ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing Public Education Resources in California during and after the Coronavirus Crisis: Practical Tips and Considerations for School District and Charter School Leaders. Crisis Response Resource
Author: Willis, Jason
Date: 2020-04-00
Type: Guides - Non-Classroom
Subjects: Disease Control,Crisis Management,School Districts,Charter Schools,Access to Education,Educational Quality,Educational Technology,Online Courses,Distance Education,Access to Computers,At Risk Students,Student Needs,Information Dissemination,Public Schools,Resource Allocation,Federal Aid,Federal Legislation,Elementary Secondary Education,Educational Legislation,Planning,Budgets,Food Service,Economic Impact,COVID-19,Pandemics,School Closing

Concerns about the new coronavirus, with the consequent school closures and with significant economic fallout, are having profound effects on the public education landscape, from how educators deliver instruction to the amount of revenue available for operating schools. Produced by WestEd as part of a collection of Crisis Response Resources, this document offers practical information and guidance to help school district and charter school leaders in California strategically manage and allocate resources amid widespread school closures and an almost certain reduction in education funding over the coming year due to the crisis caused by the Coronavirus 2019. The four key guiding principles for decision-making detailed in this document provide some anchor points for education leaders. They include: (1) Ensure continuity of core services. To the greatest extent possible ensure continuity of basic services, principally quality instruction, technology for online learning, and meals for eligible students; (2) Focus first on providing support for students who need it most. During school closures, attend to those students who are least able to get learning support and resources from home; (3) Despite many unknowns, don't wait to plan. While responding to immediate critical needs is essential, set aside time to confer with other district and charter school leaders to plan, strategize, and think ahead to next year's budget; and (4) Keep the community informed. Leaders should communicate with the community about their efforts to support students and families and about anticipated budget challenges and potential shortfalls in the future. This timely brief including an analysis of available funding under the CARES Act, to help school district and charter school leaders manage and strategically allocate resources amid widespread school closures and in the face of an almost certain reduction in education funding over the coming fiscal year. [For a related brief, &quot;Managing Public Education Resources during the Coronavirus Crisis: Practical Tips and Considerations for School District Leaders. Crisis Response Resource,&quot; see ED605941.]
English Language Teachers&apos; Success in Blended and Online E-Learning
Author: Tuncay, Nazime
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Instruction,Blended Learning,Online Courses,Educational Technology,Technology Uses in Education,Language Teachers,Inservice Teacher Education,Foreign Countries,Elementary School Teachers,Secondary School Teachers,College Faculty,Gender Differences,Institutional Characteristics,Age Differences,Faculty Development,Geographic Location

There is e-learning training need among teachers; therefore in-service training should be delivered. The problem was, was it better to deliver this training as blended or as online? And does such training differ according to the teachers using Second Life or not using Second Life? The study group consisted of 74 primary school, high school and university English Language Teachers, who are enrolled in Turkish Republic of Northern Cyprus, The Ministry of National Education, Youth and Sports, and whose ages differed between 21 and 61. 37 of them attended to the online course and 37 of them attended to the blended learning course. The number of teachers who have joined to the Second Life classes were 37 and the number of teachers who have not joined to the Second Life classes were 37. In the research study pre-test and post-test experimental design is used. As a result, a significant difference among the success of the English Language Teachers who have joined to second life, and who have not joined to second life is found. This is a very important result. Further researches are necessary to find out if Second Life can be used in other disciplines. If the proper delivery methods is used both blended and online education will be successful. [This paper was presented at the Cyprus International Conference on Educational Research (CY-ICER-2012) (North Cyprus, Feb 8-10, 2012.)]
Supporting English Learners during School Closures: Considerations for Designing Distance Learning Experiences. Crisis Response Resource
Author: Billings, Elsa
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Crisis Management,English Language Learners,Access to Education,Distance Education,Educational Technology,Technology Uses in Education,Student Needs,Online Courses,Access to Computers,Educational Resources,Interpersonal Relationship,Synchronous Communication,Asynchronous Communication,Teaching Methods,Printed Materials,Learning Activities,Cooperative Learning,Interaction,Assignments,COVID-19,Pandemics,School Closing

