ethanporcaro/eric-fulltext-meta huggingface dataset:
Creating Conversational Spaces on Campus: Connecting Students &amp; Faculty through Appreciative Inquiry and Circular Questioning
Author: Chetro-Szivos, John
Date: 2004-00-00
Type: Journal Articles
Subjects: Inquiry,Questioning Techniques,College Students,College Faculty,Teacher Student Relationship,Discussion,Educational Change

The authors discuss their use of Appreciative Inquiry coupled with Circular Questioning to create what they have titled a Conversational Space. They discuss their experiences using conversational spaces in several venues across their campus: in classrooms, in campus-wide faculty discussions, and in informal and formal student and faculty discussions outside of the classroom. The results suggest that this system of inquiry becomes a way of talking, imagining, and working together that can transform teaching and learning. The authors describe both Appreciative Inquiry and Circular Questioning and the applied uses in these settings. They point out how this application can assist people to conjointly create patterns of practice that are life-changing and allow them to enjoy and live their story of success in an academic setting.
The Case for Breaking up Big Urban School Systems. Sketching a New Conservative Education Agenda
Author: Husock, Howard
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Urban Schools,School District Size,School Districts,Unions,Public Schools,Consolidated Schools,Suburban Schools,Administrative Organization,Strikes,Elementary Secondary Education

The challenge of reopening US public schools in the wake of the COVID-19 pandemic has high-lighted the significant role that local teachers unions play in setting policy. The politics of school reopening during the pandemic has brought to the national spotlight the outsized role that teachers unions play in managing big cities. Bureau of Labor Statistics data reveal the big city concentration and the increasing frequency of teachers unions flexing their market power. This strategy's success demonstrates that the relationship between local government and teachers unions is fundamentally imbalanced, suggesting changes in governance structure are necessary. This report presents a policy proposal of reverse school consolidation--breaking up big city districts into a cluster of smaller districts so city school districts would more closely resemble their suburban counterparts. Reimagining urban public schools could create a more constructive relationship between labor and local government in America's cities while inspiring a new era of philanthropic community support.
Asking the Right Questions about Using Nonacademic Indicators for School Accountability
Author: Hamilton, Laura S.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Accountability,Student Evaluation,Educational Policy,Educational Legislation,Elementary Secondary Education,Federal Legislation,School Effectiveness,Social Emotional Learning

Whether and how to hold schools accountable for their performance has been a topic of debate in education circles for decades, and the use of standardized achievement test scores for accountability has been particularly contentious. One proposed strategy for reducing reliance on test scores is to incorporate non-test measures into accountability systems. In fact, doing so is a requirement under the Every Student Succeeds Act (ESSA), the federal legislation that guides state testing and accountability policy. Additional indicators can reduce the extent to which test scores drive school performance ratings while sending a message to educators and the public about the need for schools to attend to conditions or outcomes beyond test scores. In this report, the author discusses a category of measures that she calls &quot;nonacademic&quot; indicators and briefly describe ways they can be used to inform decision-making. The author then offers a set of questions that policymakers should ask before adopting such measures for accountability purposes.
Beyond Reading and Math Scores: Flexibility in Federal K-12 Accountability Law
Author: Fryer, Lindsay
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Reading Achievement,Mathematics Achievement,Elementary Secondary Education,Accountability,Educational Legislation,Federal Legislation,Student Evaluation,Academic Achievement,Low Achievement,Educational Indicators,Identification

One of the most hotly debated K-12 education issues in recent decades has been the appropriate federal role in defining how states should measure, identify, and intervene in low-performing schools. In December 2015, after more than a decade of complex debate, Congress passed the Every Student Succeeds Act (ESSA) to reauthorize the Elementary and Secondary Education Act of 1965, thus replacing No Child Left Behind (NCLB). ESSA enabled states to consider new ways to hold schools accountable for student achievement and other metrics and provided substantial flexibility in deciding how to improve low-performing schools. But ESSA's passage did not change school accountability overnight. It took time for the Department of Education to provide guidance on ESSA's implementation and for states to develop new systems and policies to implement ESSA's requirements. While ESSA passed five years ago, researchers and policymakers are just now beginning to evaluate the ways states have leveraged its flexibility to design and implement new accountability systems. As a senior policy adviser to Senator Lamar Alexander (R-TN), chairman of the US Senate Health, Education, Labor, and Pensions Committee, the author of this report served as the principal drafter and negotiator for ESSA. In this report, the author gives a broad overview of ESSA's new requirements for state accountability systems and describes how two states, Louisiana and Tennessee, have leveraged the flexibility of these requirements to design distinct accountability systems.
Enforcing Disciplinary Leniency: How the Office for Civil Rights Dictated School Discipline Policy and How It Could Again
Author: Richey, Kimberly M.
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Civil Rights,Discipline Policy,Public Agencies,Public Officials,Hearings,Criticism,Standards,Guidance,Educational Policy,Educational Change,Classroom Techniques,Civil Rights Legislation,Federal Legislation,Educational Environment,Racial Discrimination,School Districts

