ethanporcaro/eric-fulltext-meta huggingface dataset:
How Long Will It Take Me to Get to School? Transit Times to School District of Philadelphia High Schools
Author: Pileggi, Molly
Date: 2020-08-00
Type: Reports - Research-practitioner Partnerships
Subjects: Student Transportation,Bus Transportation,School Buses,High School Students,School Choice,Educational Policy,Proximity,Time Management,Neighborhood Schools,Charter Schools,Magnet Schools,Place of Residence

In Philadelphia, if a student chooses not to attend their neighborhood school, other options include schools with specialized programming in the arts, sciences, or business fields, schools with career and technical education options, and competitive magnet schools. But choosing an out-of-catchment school rather than a neighborhood school may require a longer or more complicated commute, particularly for students relying on public transit to get to school. Research has shown that commute time and complexity can influence attendance, academic achievement, engagement in school, and health factors associated with sleep. This report uses School District of Philadelphia high school student enrollment and residence data to estimate student commutes to all 52 traditional district high schools via public transit. Transit data from the 2017-18 school year was estimated how long it would take for high schoolers to get to school using public transit based on where they live and under optimal conditions (i.e., no delays and use of all available routes). Also analyzed was how estimated commutes vary by type of school admission (i.e., Neighborhood, Citywide, or Special Admission) and student residential neighborhood (defined as the City Council District in which they live). The findings of this study, can help guide families and students to consider commute time and complexity when selecting schools. The authors also anticipate that the analysis of variation in commutes may be useful for policy makers at the School District of Philadelphia (SDP) and its School Board, City Council, and Southeastern Pennsylvania Transportation Authority (SEPTA) (Philadelphia's transit authority) as they make ongoing decisions about system-wide school offerings, start times and scheduling options, and transit networks. Four appendices are included in this report. [This is Brief 2 of the Back to School series. For Brief 1, &quot;Strategies for Reducing Student Absenteeism in Philadelphia,&quot; see ED608079.]
Back on Track: How Off-Track Ninth Graders Progressed in Later Years of High School, Class of 2017 and 2018
Author: Pileggi, Molly
Date: 2020-08-00
Type: Reports - Research-practitioner Partnerships
Subjects: Grade 9,High School Students,Graduation Rate,At Risk Students,High School Freshmen,Progress Monitoring,Gender Differences,Racial Differences,Ethnicity,Low Income Students,Students with Disabilities,English Language Learners,Suspension,Attendance,School Size,Institutional Characteristics,Student Needs,Repetition,Required Courses,Academic Support Services,Urban Schools

In 2018, the School District of Philadelphia (SDP) developed an indicator for being &quot;on track&quot; at the end of a high school student's freshman year. As part of the district's overall strategy for improving graduation rates, school administrators currently use the Ninth Grade On-Track indicator as an early marker of progress towards graduation and to identify students in need of intervention. Using four cohorts of SDP data prior to its development and implementation, Philadelphia Education Research Consortium (PERC) found that one-third of first-time freshman in 2013-2017 would have been flagged by On-Track indicator as &quot;off-track&quot; after their first year of high school. Although the On-Track indicator was not yet in place, the reports serve as a benchmark against which progress can be measured. Building upon this prior work, this report examines two of those same cohorts of off-track freshman in the expected graduating classes of 2017 and 2018, following them over time to understand which students were able to graduate and when they got back on track. Similar to the prior work, these findings describe student experiences that pre-date the establishment of SDP's On-Track indicator. Thus, this report serves as baseline for the district to assess progress toward efforts to improve graduation rates through schools' use of the On-Track indicator to identify and connect students to supports. The goal of examining these patterns is to understand which off-track students and which schools might need the most support. This report offers a first-time look at graduation rates for off-track students in SDP. The findings will be informative to school and district administrators working to support high school students who fall off-track in ninth grade. These findings raise questions about whether some students and schools may benefit from more resources and/or different systems or approaches than others. The findings also point to the need for more research to examine why some students in some schools recover at higher rates than others and build evidence for effective interventions for getting students back on track. Four appendices are included in this report. [This is Brief 3 of the Back to School series. For Brief 2, &quot;How Long Will It Take Me to Get to School? Transit Times to School District of Philadelphia High Schools,&quot; see ED608080.]
SHEF: State Higher Education Finance, FY 2019
Author: Laderman, Sophia
Date: 2020-00-00
Type: Reports - Research
Subjects: Public Policy,Educational Policy,Public Colleges,Higher Education,Educational Finance,Resource Allocation,Postsecondary Education,State Aid,Local Government,Tuition,Income,Enrollment Trends,Financial Support,Taxes

