ethanporcaro/eric-fulltext-meta huggingface dataset:
America after 3PM for Black Families and Communities
Author: Afterschool Alliance
Date: 2021-01-00
Type: Reports - Research
Subjects: After School Programs,Youth Programs,African American Students,Parent Surveys,Parent Attitudes,Stress Variables,COVID-19,Pandemics,Distance Education,Educational Demand,Social Development,Emotional Development,STEM Education,Daily Living Skills,Interpersonal Relationship,Skill Development,Prevention,Drug Use

While data for the 2020 edition of America After 3PM were collected pre-pandemic, to accompany the data and determine how the pandemic has affected families' needs during the hours after school, the Afterschool Alliance commissioned a nationally representative follow-up survey of parents in October 2020. The follow-up survey found that nearly half of Black parents reported stress due to providing learning support while their child's school is operating virtually (47 percent) and concerns about their ability to juggle working and monitoring their child's distance learning (46 percent), and 3 in 4 Black parents (74 percent) say that the experience of coronavirus has made them appreciate teachers and afterschool program providers more than ever. The unmet demand for afterschool programs is higher among Black children than children overall (58 percent vs. 50 percent). Black parents largely have a positive view of afterschool programs' social and emotional and academic benefits that mirror parents' responses overall, agreeing that programs keep kids safe (74 percent); provide opportunities for children to engage with their peers and reduce unproductive screen time (83 percent); and help children gain interest and skills related to science, technology, engineering, and math (STEM) (78 percent). Black parents also view afterschool programs as having a positive influence on children, agreeing that programs help young people build life skills (82 percent), allow children to build positive relationships with caring adults and mentors (79 percent), and reduce the likelihood that young people will engage in risky behaviors, such as drug use (73 percent). [For the 2020 edition of &quot;America after 3PM: Demand Grows, Opportunity Shrinks,&quot; see ED611372.]
America after 3PM for Latinx Families and Communities
Author: Afterschool Alliance
Date: 2021-01-00
Type: Reports - Research
Subjects: Hispanic American Students,After School Programs,Family Needs,COVID-19,Pandemics,Parent Attitudes,Online Courses,School Closing,Educational Technology,Student Needs,Access to Education,Racial Differences,Ethnicity,Program Effectiveness,Low Income Groups,Community Resources,Social Development,Emotional Development,Academic Achievement,Student Motivation,Skill Development,Barriers,Student Transportation,Geographic Location,School Schedules,Enrollment,Socioeconomic Status,Child Safety,Teacher Characteristics,Homework,Learning Activities,Physical Activities,Food,STEM Education

While data for the 2020 edition of America After 3PM were collected pre-pandemic, to accompany the data and determine how the pandemic has affected families' needs during the hours after school, the Afterschool Alliance commissioned a nationally representative follow-up survey of parents in October 2020. The follow-up survey found that afterschool programs remain a critical component of the infrastructure needed to support families through the pandemic. Latinx parents were more likely than parents overall to report stress about providing learning support while their child's school is operating virtually (61 percent vs. 54 percent), and 3 in 4 Latinx parents say that the experience of coronavirus has made them appreciate teachers and afterschool program providers more than ever. The unmet demand for afterschool programs among Latinx children remains high. For every Latinx child in an afterschool program, 3 more are waiting to get in. There are now more than 6.5 million Latinx children who would likely participate in a program (55 percent). The unmet demand for afterschool programs among Hispanic children is higher than the national average (55 percent vs. 50 percent). Latinx parents largely have a positive view of afterschool programs' social and emotional and academic benefits that mirror parents' responses overall, agreeing that programs keep kids safe (74 percent); provide opportunities to engage with peers and reduce unproductive screen time (85 percent); and help children gain interest and skills related to science, technology, engineering, and math (STEM) (80 percent). Latinx parents also view afterschool programs as a positive influence on children, agreeing that programs help young people build life skills (83 percent), allow children to build positive relationships with caring adults and mentors (78 percent), and reduce the likelihood that young people will engage in risky behaviors, such as drug use (76 percent). [For the 2020 edition, &quot;America after 3PM: Demand Grows, Opportunity Shrinks,&quot; see ED611372.]
Summertime in America for Black Families and Communities. America after 3PM Summer
Author: Afterschool Alliance
Date: 2021-06-00
Type: Reports - Research
Subjects: Summer Programs,African American Family,African Americans,Access to Education,COVID-19,Pandemics,Parent Attitudes,Satisfaction,Camps,STEM Education,Summer Schools,Internship Programs,Racial Differences,Participation,Program Content,Costs,Food,Activities,Scheduling,Skill Development,Outdoor Education,Music Activities,Art Activities,Barriers