In July 2021, the US Senate's Health, Education, Labor, and Pensions Committee held confirmation hearings for Catherine E. Lhamon, President Joe Biden's nominee for assistant secretary for civil rights at the US Department of Education (ED). Lhamon served in the same role during the Obama administration from 2013 to 2017. During her hearing, Lhamon faced criticism for the controversial way in which she managed the Office for Civil Rights (OCR), especially for her use of informal &quot;guidance&quot; that often created new, legally binding standards intended to achieve specific policy shifts in schools. This report assesses Rethink School Discipline, Lhamon's discipline guidance package. During her most recent confirmation hearing, Lhamon expressed her intent to reinstate this guidance package, telling Senator Tina Smith (D-MN) that &quot;it's crucial to reinstate guidance on the topic and I think it's crucial to be clear with school communities about what the civil rights obligations are and 'how best to do the work in their classrooms.'&quot;
Is Ability Group Placement Biased? New Data, New Methods, New Answers. EdWorkingPaper No. 20-204
Author: von Hippel, Paul T.
Date: 2020-07-00
Type: Reports - Research
Subjects: Ability Grouping,Kindergarten,Individualized Instruction,Student Needs,Socioeconomic Status,Ethnicity,Gender Bias,Racial Bias,Predictor Variables,Student Placement,Teacher Behavior,Academic Achievement,Student Characteristics

Many kindergarten teachers use ability groups to differentiate instruction in reading and math. Ability group placement should depend primarily on student achievement, but critics charge that placement is biased by socioeconomic status (SES), gender, and race/ethnicity. We predict group placement in the Early Childhood Longitudinal Study of the Kindergarten class of 2010-11, using linear and ordinal regression models with classroom fixed effects. The best predictors of group placement are test scores, but girls, high-SES students, and Asian Americans receive higher placements than test scores alone would predict. One third of students move groups during kindergarten, and high-SES students move up more than score gains would predict. Although group placement depends mainly on test scores, there are signs of bias.
School Life: Official Journal of the Office of Education. Volume XXXIV. October 1951 to June 1952
Author: Lloyd, John H., Ed.
Date: 1952-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Nuclear Energy,Educational Facilities,Educational Media,Second Language Instruction,Veterans Education,Adult Education,Civil Defense,Public Health,Educational Finance,Energy Education

This document contains the October 1951 through June 1952 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, atomic energy education, the United Nations and UNESCO, new school physical plant projects, education media, foreign language study, veterans' education and training, adult education, civil defense education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXIV index is included.
School Life: Official Journal of the Office of Education. Volume 41. September 1958-May 1959
Author: Carlson, Theodora E., Ed.
Date: 1959-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Enrollment Projections,Educational Facilities,State Legislation,International Cooperation,Exchange Programs,Educational Research,Educational Media,Second Language Instruction,Guidance,Testing,Adult Education,Vocational Education,Technology Education,National Security

This document contains the September 1958 through May 1959 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, enrollment projections, national school physical-plant needs and economics, state laws on education, the Geneva Conference, UNESCO, education exchange programs, education research, education media, foreign-language instruction, guidance and testing, adult education, vocational education, technology education for defense, the National Defense Education Act, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume 41 index is included.
Spending More or Spending Less? Institutional Expenditures and Staffing in the Free-College Era
Author: Odle, Taylor K.
Date: 2021-07-02
Type: Reports - Research
Subjects: Expenditures,School Personnel,Educational Finance,Community Colleges,Scholarships,State Programs,Program Effectiveness,Organizational Change,Resource Allocation

