions between 2009 and 2015, compared to a 16 percent increase in bachelor's degrees produced overall. This paper reports on the findings in terms of how CS education is implemented and promoted across the United States, yet it takes no position on the actual need or usefulness of teaching computer science in K-12. Less than half the high schools in the United States teach CS. Girls and students of color are underrepresented in computer science classes. There's a need for more certified computer science teachers and more states to create CS learning standards. Even as computer science has accelerated research in health care, climate change and communications, it still finds itself behind the traditional disciplines of chemistry, biology, and physics within many high schools.
Status of IDEA Data Integration Nationwide: Key Findings from the CIID Data Integration Assessment
Author: Garrison-Mogren, Roberta
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Databases,Information Systems,Technical Assistance,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Data Collection,Preschool Education,Elementary Secondary Education,Performance

The Center for Integration of IDEA Data (CIID) is an Office of Special Education Programs (OSEP)-funded technical assistance (TA) center helping state education agencies (SEAs) to integrate their Individuals with Disabilities Education Act (IDEA) data with statewide longitudinal data systems (SLDS). Data integration increases the value of education data to program administrators, policy makers, and others by permitting the seamless use of data from various programs and sectors. To understand the status of IDEA data integration and to inform technical assistance activities, CIID designed and administered a Data Integration Assessment (DIA) to 60 SEAs in spring 2015. The findings presented in this document reflect the status of IDEA Part B data integration in the 50 SEAs that completed the DIA. [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).]
A Data-Informed Approach to Social-Emotional Learning: Policy Recommendations for State and Local Leaders. A Policy Brief
Author: LaRocca, Bob
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Data Analysis,Decision Making,School Culture,Educational Experience,Educational Practices,Equal Education,Educational Policy,Policy Analysis,School Law,Evidence Based Practice,School Districts,Statewide Planning,Educational Change,Capacity Building,Student Attitudes,Student Surveys,Measurement,Faculty Development,Federal Aid,Elementary Secondary Education,Educational Legislation,Federal Legislation,Networks

In this policy brief, TransformEd provides policy recommendations for local and state leaders seeking to take a data-informed approach to SEL. We specifically crafted recommendations that incorporate the use of data because gathering data on SEL allows educators to make meaningful connections between student experiences, school culture, and classroom practice. Ultimately, these connections enable us to make smarter investments in practices that work for all students. We spent months speaking to policymakers, researchers, teachers, and families, while analyzing laws and policies, and understanding the latest findings and reports from the field. We grounded our recommendations in a commitment to equity and a belief in using research to inform practice. We also sought concrete examples of each recommendation in action to highlight the important work that is already underway in states and districts across the U.S.
Obtaining a Bachelor&apos;s Degree from a Community College: Earnings Outlook and Prospects for Graduate Studies. Analytical Studies Branch Research Paper Series
Author: Frenette, Marc
Date: 2019-09-09
Type: Reports - Research
Subjects: Bachelors Degrees,Community Colleges,Foreign Countries,Income,Outcomes of Education,College Graduates,Intellectual Disciplines,Graduate Study,Education Work Relationship

Traditionally, four-year bachelor's degree programs have been available only at universities. More recently, they have been offered at some community colleges--particularly in Ontario, Alberta and British Columbia. Using linked administrative postsecondary graduate and personal income tax data, this study finds that college bachelor's degree (CBD) holders earn about 12% more per year, on average, than university bachelor's degree (UBD) holders two years after graduation. Almost all of this gap can be explained by the different field of study choices made by the two groups of students. Compared with their university counterparts, CBD holders were more likely to take programs in business, management and public administration or health and related fields (fields generally associated with higher-than-average earnings), and less likely to take education, humanities or social and behavioural sciences and non-professional law programs (fields generally associated with lower-than-average earnings). The remainder of the earnings gap could be explained by the fact that CBD holders were more than two years older than UBD holders, on average. The study also showed that UBD holders registered faster earnings growth between two and five years after graduation and were more likely to enroll in graduate studies than their counterparts from colleges. Moreover, CBD programs were generally concentrated in colleges that were situated near a university and associated with above-average earnings (compared with other colleges) among their diploma holders.
Expanding the Definition of Student Success: A Case Study of the CORE Districts
Author: Krachman, Sara Bartolino
Date: 2016-09-00
Type: Reports - Research
Subjects: School Districts,Social Development,Emotional Development,Academic Achievement,Success,Educational Improvement,Educational Assessment,Formative Evaluation,Needs Assessment,Educational Quality,Competence,Educational Indicators,Self Management,Social Cognition,Self Efficacy,Capacity Building,Elementary Secondary Education,Educational Legislation,Federal Legislation

In our latest case study, TransformEd describes how California's CORE Districts created a groundbreaking data system that sees students as whole people, not just test scores. The case study provides an in-depth discussion of how social-emotional competencies--a key component of the CORE Districts--were prioritized and assessed. We conclude with lessons learned about the CORE Districts' innovative system that can inform other next-generation assessment and continuous improvement efforts, including those catalyzed by ESSA. In particular, this case study addresses the following questions: (1) How have Mindsets, Essential Skills, and Habits (MESH) been operationalized in practice?; (2) How can education leaders prioritize a set of MESH competencies and incorporate those into an expanded definition of student success?; (3) Are there valid and reliable measures of MESH that districts and states can use to assess students' development of these skills?; and (4) What can educators do with MESH data once they have it? Embedded throughout the case study, and also accessible below, are links to select tools that states and districts may use to learn from, adapt, or replicate components of the CORE Districts' approach. With these simple tools, we seek to provide insight into individual pieces of the complex, multi-year undertaking of the CORE Districts and to highlight key elements of their work that may translate to other education systems. How can you use this case study? The CORE Districts' work occurred under unique circumstances, and it required extensive collaboration with stakeholders. This paper should be read as a helpful resource for states and districts as they consider whether and how to measure MESH, but we do not recommend using the case study as a how-to guide for the creation of an accountability system. At this point, TransformEd recommends using MESH data for formative purposes (e.g., as part of a needs assessment to support school improvement efforts) instead of incorporating these data into a formal accountability system. Please see our policy brief on ESSA and MESH for more detailed analysis and recommendations.