The report &quot;Time for a Game-Changing Summer, With Opportunity and Growth for All of America's Youth,&quot; finds that as participation in summer programs prior to the pandemic was on an upwards trajectory, there remained a significant number of children missing out. For every child in a summer learning program in 2019, another would have been enrolled in a program if one were available. Children in families with low incomes were more likely to miss out. Demand for summer programs, both met and unmet, is great among Black families, where approximately half of Black children (49 percent) were in a summer program in 2019 or would have been enrolled in a program if one were available to them. For Black families, the summer is viewed as a time for infinite possibilities, where in addition to high demand for summer programs, there are also high expectations for their children's summer programs. The value of summer programs among Black families remained steadfast during the pandemic, with approximately 4 in 5 Black parents (78 percent) agreeing with the statement that &quot;all young people deserve access to quality afterschool and summer programs.&quot; The strong level of satisfaction for summer programs among African American families may contribute to the high level of participation. More than 2 in 3 Black parents (68 percent) report that they were extremely satisfied with their child's structured summer experience, with 95 percent of Black parents reporting that they were satisfied overall. For the first time, the report projects the number of children participating in a structured summer experience--which includes participation in a summer learning program, sports program, summer camp, summer school, or summer job or internship, and is different from child care--and finds that nearly 1.9 million Black children (22 percent) took part in a structured summer experience during the 2019 summer. [For &quot;Time for a Game-Changing Summer, with Opportunity and Growth for All of America's Youth,&quot; see ED614122.&quot;]
Adult Learning Planning Framework. Toolkit
Author: Harps, Shauna
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Adult Learning,Professional Development,Educational Quality,Learning Theories,Instructional Design,Educational Improvement,Learning Experience,Skill Development,Training Methods,Instructional Materials,Program Effectiveness

The Region 5 Comprehensive Center worked in partnership with the Tennessee Department of Education to develop a professional learning framework and toolkit. Although they were developed to meet the needs of education staff in Tennessee, the guidance can benefit other state education stakeholders in their efforts to ensure all professional learning experiences are: (1) high quality; (2) conducted and assessed consistently across the state; and (3) aligned with adult learning theories. The framework prioritizes a consistent approach to designing professional learning initiatives and experiences so that designers across all contexts (state, region, district, building, classroom) have access to a systematic method that can be monitored and evaluated. Results will help education stakeholders identify professional learning models that are most effective in improving education-related processes and practices, and subsequent student achievement outcomes.
Student Trajectories for Enrollment Forecasting, Management, and Planning. The AIR Professional File, Spring 2021. Article 153
Author: Bowman, R. Alan
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Enrollment Projections,Business Schools,Graduate Students,Enrollment Management,Decision Making,Educational Planning,Enrollment,College Faculty,Long Range Planning

The School of Management (SOM) at Union Graduate College (UGC) used student trajectories to forecast both individual course and total enrollments within and across various student categories. (The term &quot;trajectory&quot; refers to the enrollment pattern of the average student in a particular category.) The trajectories and the resultant projections formed an integral part of diagnostic tools for enrollment management decision-making, short- and long-term course section planning, and faculty capacity analyses in a variety of scenarios to inform program development, program promotion, and faculty hiring, and to make sure they were consistent with each other. This article describes the concepts behind trajectories, various types of trajectories and their respective uses, details for constructing trajectories, and how trajectories can be incorporated in reports and tools for maximum utility.
Summertime in America for Latinx Families and Communities. America after 3PM Summer
Author: Afterschool Alliance
Date: 2021-06-00
Type: Reports - Research
Subjects: After School Programs,Summer Programs,Summer Schools,Student Participation,Hispanic American Students,Educational Demand,Enrollment,Parent Attitudes,Access to Education,COVID-19,Pandemics