While a fair amount is known about effective instructional practices for students who are English learners, less is known about how these practices might look different in a distance learning context compared to the classroom. This brief, produced by WestEd as part of a collection of Crisis Response Resources, is designed to help educators make this critical shift from in-person learning to distance learning. It does so by identifying and explaining the value of four key practices that are known to be effective in meeting the instructional needs of English learner students. After describing each practice and providing illustrative examples of what the practice can look like in a standard classroom, the brief offers some suggestions for how the practice might be applied in different types of distance learning contexts.
Hispanic-Serving Community Colleges and STEM Degree Attainment in Puerto Rico. Hispanic-Serving Community Colleges STEM Pipelines
Author: Velez, Angel L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Community Colleges,Two Year College Students,Disproportionate Representation,Minority Group Students,STEM Education,Racial Differences,Ethnicity,Gender Differences,Puerto Ricans

The Hispanic-serving community colleges STEM Pipelines (HSCC-STEM) study is a research project that explores the transitions to and through Hispanic-serving two-year institutions for underrepresented minoritized STEM students. This brief uncovers the most viable HSCC STEM pathways for Latinxs and other underrepresented minoritized students as well as which fields they are more likely to persist in, and the promising practices at HSCCs that provide transfer pathways leading to further education-on ramps to STEM baccalaureates. The information in this brief provides a profile outlining STEM degrees conferred by race and gender in three types of institutions: HSCCs, which are institutions with 25% or more Latinx student enrollment; emerging HSCCs, which are institutions with 15% to 24% Latinx student enrollment; and non-HSCCs, which are institutions that have a Latinx enrollment rate of less than 15%.
High-Quality CTE: Planning for a COVID-19-Impacted School Year
Author: Association for Career and Technical Education (ACTE)
Date: 2020-06-00
Type: Guides - Non-Classroom
Subjects: Communicable Diseases,Disease Control,School Closing,Vocational Education,Distance Education,Blended Learning,Online Courses,Educational Technology,Access to Education,Equal Education,Alignment (Education),Integrated Curriculum,Academic Standards,Articulation (Education),Sequential Approach,Student Evaluation,Teacher Competencies,Teaching Methods,Educational Facilities,Educational Resources,School Business Relationship,School Community Relationship,Partnerships in Education,Career Development,Student Organizations,Experiential Learning,Work Experience Programs,Federal Aid,Educational Legislation,Federal Legislation,Students with Disabilities,Elementary Secondary Education

As the country continues to grapple with the impacts of the COVID-19 pandemic, Career and Technical Education (CTE) stakeholders around the nation are thinking ahead to what education might look like in the future. Whether schools and postsecondary institutions will be able to open fully for the next school year using social distancing methods, utilize a blended approach or continue with remote learning exclusively, there are significant implications for CTE programs, students and educators. This guide is designed to help CTE stakeholders identify the key considerations, questions and emerging best practices that should shape future planning. The guide is organized around the elements of ACTE's &quot;Quality CTE Program of Study Framework&quot; to capture the breadth of issues important to maintaining CTE program quality within any educational environment. [For &quot;2018 ACTE Quality CTE Program of Study Framework,&quot; see ED605974.]
Community-Care Strategies for Schools during the Coronavirus Crisis: Practical Tips for School Staff and Administrators. Crisis Response Resource
Author: Betz, Jenny
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Crisis Management,Access to Education,School Administration,School Personnel,Distance Education,Caring,Sense of Community,Coping,Student School Relationship,Family School Relationship,Identification,Individual Needs,Stress Variables,Elementary Secondary Education,Virtual Classrooms,COVID-19,Pandemics

During the coronavirus pandemic, schools must find remote ways to continue providing learning and enrichment opportunities for students while also remaining committed to the social and emotional needs of entire school communities. As community members focus on sheltering in place and social distancing, they lose in-person connections and take on added stresses. These changes can greatly increase the need for community care (also known as collective care). Schools are uniquely positioned to help members of their communities, particularly those who may need additional support, to maintain a sense of connectedness and well-being. In this context, this brief, produced by WestEd as part of a collection of Crisis Response Resources, offers practical guidance for educators and school leaders to help them care for their school communities and maintain a sense of connectedness and well-being while coping with the stresses of social isolation, school closures, and changes to how services are provided. The brief includes sections on maintaining community and connectedness for staff, students, and families, and on identifying those most in need of extra support. It also provides some brief &quot;tech tips&quot; for online community building. [This brief was prepared by the Center to Improve Social and Emotional Learning and School Safety at WestEd.]
Dual Language Learners and State-Funded Preschool
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Second Language Learning,Preschool Education,Full State Funding,English (Second Language),Preschool Children,Enrollment Rate

