ethanporcaro/eric-fulltext-meta huggingface dataset:
The Changing Role of School Leaders. Policy Snapshot
Author: Pechota, Damion
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Role,State Legislation,Administrator Education,Staff Orientation,Inservice Education,Professional Development,Educational Legislation,Social Emotional Learning,Suicide,Prevention

Among all in-school factors that impact student learning, teachers carry the most weight -- but school leaders are not far behind. Decades of research have proven the positive influence principals can have on student achievement, school climate and teaching quality. New evidence suggests that their impact may be even greater than previously thought, as principals continue to assume the roles of instructional and change leaders. This new Policy Snapshot identifies two major themes in state legislation introduced between 2017 and 2020 concerning the development of, and support for, school leaders: (1) Pre-service training and induction programs?that prepare leaders for the job; and (2) In-service professional development training?that supports student needs and success. This resource builds on a similar Policy Snapshot, published in 2019. [For &quot;School and District Leadership. Policy Snapshot,&quot; see ED603064.]
Early Years and Key Stage 1 Mathematics Teaching: Evidence Review
Author: Hodgen, Jeremy
Date: 2020-08-00
Type: Reports - Research
Subjects: Mathematics Instruction,Elementary School Mathematics,Early Childhood Education,Instructional Effectiveness,Computer Assisted Instruction,Direct Instruction,Individual Instruction,Small Group Instruction,Tutoring,Manipulative Materials,Intervention,Feedback (Response),Formative Evaluation,Books,Motion,Nonverbal Communication,Peer Teaching,Cooperative Learning,Play,Executive Function,Metacognition,Numeracy,Family Programs,Problem Solving,Faculty Development,Elementary School Teachers,Early Childhood Teachers

This document presents a review of evidence commissioned by the Education Endowment Foundation to inform the writing of the guidance report &quot;Improving Mathematics in the Early Years and Key Stage One&quot; (ED612298). The review aimed to synthesise the best available international evidence regarding teaching and learning of mathematics for children in Early Years and Key Stage 1 (i.e., between the ages of 3 and 7) and aimed to answer the following research question: &quot;What is the evidence on the effectiveness of classroom-based interventions for improving mathematical learning of children in Early Years and Key Stage 1 settings?&quot;
A Review of the 1619 Project Curriculum. Backgrounder. No. 3570
Author: Morel, Lucas E.
Date: 2020-12-15
Type: Reports - Evaluative
Subjects: Slavery,African Americans,United States History,African American History,History Instruction,Social Systems,Politics,Common Core State Standards,Secondary School Curriculum,Middle Schools,High Schools

The &quot;New York Times&quot; Magazine published its &quot;1619 Project&quot; in August 2019 to commemorate the 400th anniversary of the landing of the first Africans in the English colony of Virginia. The project is a collection of essays and artwork that argue that the legacy of American slavery can be seen today in areas as disparate as traffic patterns in Atlanta, sugar consumption, health care, incarceration, the racial wealth gap, American capitalism, and reactionary politics. The Pulitzer Center on Crisis Reporting produced reading guides for all 18 essays of the 1619 Project designed to help students read a text with particular questions in mind. Each guide contains an excerpt or two from the essay, key terms, and two to three questions about the essay and have been used in classrooms across the United States. However, Lucas Morel argues that the 1619 Project is a political project riddled with factual errors and its theories on capitalism should not be conflated as an accurate historical account. He further argues that only complete and accurate histories belong in classroom curricula, and thus, the 1619 Project must not be taught as history in our schools.
Does Race Get Short Shrift in Education Research and Teacher Training? Issue Brief No. 6073
Author: Hess, Frederick M.
Date: 2021-04-05
Type: Reports - Research
Subjects: Race,Ethnic Diversity,Teacher Education Programs,Social Justice,Research Needs,Educational Research,Teacher Educators,Teacher Researchers,Critical Theory,College Faculty

In academia today, a heightened focus on issues of diversity and race has been accompanied by claims that education research, teacher preparation, and colleges of education have shortchanged these issues. It is conceivable that teacher training programs and education research can do a better job addressing race, since they educate more than one-half million aspiring educators annually in teacher preparation programs. However those championing diversity, race, and equity do not merely argue that colleges need to do better. Rather, some of the most influential voices argue that such topics are functionally absent from the education school landscape. However the authors question whether that is actually true and if there is evidence to back up that argument. This article examines the research areas and biographies of faculty in colleges of education. For faculty who identify race, diversity, and equity as research areas, it also examined whether those areas were the primary focus of their research and whether their scholarship is rooted in critical race theory.
Hispanic Higher Education and Hispanic-Serving Institutions (HSIs). 2021 Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU), Office of Policy Analysis and Information (OPAI)
Date: 2021-04-06
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Student Characteristics,Educational Attainment,Higher Education,Minority Serving Institutions,Enrollment,Undergraduate Students,Demography,Geographic Location,Academic Degrees,Institutional Characteristics,Racial Composition