The report, &quot;Time for a Game-Changing Summer, With Opportunity and Growth for All of America's Youth,&quot; finds that as participation in summer programs prior to the pandemic was on an upwards trajectory, there remained a significant number of children missing out. For every child in a summer learning program in 2019, another would have been enrolled in a program if one were available. Among Latinx or Hispanic families, the demand for summer programs, both met and unmet demand, is also strong. Half of Latinx or Hispanic children were in a summer program in 2019, or would have been enrolled in a program if one were available to them. For Latinx families, the summer is viewed as a time for infinite possibilities, where in addition to high demand for summer programs there are also high expectations for their children's summer programs. The value of summer programs among Latinx families remained steadfast during the pandemic, with 4 in 5 Latinx parents agreeing with the statement that, &quot;all young people deserve access to quality afterschool and summer programs.&quot; Forty-four percent of Latinx families report a child was involved in a summer program, an increase from 39 percent in 2013 and 29 percent in 2008. This translates into more than 2.7 million Latinx children (19 percent) who took part in a structured summer experience--which includes participation in a summer learning program, sports program, summer camp, summer school, or summer job or internship, and is different from child care--during the 2019 summer. [For &quot;Time for a Game-Changing Summer, with Opportunity and Growth for All of America's Youth,&quot; see ED614122.]
The K-12 Improvement Imperative: Pathways to Adopting Continuous Improvement
Author: Arnett, Thomas
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Elementary Secondary Education,Adoption (Ideas),Educational Strategies,Leadership,Coordination

Almost every organization faces an improvement imperative: businesses must grow their profits and market penetration, hospitals strive for better patient outcomes, and nonprofits look to increase their impact. K-12 school systems are no exception. Every principal and superintendent accepts their role knowing that they will be expected to make their schools better. For education leaders, improvement often means boosting state test scores, raising graduation rates, increasing college enrollments, lowering student discipline incidents, implementing new STEM programs, or updating their technology and facilities. When it comes to meeting the improvement imperative, education leaders have no shortage of options to pursue--new curricula, technologies, pedagogies, and programs abound. Historically, most K-12 improvement efforts consist of a top-down approach to implement a solution de jour across a school or district. Unfortunately, however, improvement efforts in education routinely break down because they don't account for the complex interdependencies across a school system that get in the way of faithful implementation. This paper aims to help the proponents of continuous improvement approaches better understand how context shapes choices about how to improve. The insights offered in this report come from looking at improvement efforts through the lens of the Jobs to Be Done Theory. This theory starts with a simple premise: all people--school system leaders included--strive to make progress in their lives.
&quot;Public Education Will Never Be the Same&quot;: How COVID-19 Forced School District Leaders to Innovate on the Fly
Author: Lake, Robin
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Educational Innovation,School Districts,Educational Practices,Social Emotional Learning,Mental Health,Well Being,Public Education,Equal Education,Racial Identification,Faculty Development,Teacher Role,Teacher Shortage,Parent Participation,Elementary Secondary Education,Access to Education,Charter Schools,School Schedules,College Preparation,High School Students,Individualized Instruction,Educational Finance,Barriers,Government Role,Federal Government,State Government

When the pandemic forced schools to move online, no one was prepared. It was a true crisis, but out of crisis often comes innovation and discovery. That is exactly what a fall 2020 nationally representative survey from the American School District Panel, a collaboration between RAND, CRPE, Chiefs for Change, and Kitamba, found. A RAND report presented the main survey findings, with a compelling headline: &quot;Remote Learning is Here to Stay&quot; (see ED614143). It found that nearly one in five districts planned to create, expand, or maintain online learning after the pandemic is over. Districts also reported a commitment to retaining an emphasis on social-emotional health and well-being. A deeper dive into the open-ended responses from district and charter network leaders reveals more detail about what district leaders have discovered in this crisis that they want to keep. In this report, Robin Lake summarizes themes from the 218 total open-response items to the question, &quot;Did your district adopt any innovative practices in response to COVID-19 that you anticipate continuing in future years, even after the pandemic has passed?&quot; The results complement RAND's quantitative data and make meaningful contributions to understanding what America's school systems leaders want people to know they are hopeful and concerned about.
Peer Connections Reimagined: Innovations Nurturing Student Networks to Unlock Opportunity
Author: Waite, Chelsea
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Postsecondary Education,Peer Relationship,Social Capital,Social Networks,Well Being,Self Concept,Social Emotional Learning,Sense of Community,Coping