While research has documented outcomes for students served by promise programs, few studies have considered the behavior of institutions themselves in the promise era. A new source of revenue combined with larger and more diverse cohorts is likely to motivate changes in spending and staffing--decisions instrumental to student access and success. We employ complementary difference-in-differences and synthetic control strategies to estimate impacts of the first statewide promise program on these two outcomes. Findings suggest institutions diverted expenditures away from instruction, academic support, and institutional support toward greater institutional grant awards. We find no meaningful impact on staffing levels. While some institutional actions may further support the access and success goals of promise programs, the diversity of programs across the nation suggests not all may follow suit. This study should inform policymakers considering the full extent of outcomes of free-college programs and invigorate further research on institutional responses. [This paper was published in &quot;AERA Open.&quot;]
College Advising at a National Scale: Experimental Evidence from the CollegePoint Initiative. EdWorkingPaper No. 19-123
Author: Sullivan, Zach
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Academic Advising,College Applicants,Low Income Students,COVID-19,Pandemics,Program Effectiveness,Computer Mediated Communication,Program Evaluation,Enrollment

In-person college advising programs generate large improvements in college persistence and success for low-income students but face numerous barriers to scale. Remote advising models offer a promising strategy to address informational and assistance barriers facing the substantial majority of low-income students who do not have access to community-based advising, yet the existing evidence base on the efficacy of remote advising is limited. We present a comprehensive, multi-cohort experimental evaluation of CollegePoint, a national remote college advising program for high-achieving low- and moderate-income students. Students assigned to CollegePoint are modestly more likely (1.3 percentage points) to attend higher-quality institutions. Results from mechanism experiments we conducted within CollegePoint indicate that moderate changes to the program model, such as a longer duration of advising and modest expansions of the pool of students academically eligible to participate, do not lead to larger program effects. We also capitalize on across-cohort variation in whether students were affected by COVID-19 to investigate whether social distancing required by the pandemic increased the value of remote advising. CollegePoint increased attendance at higher-quality institutions by 3.2 percentage points for the COVID-19-affected cohort.
Fixing Income-Driven Repayment for Federal Student Loans
Author: Delisle, Jason D.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Income,Loan Repayment,Student Loan Programs,Federal Aid,Graduate Study,Educational Policy,Educational Change,Enrollment Trends,Debt (Financial)

Nearly all borrowers with federal student loans are currently eligible for an income-driven repayment (IDR) plan that allows them to cap monthly payments at 10 percent of their discretionary income. IDR plans also include a loan forgiveness benefit whereby remaining balances are canceled after a set period of making payments in IDR, typically 20 years. That such an apparent solution to the student debt crisis seems to be in place already complicates the current policy debate on student debt relief. Empirical evidence suggests that the program can provide as much or more relief to low-income households as forgiving $10,000 of debt per borrower would. Yet much of the policy debate implies that IDR does not exist or work. This report includes a brief explanation of the IDR program and its evolution. It also provides an overview of the program's current statistics, such as budget projections, enrollment figures, and loan forgiveness estimates. A discussion of key reform proposals advanced by policymakers and advocates is also included, along with a concluding section that offers recommended reforms.
College Enrollment Benchmarks for the NAEP Grade 12 Mathematics Assessment. AIR-NAEP Working Paper 2021-04
Author: Ogut, Burhan
Date: 2021-12-00
Type: Reports - Research
Subjects: National Competency Tests,Longitudinal Studies,High School Students,Mathematics Tests,Prerequisites,Grade 12,Remedial Instruction,Correlation,College Preparation,Benchmarking,College Attendance,Selective Admission,Institutional Characteristics,Validity,Academic Persistence,STEM Education,Course Selection (Students)