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of public policy decisions in each state that contribute to public higher education funding levels and funding distributions across states and nationally. The SHEF report supplies important context and trend analysis to help inform state postsecondary finance policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. This year's report focuses on FY 2019, which for most states ran from July 1, 2018, through June 30, 2019. Sections include: (1) Sources and Uses of State Funding; (2) Distribution of Revenue: Wave Charts and Student Share; (3) State and National Trends by Metric; and (4) State Effort and Capacity to Fund Higher Education. [A fully interactive version of this report is available on the publisher's web site (https://shef.sheeo.org/), including data downloads, visualization tools, and technical documentation. For &quot;State Higher Education Finance FY 2018,&quot; see ED598638.]
Teaching for Equity: The CLEAR Paradigm. WCER Working Paper No. 2020-4
Author: Nguyen, Diep
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Equal Education,Culturally Relevant Education,Student Characteristics,Student Needs,Language Usage,Social Justice,Teacher Competencies,Student Diversity,Teacher Attitudes,Cultural Influences,Bilingual Students

This working paper provides insights into how all teachers can provide linguistically and culturally responsive and equitable education for all students by orchestrating instruction to meet their varying socioemotional, cultural, linguistic and academic needs. Grounded in social justice, the Cultural, Linguistic, Equity, and Responsiveness (CLEAR) paradigm presented in this paper describes a guiding framework for educators who wish to integrate sociocultural and sociolinguistic responsiveness and critical pedagogical practices to achieve quality, equitable education for their students. This paradigm includes a set of key understandings, commitments, habits, and actions to answer the question: &quot;What do all educators need to know and be able to do to provide quality, equitable education for multilingual learners?&quot;
On the Intersectional Amplification of Barriers to College Internships: A Comparative Case Study Analysis. WCER Working Paper No. 2020-5
Author: Wolfgram, Matthew
Date: 2020-05-00
Type: Reports - Research
Subjects: Higher Education,Internship Programs,Equal Education,Barriers,At Risk Students,Low Income Students,Minority Group Students,Hispanic American Students,Educational Finance,Social Influences,Cultural Influences,Student Experience,Undergraduate Students,Immigrants,African American Students,First Generation College Students,Paying for College

Research shows that college internships yield academic, economic, and professional benefits. However, the ability to locate and participate in internships is not equitable across all student demographic and socioeconomic spectrums. There are multiple complex barriers to internship participation for students with low socioeconomic status, and for those who are minoritized by race, gender, or other factors. Contextual factors such as finances, work responsibilities, travel, and gendered familial obligations intersect to amplify the challenges to internship participation. In the research described in this paper, the research team conducted focus groups among 24 students from a comprehensive federally designated Hispanic-Serving Institution. The team explored the data using intersectionality theory and comparative case study analysis; and in this paper we present a comparative case study analysis of five students in our study. We determined that delineation of barriers into types, such as financial, social, and cultural, runs the risk of misconstruing students' actual experience when they struggle to access internships and other educational opportunities.
Assessing Your College&apos;s Commitment to Equity. Coaching for Change
Author: Bragg, Debra D.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Equal Education,College Role,Language Usage,Educational Practices,Educational Policy,Higher Education,School Personnel,Teamwork,Documentation,Institutional Mission,Strategic Planning,Course Descriptions,Web Sites,Guides,Student Diversity,Reflection

Coaches should use this tool to assess a college's commitment to equity by evaluating the college's own current public-facing statements and materials as a starting point for reflection. Using the information gathered with this tool, a college's future commitment to equity can be clarified and improved through setting priorities for collective action to advance an equity agenda. Colleges are encouraged to conduct this assessment at all levels (college, division, program, and personal) to provide the most comprehensive, institution-wide picture of a college's commitment to equity. [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]
Teacher Evaluation in CPS: What Makes Evaluator Feedback Useful? Research Brief
Author: Shyjka, Andria
Date: 2020-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Teacher Evaluation,Evaluation Methods,Value Added Models,Public Schools,Observation,Feedback (Response),Teacher Influence,Teacher Attitudes,Teacher Competencies,Classroom Observation Techniques,Academic Achievement,Elementary Schools,High Schools,Performance Based Assessment,Barriers,Change Strategies,Conferences (Gatherings),Models,Goal Orientation,Evaluators,Interpersonal Relationship,Collegiality

Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year, and will continue to be implemented through June 2024, per the teachers' contract agreed upon in fall 2019. The evaluation system includes classroom observation ratings of teacher practice, as well as up to two student growth measures. This brief addresses the research question: What feedback did teachers report as most useful? The data and analysis that answer this question provide insights that may help district leaders, principals, and teacher-evaluators make the most of classroom observations and ultimately drive improved teacher practice, student experiences, and student outcomes. This brief is part of a series of three to extend previous research from the University of Chicago Consortium on School Research (UChicago Consortium) on early REACH implementation and the REACH evaluation system five years after the 2012-13 rollout. [For &quot;Teacher Evaluation in CPS: REACH Ratings and Teacher Mobility. Research Brief,&quot; see ED608092. For &quot;Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Research Brief,&quot; see ED608094.]
Teacher Evaluation in CPS: REACH Ratings and Teacher Mobility. Research Brief
Author: Sartain, Lauren
Date: 2020-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Teacher Evaluation,Evaluation Methods,Performance Based Assessment,Feedback (Response),Observation,Academic Achievement,Teacher Competencies,Faculty Mobility,Value Added Models,Scores,Labor Turnover,Assignments,Teacher Qualifications,Elementary Secondary Education,Public Schools

Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year, and will continue to be implemented through June 2024, per the teachers' contract agreed upon in fall 2019. The evaluation system includes classroom observation ratings of teacher practice, as well as up to two student growth measures. The stated goal of REACH is to provide valuable feedback to improve educators' professional practice and increase student learning. As with any professional evaluation system, a secondary use of REACH is to inform personnel decisions, such as classroom assignments, retention, tenure, remediation plans, and dismissal processes. In line with nationwide trends, almost all teachers in CPS received high evaluation ratings prior to REACH, and there was concern that such high levels of teacher performance were not translating into high levels of student learning. There was the potential that a more accurate rating system could make it easier to recognize and retain strong teachers while encouraging low-performing teachers to improve or exit. In light of this context, this brief answers the following research questions: (1) What proportion of teachers received high and low ratings under REACH, and how did that change over time? (2) How many low-rated teachers exited CPS or switched schools under REACH, compared to high-rated teachers?(3) How have classroom assignments within the school changed under REACH? This brief is part of a series of three to extend previous research from the University of Chicago Consortium on School Research (UChicago Consortium) on early REACH implementation and the REACH evaluation system five years after the 2012-13 rollout. [For &quot;Teacher Evaluation in CPS: What Makes Evaluator Feedback Useful? Research Brief,&quot; see ED608091. For &quot;Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Research Brief,&quot; see ED608094.]
A Look behind the Curtain: Job Search Behaviors of Teachers after Year One. WCER Working Paper No. 2020-7
Author: Goff, Peter
Date: 2020-07-00
Type: Reports - Research
Subjects: Job Search Methods,Teacher Supply and Demand,Beginning Teachers,Preferences,School Location,Faculty Mobility,Predictor Variables,Intention,Institutional Characteristics,Student Characteristics

By coupling statewide vacancy/application records with administrative data, we find that activity on the teacher labor market is substantially greater than previously documented, with 53% of novice teachers searching for new positions after their first year and 27% changing schools or leaving the public system. The empirical evidence favors preference alignment theory, showing that first-year teachers are more likely to reenter the labor market after their first year when their preferences and their current employment context diverge. This finding is particularly true for the individuals with a preference for a suburban locale and for school and student characteristics, such as the proportion of students qualifying for free or reduced-price lunch. Once an individual has initiated a job search, preference alignment appears to be unrelated to subsequent mobility. The findings suggest that processes that can facilitate a stronger initial match of novice teachers to their desired employment situations may help mitigate turnover in the following year.
Teacher Evaluation in CPS: Perceptions of REACH Implementation, Five Years In. Research Brief
Author: Sartain, Lauren
Date: 2020-03-00
Type: Reports - Research-practitioner Partnerships
Subjects: Public Schools,Teacher Evaluation,Teacher Competencies,Teacher Attitudes,Administrator Attitudes,Academic Achievement,Teacher Influence,Program Effectiveness,Teacher Effectiveness,Value Added Models,Educational History,Evaluation Methods,Observation,Feedback (Response),Scores,Performance Based Assessment,Faculty Development,Personnel Management,Satisfaction,Conferences (Gatherings)