This fact sheet presents the following statistical information on Hispanic higher education and Hispanic-Serving Institutions (HSIs) from 2021: (1) Hispanic demographics; (2) Hispanic higher education; and (3) Hispanic-Serving Institutions. A 2019-20 enrollment snapshot of Hispanic undergraduate students across the United States is included. [For the 2020 Fact Sheet, see ED612936.]
Improving Civics Education Means Preserving America&apos;s Character. Issue Brief No. 6061
Author: Butcher, Jonathan
Date: 2021-03-11
Type: Reports - Descriptive
Subjects: Civics,Citizenship Education,Democracy,Teaching Methods,Critical Theory,Educational Improvement,Federal Government,Government Role,State Government,Local Government,Educational Change,Democratic Values,Freedom,United States History,Public Schools,Elementary Secondary Education,Taxes,Resource Allocation

Schools are a reflection of culture and national character and should transmit these ideas through the teaching of history and government. Generally considered &quot;civic&quot; instruction, this subject is sorely neglected--an opinion shared by both sides of the partisan divide. A new initiative called Educating for American Democracy (EAD) wants to improve civic education in schools by increasing federal spending and U.S. Department of Education activities; revising state academic standards and civics curricula; and blending progressive priorities, such as climate change, race and class-consciousness, and gender identity, with history and civics. This issue brief discusses why these proposals are not a compromise between conservative and progressive approaches to teaching, but an attempt to expand the federal footprint in education while adding instructional techniques soaked in Critical Pedagogy. Key takeaways include the following: (1) Civics education must be improved, but the plan by the new EAD initiative for more federal activity would do more harm than good; (2) EAD's plan includes more responsibilities for Washington bureaucrats, even though education is a state and local policy concern; and (3) Reform to civic instruction should celebrate America's promise of freedom, and EAD's inclusion of Critical Theory undermines this commitment.
Remote Learning: Rapid Evidence Assessment
Author: Ellis-Thompson, Amy
Date: 2020-04-00
Type: Information Analyses
Subjects: Distance Education,School Closing,COVID-19,Pandemics,Best Practices,Evidence Based Practice,Blended Learning,Computer Assisted Instruction,Electronic Learning,Cooperative Learning,Educational Games,Case Studies,Teacher Effectiveness,Access to Computers,Feedback (Response),Independent Study,Outcomes of Education

This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (COVID-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: (1) general remote teaching and learning; (2) blended learning; (3) computer-supported collaborative learning; (4) computer assisted instruction; and (5) educational games. In each section, the included reviews and listed findings and implications drawn from the evidence are detailed. Case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools are highlighted.
Parent Involvement Data: How to Measure and Improve Representativeness for Indicator B8
Author: Bitterman, Amy
Date: 2021-02-00
Type: Guides - General
Subjects: Parent Participation,Data Collection,Annual Reports,Sampling,Bias,Response Rates (Questionnaires),Special Education,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities

This resource provides states with an overview on how to gather representative parent involvement data for State Performance Plan/Annual Performance Report (SPP/APR) Indicator B8. The resource defines key concepts such as representativeness, sampling, nonresponse bias, response rates, and weighting. It also offers information on how to improve the quality of parent involvement data, including strategies that can help states collect representative data and evaluate and improve the representativeness of their data before, during, and after data collection.
Hispanic Higher Education and Hispanic-Serving Institutions (HSIs). 2020 Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU), Office of Policy Analysis and Information (OPAI)
Date: 2020-04-16
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Student Characteristics,Educational Attainment,Higher Education,Minority Serving Institutions,Enrollment,Undergraduate Students,Demography,Geographic Location,Academic Degrees,Institutional Characteristics,Racial Composition

