ethanporcaro/eric-fulltext-meta huggingface dataset:
Educator Diversity State Profile: Tennessee
Author: Education Trust
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Tennessee for advocates, educators, and policymakers leading this work at the state level.
Educator Diversity State Profile: Tennessee
Author: Education Trust
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Teacher Characteristics,Diversity (Faculty),Experienced Teachers,Minority Group Teachers,Minority Group Students,Educational Policy,State Policy,Policy Analysis,Elementary Secondary Education,Data Use,Goal Orientation,Teacher Education,Teacher Recruitment,Educational Finance,Teacher Persistence,Pandemics,Federal Aid,COVID-19

Research says that teacher diversity benefits all students, regardless of race or Ethnicity. However, while the majority of students in the U.S. are of color, only about 20% of teachers are of color. Increasing the racial and cultural diversity of the teacher workforce takes a statewide commitment to collecting and analyzing educator workforce data and leading targeted, data-informed efforts to develop policies that recruit, support, and retain a high-quality and diverse educator workforce. This brief is designed to support these efforts by providing data analyses and a landscape of policies and practices in Tennessee for advocates, educators, and policymakers leading this work at the state level. [For the previous version of this report, see ED622856.]
Evaluating Montessori Education
Author: Lillard, Angeline
Date: 2006-09-29
Type: Journal Articles
Subjects: Montessori Method,Academic Achievement,Instructional Effectiveness,Interpersonal Competence,Elementary School Students,Montessori Schools,Public Schools,Private Schools,Charter Schools,Achievement Tests

Article briefly discusses an analysis of students' academic and social scores in a Montessori school as compared with other elementary school education programs. Montessori education is characterized by multi-age classrooms, a special set of educational materials, student-chosen work in long time blocks, collaboration, the absence of grades and tests, and individual and small group instruction in both academic and social skills. The effectiveness of some of these elements is noted as being supported by research on human learning.
Preparing Transitional Kindergarten to 3rd Grade Educators through Teacher Residencies
Author: Yun, Cathy
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Kindergarten,Transitional Programs,Preschool Teachers,Grade 3,Preservice Teacher Education,Early Childhood Education,Credentials,Program Design,Mentors,Access to Education

In California, 2021 legislation expanded transitional kindergarten (TK) to be universal for all 4-year-olds by 2025-26. This expansion will require an additional 11,900 to 15,600 credentialed teachers. Given projected workforce needs and historic investments in teacher preparation, early childhood-focused residencies can help districts strategically build TK teacher workforces. This brief describes two early childhood residency programs--Fresno's Teacher Residency Program and UCLA's IMPACT program--to help inform the development of strong early learning-focused residencies.
Technical Assistance for Community Schools: Enabling Strong Implementation. Policy Brief
Author: Maier, Anna
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Community Schools,Program Implementation,Partnerships in Education,Capacity Building,Program Effectiveness,Educational Finance,State Departments of Education,Communities of Practice,Grants

A growing number of states are launching community school initiatives to ensure family and community engagement, provide enriched and expanded learning, and offer integrated supports for students. Several states are providing technical assistance to support the high-quality implementation of community schools, either through the state education agency or regional and local partners. This brief offers examples from the National Center for Community Schools and from New York, New Mexico, and California showing how technical assistance can build capacity through consultation, training, coaching, and knowledge building. These examples indicate the ways that states are designing technical assistance (TA) systems to support practitioners, the value of providing differentiated TA supports, and the impact of cross-sector partnerships on TA provision.
Research Brief: Measuring Educational Opportunity in North Carolina Public School Districts
Author: Carr, Robert C.
Date: 2022-06-00
Type: Reports - Research
Subjects: Educational Opportunities,Public Schools,School Districts,Standardized Tests,Academic Achievement,Educational Assessment,Educational Policy,Achievement Gains,Reading Tests,Mathematics Tests,Scores,Economically Disadvantaged

Measuring educational opportunity is a topic of interest to policymakers and education stakeholders alike. Standardized assessments of student achievement are commonly used to measure educational opportunity in North Carolina and across the nation. This research brief examines two measures of educational opportunity in North Carolina public school districts. Both measures are based on standardized assessments of student achievement. The first measure--&quot;average achievement&quot;--indexes the average level of student achievement at a single point in time. The second measure-&quot;achievement growth&quot;--indexes the rate of growth in student achievement over time. The findings and policy implications are discussed, followed by a technical appendix to further describe the data and analyses.
Building School Communities for Students Living in Deep Poverty
Author: Cookson, Peter W., Jr.
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Poverty,Social Discrimination,Access to Education,Educational Environment,Community Schools,School Culture,School Community Relationship,Educational Finance,Educational Resources,Outcomes of Education,Educational Equity (Finance),Public Policy,Disadvantaged,Emergency Programs,Federal Aid,COVID-19,Pandemics