This year, K-12 schools, colleges, and universities have doubled down on their endeavors to support students through a global health crisis, economic uncertainty, severe weather, and political turmoil. Despite these efforts, research shows that support services still fall short of meeting many students' needs. As schools develop strategies for supporting students to both survive and thrive, the power of peer social capital is a lesson worth remembering. Across the entire high school to career pipeline, peer networks are an immense, but still latent, resource in the student success equation. With a range of emerging approaches to adopt and adapt, K-12 and postsecondary leaders have a tremendous opportunity to activate the latent social capital in peer networks to improve students' experiences and outcomes. Whether they succeed depends on where and how schools activate peer networks, and for what purposes. This paper details five considerations leaders will need to keep in mind. The innovative tools and programs in this report reflect the fact that it's networks--not just diplomas and degrees--that lead to opportunities and fulfilling lives. Peer connections are a critical resource as K-12 schools and postsecondary programs look to support students' wellbeing and growth, enrich their learning experiences, and expand career options.
Immigrant Students and English Learners: Challenges Faced in High School and Postsecondary Education
Author: Manspile, Eleanor
Date: 2021-00-00
Type: Reports - Research
Subjects: Immigrants,Access to Education,Barriers,High School Students,College Students,Minority Group Students,Low Income Students,Access to Computers,Language Proficiency,English Language Learners,COVID-19,Pandemics,At Risk Students,First Generation College Students,Graduation Rate,African American Students,Hispanic American Students,Undocumented Immigrants,Intervention,Adults,Generational Differences,Paying for College,Community Colleges,Culturally Relevant Education,Family Involvement,Teacher Collaboration,Student Employment,Social Emotional Learning,Access to Health Care,Mental Health,Bilingual Education,Grants,Federal Aid,Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Evaluation,Language Usage,Alternative Teacher Certification,Data Collection

Immigrants are a vital part of America and help form the backbone of the economy and communities. Too often, however, immigrants are not given the same educational opportunities or necessary attention as their native-born peers in high school, leading to lower high school graduation rates and postsecondary attainment. Immigrant students face added challenges to education such as navigating new systems, family responsibilities, and financial pressures. Furthermore, the COVID-19 pandemic has disproportionately affected people of color, immigrants, and low-income populations in the United States. This means existing barriers for many immigrant students, such as the digital divide and language skills, have increased exponentially. To reduce the education gaps between immigrant students and their peers and boost postsecondary attainment, policymakers and educators must rise to the challenge of creating a more equitable education system. Educators and policymakers must create culturally responsive education environments, encourage English Learners to learn in their native languages, increase Title III funding, and make education more accessible. In turn, this will reduce education gaps between immigrant students and English Learners and their peers, and lead to a stronger labor force. It is time for our country to rise to the challenge of being more equitable.
The Use of a Viability Index as a Better Measure of Departmental and Program Strength. The AIR Professional File, Spring 2021. Article 152
Author: Luna, Andrew L.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Departments,Program Effectiveness,Program Evaluation,Misconceptions,Graduation Rate,Educational Indicators,Performance Based Assessment,Majors (Students),Credits

Although many institutions and government agencies count degrees as the sole measure of determining departmental or program viability, this method fails to consider other factors such as how many students who are within programs are present to replace students who graduated from those programs or how many credit hours were generated in the area. This article highlights an easy-to-create, ratio-driven metric that can help an academic department or program to determine its overall strength.
Not a Lost Year: K-12 Innovation during 2020-21 and How to Nurture It Post-Pandemic
Author: Waite, Chelsea
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Educational Innovation,Educational Practices,Equal Education,At Risk Students,High Schools,Adolescents,Institutional Characteristics,Blended Learning,Educational Technology,Technology Uses in Education,Culturally Relevant Education,Family Programs,Social Emotional Learning,Student Projects,Competency Based Education,Interdisciplinary Approach,Online Courses,Mental Health,Racial Differences,Ethnicity,Rural Urban Differences,College Readiness,Career Readiness,Motivation,Leaders,Educational Finance,Communities of Practice

Among the lessons to take away from COVID-19 in the K-12 sector, one is this: we can never again say that schools haven't changed in a hundred years. After a year in which all schools upended the status quo to support students' learning and wellbeing during a pandemic, the most vocal critics of outdated school systems must acknowledge that even the most conventional schools have displayed a previously unrecognized degree of tenacity, commitment, and adaptability. At this critical juncture before a new school year, it's a perfect time to learn from innovations already underway in school communities, including shifts in school practice during 2020 and 2021. It's also a perfect time to examine the direction that schools' innovation work may take going forward, and what schools need to support that work. The Canopy project offers unique insight into these themes at a time when concrete information about innovative school practice is remarkably scarce. This brief summarizes key findings from our most recent analysis of the Canopy dataset, with a focus on understanding current patterns in school innovation and changes to schools' practices during a year of upheaval. In sharing these findings, we aim to equip school system leaders, policymakers, intermediaries, and funders with ground-level insight into the efforts emerging and taking root in schools so they may act more strategically and effectively to support schools that are reimagining the status quo in K-12. [The Canopy project is a collective effort involving hundreds of organizations and schools, and stewarded by the Christensen Institute and Transcend.]