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on dual language learners and state-funded preschool include: (1) Number of All Children Including Dual Language Learners (DLLs) Enrolled in State-Funded Preschool Programs in 2016-17; (2) Percentage of State Preschool DLL Enrollment 2016-2017; (3) States with Disproportionately Greater DLLs Enrolled in State-Funded Preschool Programs SY 2016-17; and (4) States with Disproportionately Fewer DLLs in State-Funded Preschool Programs 2016-2017.
Dual Language Learning Programs and English Learners
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Second Language Instruction,English (Second Language),Geographic Location,Bilingual Education,Native Speakers,Language of Instruction,Teacher Qualifications

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on dual language learning programs and English learners include: (1) States with Self-Reported Dual Language Programs: SY 2016-17; (2) Languages Used in Dual Language Programs Nationally: SY 2016-17; and (3) Number of Partner Languages in Five States With Largest EL Populations That Reported Dual Language Programs: SY 2016-17.
English Learners and High School Mathematics
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-11-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,High School Students,Secondary School Mathematics,Mathematics Instruction,High School Graduates,Algebra,Calculus,Advanced Courses,Geometry,Mathematics Achievement,Disproportionate Representation

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English learners and high school mathematics include: (1) Distribution of Students Enrolled in High School Mathematics Classes; (2) Percentage of Students Who Failed to Pass Any Mathematics Course in High School, by English Learners and Non-English Learners; and (3) Percentage of Students Who Graduate from High School, by Subgroup: SY 2015-16. [This fact sheet shares findings from the following reports: &quot;Data Highlights on Science, Technology, Engineering, and Mathematics Course Taking in Our Nation's Public Schools. 2015-16 Civil Rights Data Collection. STEM Course Taking&quot; (ED600134) and &quot;English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives. Consensus Study Report&quot; (ED590422).]
English Learners and Instructional Programs
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Immersion Programs,Bilingual Education,Native Language,Language Proficiency,English (Second Language),Language of Instruction,Geographic Location

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on ELs and instructional programs include: (1) Number of States Reporting Bilingual Language Instruction Educational programs: SY 2015-16; (2) Number of States Reporting English-Only Language Instruction Educational Programs: SY 2015-16; and (3) Types of Language Instruction Educational Programs Offered by States: SY 2015-16.
English Learners and Science Achievement
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Science Achievement,Grade 4,Grade 8,Grade 12,Honors Curriculum,Native Speakers

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English learners and science achievement include: (1) National Assessment of Education Progress Science Score Comparison for English Learners and Students Who Are Not English Learners: Fourth and Eighth Grade; (2) National Assessment of Education Progress Science Score Comparison for English Learners and Students Who Are Not English Learners: 12th Grade; and (3) Participation in Honors-Level High School Science Courses by English Learners and Students Who Are Not English Learners.
English Learners Who Speak Chinese as a Home Language
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-11-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Chinese,Family Environment,Language Usage,Elementary Secondary Education,Public Schools,Geographic Location,English (Second Language)

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English learners who speak Chinese as a home language include: (1) Most Common Home Languages and Language Categories (Excluding Spanish) Spoken by EL Students in K-12: 2016-17 School Year; (2) Numbers of Reported EL Students Who Speak Chinese as a Home Language: SY 2008-09 through SY 2016-17; and (3) EL Students Who Speak Chinese as a Home Language in States that Report Chinese as Top 5 Language Spoken by ELs, SY 2015-16.
English Learners (ELs) in Charter Schools. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Charter Schools,Enrollment Rate,Geographic Location

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on English learners in charter schools include: (1) Number of Charter Schools, by State, Including DC: SY 2015-16; (2) Percentage of Charter School Students Who Are ELs, by State, Including DC: SY 2015-16; and (3) Four States with Highest Percentage of Charter School Students Who Are ELs: SY 2015-16.
The Top Languages Spoken by English Learners (ELs) in the United States
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Language Usage,Geographic Location,Spanish,Elementary Secondary Education