Deep poverty is the result of economic and social policies that inhibit the life chances and opportunities of children experiencing material hardship. These barriers to success are compounded when children are discriminated against because of their race, ethnicity, English learner status, religion, dis/ability status, and immigration status. Because their needs are often ignored, children living below the poverty line have been called the &quot;invisible Americans.&quot; But, of course, they are not invisible. In too many instances, policymakers, and society at large, have turned a blind eye to how material hardship results in suffering and loss of opportunity for generations of children. The purpose of this report is to make what is &quot;invisible&quot; visible and to suggest three evidence-based strategies that have the capacity to enable educators, in collaboration with the families and the communities they serve, to create learning environments in which students living in deep poverty are supported and successful. While education alone cannot eliminate childhood deep poverty, it is a key component for a comprehensive approach to building an enduring equal-opportunity society.
Magnet Schools and Metropolitan Civil Rights Planning: A Strategy to Revitalize and Stabilize Distressed Communities
Author: Orfield, Myron
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Magnet Schools,Metropolitan Areas,Educational Development,Public Agencies,Agency Cooperation,Housing,Coordination,School Desegregation,Civil Rights

Many studies confirm that segregated schools for minoritized students produced worsened academic, economic, health, and criminal justice outcomes over the short and long term. By contrast, a substantial body of research establishes that students of all races benefit from attending diverse schools. Despite this evidence, the tools for achieving greater integration have been limited by courts and legislatures in the past few decades, and new approaches to achieve integration are needed. One tool that could be leveraged more fully to create high-quality, integrated educational environments is the use of magnet schools. Well-designed magnet schools can support desegregation and improve student learning, as they create innovative education models and accommodate geographically dispersed families to produce a racially and economically integrated student body. This report presents a policy proposal for a new, federally coordinated approach to magnet school development, conducted under the framework of the Fair Housing Act's mandate to affirmatively further fair housing. This proposal envisions an interagency effort conducted by both the U.S. Department of Housing and Urban Development and the U.S. Department of Education, potentially incorporating programs managed by other federal agencies, such as the Internal Revenue Service's Low-Income Housing Tax Credit. Social science research has long established the link between housing and K-12 education, and magnet schools represent a natural subject in which to pioneer interagency coordination on these two policy spheres. But federal civil rights policy, especially in recent decades, has often addressed schools and housing in separate silos. This report offers an opportunity to improve and refine several legal and policy tools for desegregating schools and communities.
Strong Foundations: Promoting Diverse and Inclusive Preschool Settings. Issue Brief
Author: Hunt Institute
Date: 2022-06-00
Type: Reports - Research
Subjects: Preschool Education,Student Diversity,Inclusion,Institutional Characteristics,School Policy,Child Development,Consciousness Raising,Parent Background,Educational Attainment,Enrollment Trends,Poverty,Socioeconomic Status,Racial Differences,Ethnicity,Educational Quality,Language Usage,Diversity (Faculty),Students with Disabilities,Eligibility,Preschool Curriculum,Financial Support,Delivery Systems

The years of early childhood serve as a critical opportunity not only to support the academic, physical, and social-emotional development of young children, but to demonstrate and reinforce America's commitment to diversity, equity, and inclusion. Young children benefit greatly from exposure to racial, ethnic, cultural, and linguistic diversity during this crucial and formative period, yet many existing policies may inadvertently deter classroom diversity and inclusion. Promoting diversity and inclusion within the classroom is a catalyst for meeting developmental milestones and promoting greater social understanding and equity. This brief seeks to address the importance of promoting diverse and inclusive settings by presenting the current state of preschool, highlighting the benefits of preschool diversity, and identifying policies, institutional factors, and initiatives that foster diversity. The brief concludes with a list of policy recommendations designed to support policymakers and leaders in reevaluating current policies to ensure children have access to diverse preschool experiences. [The Educational Alliance's Manny Cantor Center was a collaborator of the brief.]
The Civil Rights Road to Deeper Learning. Policy Brief
Author: Darling-Hammond, Kia
Date: 2022-07-00
Type: Reports - Research
Subjects: Civil Rights,School Safety,Educational Resources,Inclusion,Faculty Development,Access to Education,Educational Quality,Curriculum,Evidence Based Practice,Educational Policy,Social Justice,Equal Education