This fact sheet presents the following statistical information on Hispanic higher education and Hispanic-Serving Institutions (HSIs) from 2020: (1) Hispanic demographics; (2) Hispanic higher education; and (3) Hispanic-Serving Institutions. A 2018-19 enrollment snapshot of Hispanic undergraduate students across the United States is included. [For the 2019 Fact Sheet, see ED600629.]
Developing a Data-Informed Campus Culture: Opportunities and Guidance for Institutional Data Use
Author: Maldonado, Monica
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Data Analysis,Learning Analytics,Decision Making,Higher Education,Academic Achievement,Economic Climate,Barriers,COVID-19,Pandemics,Educational Change,Minority Group Students,Low Income Groups,Data Use,Intervention,Access to Education,Educational Attainment,Campuses,Definitions,Enrollment,Stakeholders,Leadership,College Faculty,College Students

Data-informed decision-making has always been -- and always will be -- a smart approach to policy, including at institutions of higher education. Just over one year since the COVID-19 pandemic radically and abruptly shifted every aspect of higher education, states and institutions are tackling the same student success goals as before, but with smaller budgets, uncertainties around enrollment, and the potential for a prolonged recession. In the face of such challenges, the need to consult and apply data has never been greater. Students continue to face challenges of online or hybrid models while also navigating life in a pandemic that has disproportionately impacted Black, Latinx, Indigenous, and Asian American and Pacific Islander students and students from low-income backgrounds. To understand -- and overcome -- current obstacles in higher education, campuses across the country who have not yet cultivated a culture of data usage need to do so -- stat. This report outlines how to create and strengthen such a culture from top to bottom and across postsecondary institutions in order to support students most in need of the social mobility and economic security that higher education can provide. Drawn from a wide array of institutional experts on developing data-informed interventions that close gaps in access and completion, these approaches promote the collaborative use of data while also accounting for the capacity of an individual institution.
IDRA Newsletter. Volume 48, No. 1
Author: Goodman, Christie L., Ed.
Date: 2021-01-00
Type: Collected Works - Serial
Subjects: Government Role,Federal Government,Educational Policy,Public Policy,Educational Finance,Bilingual Students,Reading Skills,Equal Education,COVID-19,Pandemics,Federal Aid,Federal Legislation,Elementary Secondary Education,Educational Legislation,School Safety,Cultural Awareness,Discipline,Public Schools,State Government,Bilingual Education,Special Education,Financial Support,State Legislation,Access to Computers,Postsecondary Education,Charter Schools,Educational Vouchers

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Fair &amp; Effective Education Policy.&quot; Contents include: (1) What Students Need from the Biden Administration--IDRA Recommendations for Federal Education Policy Changes (Morgan Craven); (2) Five Things to Know about Texas School Finance (Bricio Vasquez and Chloe Latham Sikes); (3) IDRA's Top Policy Priorities for the Texas Legislative Session (Chloe Latham Sikes); and (4) IDRA and Partners Release Policy Roadmap to Ensure Emergent Bilinguals Are Strong Readers by Third Grade.
IDRA Newsletter. Volume 48, No. 2
Author: Goodman, Christie L., Ed.
Date: 2021-02-00
Type: Collected Works - Serial
Subjects: Equal Education,Access to Computers,COVID-19,Pandemics,Educational Technology,Technology Uses in Education,Distance Education,Internet,At Risk Students,Public Schools,State Legislation,Family Involvement,Student Participation,Community Involvement,Best Practices,School Closing,High School Students,High School Teachers,Computer Mediated Communication,Bilingual Students,English Language Learners

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Bridging the Digital Divide.&quot; Contents include: (1) Texas Needs an Equitable State Broadband Plan to Serve Students and Families (Thomas Marshall); (2) Teachers Share Best Practices for Virtual Instruction in the Age of COVID-19 (Aurelio M. Montemayor); and (3) Words Matter--The Case for Shifting to &quot;Emergent Bilingual&quot; (Araceli García).
Report on the Condition of Education 2021. NCES 2021-144
Author: Irwin, Véronique
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Preschool Education,Elementary Secondary Education,Postsecondary Education,Family Characteristics,School Choice,Public Schools,Private Schools,Charter Schools,Race,Ethnicity,Enrollment,Students with Disabilities,English Language Learners,Access to Computers,Internet,Public School Teachers,National Competency Tests,Academic Persistence,Graduation Rate,High School Students,Dropout Rate,Educational Finance,Public Colleges,Private Colleges,Proprietary Schools,College Faculty,College Graduates,Student Costs,Student Financial Aid,Young Adults,Educational Attainment,Outcomes of Education,Education Work Relationship,Achievement Tests,International Assessment,Foreign Countries,Mathematics Tests,Science Achievement,Mathematics Achievement,Science Tests,High School Graduates