States annually report the five languages other than English most commonly spoken by English learners (ELs) as well as the number of ELs who speak each of the &quot;top five&quot; languages. This fact sheet gives an overview of the five most commonly spoken languages in each state during the 2016-17 school year.
Family-School Engagement of Families Who Are Speakers of Other Languages
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Family School Relationship,English (Second Language),Minority Groups,Parent Participation,Parent Background,Parent Attitudes,Satisfaction,Homework,Educational Attainment,National Surveys

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on family-school engagement of families who are speakers of other languages include: (1) Percentage of K-12 Students Whose Parents Participated in School-Sponsored Activities by Language Category: SY 2015-16; (2) Percentage of K-12 Students Whose Parents Reported Their Level of Satisfaction with the School Staff by Language Category: SY 2015-16; and (3) Percentage of K-12 Students Whose Parents Had a Place Set Aside at Home for Homework and For Whom an Adult Checked Homework by Language Category: SY 2006-07 and SY 2015-16.
National and State-Level High School Graduation Rates for English Learners. Fast Facts
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,English Language Learners,High School Graduates,Racial Differences,Ethnic Groups,Trend Analysis,Student Characteristics,Geographic Location,African American Students,White Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indian Students,Alaska Natives,Economically Disadvantaged,Students with Disabilities

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on national and state-level high school graduation rates for English learners include: (1) National High School Graduation Rates, by Race and Ethnicity: SY 2015-16; (2) Trends in National High School Graduation Rates, by Student Group; (3) ELs High School Graduation Rates: SYs 2010-11 to 2015-16; and (4) ELs High School Graduation Rates, by State: SYs 2010-11 to 2015-16.
Family-Centered Prevention to Enhance Parenting Skills during the Transition to Elementary School: A Randomized Trial
Author: Stormshak, Elizabeth A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Prevention,Intervention,Parenting Skills,Kindergarten,Grade 1,Child Development,Child Behavior,Program Effectiveness,Parent Education,Stress Variables,Context Effect,Urban Schools,At Risk Persons,Young Children,Parenting Styles

The objective of this study was to evaluate the effect of a family-centered preventive intervention, the Family Check-Up (FCU), on improving parenting skills during kindergarten and 1st grade, when children are challenged to engage in a variety of new behaviors, such as sustained attention and self-regulation of behavior in the classroom. Building on prior research and funded by the Department of Education, we tested the effect of the FCU on parenting skills during the transition to kindergarten. We predicted both direct and moderated effects of the FCU on changes in parenting, including positive parenting, monitoring/family routines, and negative parenting skills. In this registered clinical trial (NCT02289092; see CONSORT diagram in Figure 1), participants were 321 families of kindergarten children recruited from 5 public elementary schools and randomly assigned to either the FCU or to a school-as-usual control group (n = 164 assigned to intervention). Families engaged in the intervention at a high rate (75%) and completed assessments about parenting skills from kindergarten to 1st grade. Results suggest that FCU effects on parenting skills were moderated by parenting contextual stress. As stress increased, so did positive effects of FCU on monitoring/family routines and negative parenting. No effects on positive parenting skills were observed. Results of this research suggest the effects of the FCU are more pronounced for high-stress families and contribute to the literature supporting adaptive, tailored approaches to intervention for high-risk children and their caregivers. [This paper will be published in &quot;Journal of Family Psychology&quot; v34 n1 p122-127 2020.]
Technology Use with English Learners
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2019-12-00
Type: Numerical/Quantitative Data
Subjects: English (Second Language),Second Language Learning,Educational Technology,Second Language Instruction,Guidelines,Language Teachers

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. The topics for this report on technology use with English learners include: (1) National Study of English Learners and Digital Learning Resources; (2) Most Important Features in Selecting Digital Learning Resources for Instructing English Learners; and (3) Educator Toolkit's Guiding Principles for Educators: What to Know and What to Do. [This fact sheet reports data and information from the U.S. Department of Education, national study of English learners and digital learning resources, &quot;Supporting English Learners Through Technology&quot; (ED600461) and the &quot;Using Educational Technology - 21st Century Supports for English Learners. Educator Toolkit&quot; (ED591004).]