Responding to an Illinois law that took effect in 2010, the Performance Evaluation Reform Act (PERA), Chicago Public Schools (CPS) created and implemented the REACH (Recognizing Educators Advancing Chicago's Students) educator evaluation and support system. REACH was piloted in 2012-13. It is still being implemented as of the 2019-20 school year and will continue to be implemented through June 2024, per the teachers' contract agreed upon in fall 2019. The evaluation system includes classroom observation ratings of teacher practice, as well as up to two student growth measures. This brief addresses the research question: What are teachers' and administrators' perceptions and opinions of REACH after five years of implementation? It draws from teacher and administrator survey reports of whether REACH influenced instructional change and student learning, the intended end goals of the policy. This brief is part of a series of three to extend previous research from the University of Chicago Consortium on School Research (UChicago Consortium) on early REACH implementation and the REACH evaluation system five years after the 2012-13 rollout. [For &quot;Teacher Evaluation in CPS: What Makes Evaluator Feedback Useful? Research Brief,&quot; see ED608091. For &quot;Teacher Evaluation in CPS: REACH Ratings and Teacher Mobility. Research Brief,&quot; see ED608092.]
Rubric of Equity-Minded Coaching Domains and Practices. Coaching for Change
Author: University of Washington, Community College Research Initiatives (CCRI)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Scoring Rubrics,Educational Change,Coaching (Performance),Systems Approach,Equal Education,Community Colleges,Race,Decision Making,Educational Practices,Guides,Data Analysis,Two Year College Students

Equity is not just about what colleges do: it is also about who they are, what they believe, and how they are situated within society at large. Equity-minded coaching seeks to make visible the social and structural context of exclusionary practices embedded within the leadership and institutions of American higher education. Equity-minded coaches do this by demonstrating proficiency in integrating race-conscious strategies into organizational-change practices. This tool is designed to assist coaches and Student Success Center (SSC) leadership by drawing awareness to coaching domains and coaching practices that can advance equity-driven inquiry, dialogue, and decision making within campus-wide reform efforts. This rubric explores the domains of data use, critical analysis, organizational learning, and systems thinking. These domains encompass processes through which organizational practices, policies, structures, and norms are reconsidered, modified, or transformed. Each domain includes a related rubric of coaching practices, example coaching questions, selected resources, and recommended readings. [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program. For the &quot;Glossary of Terms for Equity-Minded Coaching Domains and Practices,&quot; see ED608100.]
A Sociocultural Analysis of Internship Supervision: Insights from a Mixed-Methods Study of Interns at Five Postsecondary Institutions. WCER Working Paper No. 2020-8
Author: Hora, Matthew T.
Date: 2020-09-00
Type: Reports - Research
Subjects: Internship Programs,Supervision,Higher Education,Supervisory Methods,College Students,Student Satisfaction,Career Development,Interpersonal Communication,Interpersonal Relationship,Feedback (Response),Personal Autonomy,Mentors,Student Experience,Student Characteristics,Correlation

Internships are widely promoted extra-curricular experiences that can have positive impacts on student outcomes, yet how specific elements of internships contribute to these outcomes and facilitate learning is understudied. In this sequential mixed-methods study, we use sociocultural learning theory to interpret data from surveys (n = 435) and focus groups (n = 52) with students at five postsecondary institutions. After stepwise linear regression analyses indicated that supervisor behaviors were significantly associated with intern satisfaction and career development, analyses of qualitative data revealed features of positive (clear communication, availability, feedback) and negative (unavailability, inattention to learning) aspects of supervision. These results highlight the value of legitimate peripheral participation in internships, and the need for colleges and employers to carefully design and monitor these pedagogic spaces.
Glossary of Terms for Equity-Minded Coaching Domains and Practices. Coaching for Change
Author: University of Washington, Community College Research Initiatives (CCRI)
Date: 2019-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Coaching (Performance),Educational Change,Equal Education,Scoring Rubrics,Glossaries,Educational Practices,Community Colleges,Inclusion,Diversity,Academic Support Services,Networks,Barriers,Psychological Patterns,Data Analysis,Decision Making,Systems Approach,Race,Racial Bias,Two Year College Students,Self Concept

This glossary features terms used in &quot;Rubric for Equity-Minded Coaching Domains and Practices&quot; (ED608098) as well as &quot;Equity-Minded Coaching 'DOs' and 'DON'Ts'&quot; (ED608101). [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]
Equity-Minded Coaching &quot;DOs&quot; and &quot;DON&apos;Ts.&quot; Coaching for Change
Author: University of Washington, Community College Research Initiatives (CCRI)
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Equal Education,Educational Change,Higher Education,Coaching (Performance),Academic Achievement,Leadership,Academic Support Services,Statewide Planning,Definitions,Data Analysis,Systems Approach,Diversity,Race,Inclusion,Organizational Change,Community Colleges

This document is comprised of two sections. The first self-guided tool is intended to support higher education organizational coaches in thinking meaningfully about how to incorporate key equity-minded coaching practices into their coaching roles. The second self-guided tool is intended to support Student Success Center leadership in thinking meaningfully about how to support equity-minded coaching practices within statewide reform efforts. Definitions of bolded terms are listed in the &quot;Glossary of Terms for Equity-Minded Coaching Domains and Practices&quot; (ED608100). [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]