The &quot;Condition of Education&quot; is an annual report mandated by the U.S. Congress that summarizes the latest data on education in the United States. This report uses data from across the National Center for Education Statistics (NCES) and from other sources and is designed to help policymakers and the public monitor educational progress. This year's report includes 86 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Fifty-five indicators were updated this year, including 17 indicators on school crime and safety. For the 2021 edition of the report, most data were collected prior to 2020, either during the 2018-19 academic year or in fall 2019. Therefore, with some exceptions, this year's report presents findings from prior to COVID-19. [For &quot;The Condition of Education 2020. NCES 2020-144,&quot; see ED605216.]
Early Childhood and Open Society: Creating Equitable and Inclusive Societies
Author: Klaus, Sarah
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Development,Social Change,Childrens Rights,Advocacy,Capacity Building,Educational Change,Teaching Methods,Philanthropic Foundations,Program Descriptions,Political Attitudes,Equal Education,Inclusion,Financial Support,Foreign Countries,Trauma,Refugees,Access to Education,Minority Groups,Public Health,Child Rearing

Since the early 1990s, the Open Society Foundations have supported early childhood development, recognizing it as a prerequisite for sustainable political and social change--with a focus not only on young children, but on parents, caregivers, and the wider community. This report commemorates the Open Society Early Childhood Program, which, from its inception in 1994 to its conclusion in 2020, advanced the rights of young children by supporting ambitious initiatives and advocacy to reshape early childhood development practices and institutions, on the one hand, and scale up the power and capacity of civil society groups, on the other. In addition to an in-depth timeline of the program's accomplishments, this report also features commemorations from Open Society Foundations Global Chair and Founder George Soros and Early Childhood Program Advisory Board Chair Phyllis R. Magrab. [This report was written with contributions from Tina Hyder and Dragana Sretenov.]
Online Isn&apos;t Optional: Student Polling on Access to Internet and Devices
Author: Parker, Alyse Gray
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Handheld Devices,Telecommunications,Internet,Barriers,Student Attitudes,Family Environment,Equal Education,African American Students,Hispanic American Students,Family Income,Costs,Access to Computers,Access to Education,Attendance,College Students,Budgets,COVID-19,Pandemics,Online Courses

Based on polling data collected by New America and Third Way, &quot;Online Isn't Optional: Student Polling on Access to Internet and Devices&quot; outlines which students are facing the gravest technological challenges, including the lack of reliable internet connection and the need to share devices with others in their household, both of which limit their ability to consistently participate in higher education. As one example of the inequities in barriers internet accessibility can pose, approximately 60 percent of Black and Latinx students, and students with a reported household income of less than $50,000 face significant cost in affording internet, while only 50 percent of White students or 47 percent of students with reported income of $50,000-$100,000 so report. &quot;Online Isn't Optional: Student Polling on Access to Internet and Devices&quot; provides recommendations for institutional leaders and policymakers to ensure that students are able to connect, continue, and complete their education. Recommendations for institutions and the U.S. Department of Education include accounting for technology costs in financial aid and cost of attendance, collecting and publishing disaggregated data regarding student access to reliable internet and technology, and strengthening broadband and technology support for students.
Housing Redlining and Its Lingering Effects on Education Opportunity. Backgrounder. No. 3594
Author: Burke, Lindsey M.
Date: 2021-03-11
Type: Reports - Evaluative
Subjects: Housing,Social Discrimination,Educational Opportunities,Public Schools,School Choice,Federal Government

In the early 20th century, the federal government engaged in housing &quot;redlining&quot;--a practice that conditioned access to federally backed home loans on the perceived economic health of a neighborhood and used demographic factors such as race in those decisions. Understanding the history of government-sanctioned redlining policies in the housing sector demonstrates one of many problems with continuing to tie housing to schooling. Underperforming public schools are too often located in the areas &quot;redlined&quot; in the 20th century. Yet local government policies largely maintain attendance zone boundaries and residential assignment, relegating students with few means to whatever public school is on their side of the street. This is an anachronism with a clear policy remedy. Eliminating attendance zone boundaries within public school districts while pursuing broader school choice efforts, funding children directly rather than systems of schools, can rid education of the artificial barriers continuing to limit opportunity for too many children across the country. Key takeaways from this report include: (1) Federally sanctioned redlining in the 1930s highlights the negative consequences of government intervention in the housing market, which has ripple effects on education; (2) Unevenness in education opportunity persists in part because schooling is tied to housing, with public school access determined by attendance zone boundaries; and (3) Districts should cease drawing attendance zone boundaries, and states should adopt broad school choice policies.