Ensuring that students are ready for college when they graduate from high school has important implications for students, educators, education policymakers, and other stakeholders. This study focuses on an examination of the relationship between the National Assessment of Educational Progress (NAEP) grade 12 mathematics assessment and college entry to identify benchmarks on the NAEP grade 12 Mathematics Assessment that are indicative of the skills prerequisite for college enrollment. Using data from High School Longitudinal Study of 2009 (HSLS:09) and the 2013 NAEP overlap sample, this study identifies college preparedness benchmarks on the Grade 12 NAEP mathematics assessment including college enrollment, selectivity of the college enrolled, remedial course-taking, enrolling in STEM major, and persistence in postsecondary education. Results provide validity evidence for the NAEP achievement levels in terms of college preparedness, especially the NAEP proficient and NAEP college preparedness indicator.
Using State Workforce Data to Report Graduate Outcomes. The AIR Professional File, Fall 2021. Article 154
Author: Bryant, Matt
Date: 2021-00-00
Type: Reports - Research
Subjects: Data Collection,Data Use,Labor Force,Institutional Research,College Graduates,Wages,Outcomes of Education,Income,Research Methodology,Data Analysis,Employment

Survey methodology is the dominant approach among universities in the United States for reporting employment outcomes for recent graduates. However, past studies have shown that survey methodology may yield upwardly biased results, which can result in overreporting of employment rates and salary outcomes. This case study describes the development and application of an alternative reporting methodology, by which state wage records are analyzed to determine employment and salary outcomes for recent graduates. Findings at Western Washington University suggest the significant sample sizes that can be achieved using wage record methodology may provide a more reliable option than survey methodology for accurately reporting graduate outcomes. [This case study describes a process for refining and applying methodology outlined by David Troutman and Jessica Shedd in their 2016 article, &quot;Using State Workforce Data to Examine Postgraduation Outcomes,&quot; (EJ1113094).]
School Life: Official Journal of the Office of Education. Volume 38: October 1955 to June 1956
Author: Carlson, Theodora E., Ed.
Date: 1956-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Conferences (Gatherings),Federal Government,Enrollment Projections,Educational Facilities,Teacher Shortage,Academic Degrees,Educational Research,Educational Media,Science Education,Mathematics Education,Engineering Education,Enrollment,Second Language Instruction,Migrant Education,Rural Schools,School Supervision,Veterans Education,Adult Education,Vocational Education,Civil Defense,Educational Finance

This document contains the October 1955 through June 1956 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, the President's White House Conference on Education, record numbers of school-aged youth, enrollment projections, national school physical-plant (facility) needs, school and teacher shortages, degree attainment, education research, education media, science and math education, engineering enrollment, foreign language study, migrant education, rural school supervision, veterans' education and training, adult education, vocational education, civil defense education, legislation before Congress, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume 38 index is included.
Bridging the Gaps in Education Data
Author: Fullerton, Jon
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Learning Analytics,Computer Software,Educational Policy,Early Childhood Education,Educational Legislation,Federal Legislation,Expenditures,Educational Finance,Kindergarten,Elementary Secondary Education,Intervention,Data Analysis,Postsecondary Education,Measurement

Over the past two decades, education underwent a &quot;big data&quot; revolution as states began tracking individual student performance and interim assessments and educational software allowed for a greater granularity of data on students, teachers, and schools. Despite this plethora of new data, considerable gaps in data on early childhood education, school spending, student program and intervention, and postsecondary outcomes remain. Dissatisfaction with education data will never fully disappear due to technical gaps between what policymakers and researchers would like to measure and what can be measured, as well as normative disagreements about what data should be collected. Policymakers should focus on closing the gaps they can while also recognizing the technical and normative constraints on educational measurement.
Holding Accountability Accountable: Taking Stock of the Past 20 Years
Author: Carlson, Deven
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Accountability,Educational History,Educational Legislation,Federal Legislation,Kindergarten,Elementary Secondary Education,Educational Policy,Policy Analysis,Reading Tests,Mathematics Tests,Futures (of Society)

The No Child Left Behind Act of 2001 (NCLB) had mixed effects on the nation's educational ecosystem. NCLB succeeded in shifting the focus from inputs to outcomes, shining a light on performance of different student subgroups, and using reporting requirements to spur development of more-robust education data systems. But NCLB included several missteps--namely, setting unrealistic goals and expectations, narrowly focusing on reading and math results, and designing an accountability system with an inflexible one-size-fits-all approach. Future accountability legislation should leverage NCLB's high points while charting a path that avoids the law's bumpier portions. In this report, Deven Carlson identifies three major things the NCLB got right about accountability and three things it got wrong, discussing the conditions that led to these missteps and detailing their consequences. In reflecting on the accountability era's successes and failures, he aims to contribute to charting a productive path forward for accountability.