Young people increasingly need an education that prepares them for our rapidly changing world, enabling them to deeply understand academic content, think critically and solve complex problems, communicate effectively, work collaboratively, and learn how to learn continuously. This &quot;deeper learning&quot;--once offered to the small share of students presumed to be preparing for thinking work-- is now a requirement for all. Yet the journey to deeper learning is a challenging one in the inequitable school system we have inherited in the United States. Compounding the barriers are the many other sources of inequality in our society: dramatic income inequalities, high rates of childhood poverty, and unequal school funding and access to resources of all kinds. This brief describes the key civil rights foundations that have been--and continue to be--essential to paving a path toward possibilities for deeper learning for all: those that secure safe communities, adequate school resources, inclusive environments, well-prepared teachers, and access to quality curriculum. It identifies the evidence-based policies and practices that can ensure that every student has access to a high-quality education focused on meaningful learning. [The brief is written with Eliza Byard. The book on which this brief is based is &quot;The Civil Rights Road to Deeper Learning: Five Essentials for Equity. Multicultural Education Series&quot; (ED622607).]
Evaluating Key Aspects of Student Health: Youth Risk Behavior Survey, 2015. Evaluation Matters. Volume 5, Number 5
Author: Carbone, Jonathan N.
Date: 2016-10-00
Type: Reports - Research
Subjects: Risk,Youth,Health Behavior,High School Students,National Surveys,Student Characteristics,Health,Suicide,Obesity,Sexuality,Injuries,Violence,Smoking,Drinking,Drug Use,Physical Activities,Dietetics

This report examines the results of the 2015 Youth Risk Behavior Survey (YRBS), developed by the Centers for Disease Control and Prevention to monitor health-risk behaviors that contribute to the leading causes of death and disability among youth and adults. The YRBS, conducted biennially at the national and state/local levels, monitors the following four risk categories: (1) unintentional injuries and violence; (2) tobacco, alcohol, and other drug use; (3) sexual behaviors; and (4) dietary behaviors and physical activity. Specifically analyzed is the relationship between representative at-risk behaviors reported by senior high students in Miami-Dade County Public Schools (M-DCPS) who participated in the YRBS. Student characteristics were found to be predictive of key risk behaviors (substance use, attempted suicide, sexual activity, and obesity) with substance use in almost every case, predicting a greater likelihood of engaging in the other key risk behaviors.
Summer Programs: An Analysis of Participation and Impact, 2015. Evaluation Matters. Volume 5, Number 3
Author: Urdegar, Steven M.
Date: 2016-01-00
Type: Reports - Research
Subjects: Summer Programs,Program Evaluation,Supplementary Education,Remedial Instruction,Elementary School Students,Access to Computers,Internet,Computer Oriented Programs,Remedial Reading,Remedial Mathematics,Literacy,Algebra,Outcomes of Education

This report examines the outcomes of the Summer Programs, a two-pronged initiative developed by the Superintendent to provide supplemental instruction for students in need of remediation and access to selected digital application for practice outside the regular school context. The Summer Programs are comprised of seven In-Class components and one Out-of-Class component. Four of the In-Class components targeted the elementary grades and focused on strengthening reading comprehension and stimulating readiness skills. The other two In-Class components targeted the secondary grades and focused on advancing progression/promotion and increasing opportunities for graduation. The Out-of-Class component provided students with access to a variety of Internet based software applications outside of the regular school setting through hypertext links available on the Student Portal. The six applications that comprise the Links to Learning suite were also made available to students during the summer on an ongoing basis. The results for the Summer Programs indicate that the in-class reading components did not have a beneficial impact on the achievement of the students who used them. The finding for the Literacy for Rising Third Grade Students program is consistent with that found for the Third Grade Summer Reading Camps. Algebra I remediation significantly improved the odds of passing the End of Course exam for participants. The paucity of usage and outcome data precluded any impact assessment of the out-of-class software programs, but nearly 200 students per day made used of these resources in summer 2015.
Charter and Traditional Schools: An Analysis of Student Entry and Movement, 2014-15 to 2015-16. Evaluation Matters. Volume 5, Number 4
Author: Urdegar, Steven M.
Date: 2015-01-00
Type: Reports - Research
Subjects: Charter Schools,Public Schools,Enrollment,Student Mobility,Transfer Students,Disadvantaged,Academic Achievement,Enrollment Trends,Middle Schools

Changes to the proportion of the students enrolled at the charter and traditional schools in the Miami-Dade County Public Schools (M-DCPS) result from the entry of students new to the District and/or student movement into and between schools. As of October 2015, 16.6% of all M-DCPS students attended a charter school. The principal purpose of this report is to examine the entries into and transfers between charter and traditional schools from October 2014 to October 2015. The exchange of students between the traditional and charter schools, when added to the new entries that go directly to charter schools, has increased the percentage of disadvantaged students, decreased the academic achievement, and decreased enrollment at the District's traditional schools. The loss has tended to cluster in specific neighborhoods and is most pronounced in middle schools. Transfers between governance structures are highest in August and decline thereafter, except for a brief spike in January and February, regardless of type, with transfers from traditional to charter school representing the smallest proportion of the student membership.
Results of the Distance Teaching Survey, April 2020. Evaluation Matters. Volume 9, Number 5
Author: Urdegar, Steven M.
Date: 2020-05-00
Type: Reports - Research
Subjects: Distance Education,Web Based Instruction,Teacher Surveys,COVID-19,Pandemics,Elementary Secondary Education,Teacher Attitudes,Learner Engagement

This report examines the results of the pilot administration of the Distance Teaching Survey, which is designed to solicit educators' impressions of the delivery of remote instruction and students' distance learning experience while implementing the District's Instructional Continuity Plan (ICP 2.0) during the closure of schools due to COVID-19. A random sample, stratified by grade organization, of 25% of the population of teachers assigned to traditional (non-charter) and District managed charter schools who teach Foreign Language, English/Language Arts, Mathematics, Science Social Studies were targeted to receive the survey in Prekindergarten through Grade 12. Data to conduct this analysis were obtained from responses to the Distance Teaching Survey, April 2020 which was administered online via Survey Gold 8.0. The survey was accessed through links provided in targeted emails between April 14-20, 2020.
Social Justice Humanitas: A Community School Approach to Whole Child Education. Research Brief
Author: Martínez, Lorea
Date: 2022-04-00
Type: Reports - Research
Subjects: Social Justice,Community Schools,Self Actualization,High Schools,Public Schools,Equal Education,Case Studies,Holistic Approach,Educational Practices,Well Being,Student Centered Learning,Partnerships in Education,Social Emotional Learning,Culturally Relevant Education,Social Support Groups

Social Justice Humanitas Academy in Los Angeles Unified School District is a teacher-commuled community school that advances student learning and development through its mission to support students on their journeys toward self-actualization, social justice, and postsecondary success. To do this, the school centers whole child practices and maintains a community school design that cultivates a supportive and inclusive learning environment, engages students in social and emotional development and student-centered pedagogical strategies, and provides access to integrated systems of supports that enable learning and well-being. [This report was written with Marisa Saunders and Lisa Flook. For the full report, see ED614489.]
The Teacher Pay Penalty Has Hit a New High: Trends in Teacher Wages and Compensation through 2021
Author: Allegretto, Sylvia
Date: 2022-08-16
Type: Reports - Evaluative
Subjects: Teacher Salaries,Teacher Employment Benefits,College Graduates,Wages,Age Differences,Educational Attainment,Place of Residence,COVID-19,Pandemics,Public School Teachers,Economic Climate

Over the last 18 years, Economic Policy Institute has closely tracked trends in teacher pay. Over these nearly two decades, a picture of increasingly alarming trends has emerged. Simply put, teachers are paid less (in weekly wages and total compensation) than their nonteacher college-educated counterparts, and the situation has worsened considerably over time. To analyze teacher pay and compensation through 2020 and 2021 this report uses two sources of data from the Bureau of Labor Statistics (BLS): the Current Population Survey Outgoing Rotation Groups (CPS-ORG) and BLS's National Compensation Survey's Employer Costs for Employee Compensation (ECEC). The findings are presented in four sections. First, trends in annual average weekly wages (adjusted for inflation) from 1979 through 2021 for teachers and other college graduates are presented. Next, annual estimates of the national teacher weekly wage penalty using standard regression techniques to control for systematic differences in age, education, state of residence, and other factors known to affect wage rates are reported. Third, regression-adjusted estimates of the teacher pay gap for each state and for the District of Columbia are offered. Finally, nonwage benefits to estimate a total compensation penalty that includes wages and benefits at the national level (which is not possible for each state) are factored in.