ethanporcaro/eric-fulltext-meta huggingface dataset:
Restructuring California Schools to Address Barriers to Learning and Teaching in the COVID-19 Context and Beyond
Author: Adelman, Howard
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Barriers,Educational Change,COVID-19,Pandemics,Equal Education,Access to Education,Change Strategies,Environmental Influences,Individual Characteristics,Educational Needs,Board of Education Role,School Role,Government Role,State Government,Holistic Approach,Resources,Student Needs,Cooperation,Adjustment (to Environment),Family School Relationship,Crisis Management,Community Involvement,Intervention,Accountability,Faculty Development,Capacity Building

Amid the COVID-19 pandemic, extended school shutdowns, and renewed protests about racial injustice, schools confront sharp increases in student learning, behavioral, and emotional challenges. Despite this, the matter of how best to address these pervasive concerns--many of which result from long-standing structural and systemic barriers that necessitate structural and systemic solutions--remains unresolved. More than ever, schools need to address directly barriers to learning and teaching, and to reengage disconnected students. This brief highlights the need and ways to transform systematically how schools address the overlapping learning, behavioral, and emotional problems that interfere with effective instruction. The aim is to provide a blueprint to enable the state, Local Education Agencies (LEAs), and schools to play a greater role in providing student and learning supports, and to do so in ways that enhance equity of opportunity.
Decoding the Cost of College: The Case for Transparent Financial Aid Award Letters
Author: Burd, Stephen
Date: 2018-06-00
Type: Reports - Research
Subjects: Student Costs,Student Financial Aid,Letters (Correspondence),Student Loan Programs,Work Study Programs,Reliability,Jargon,Access to Information,Computation,Paying for College

Students and families confront a detrimental lack of information and transparency when making one of the biggest financial decisions of their lives: paying for college. The report analyzed thousands of financial aid award letters and found not only that financial aid is insufficient to cover the cost of college for many students, but also that award letters lack consistency and transparency. As a result, it is exceedingly difficult for students and families to make a financially-informed college decision. While solutions for tackling the cost barrier may be complex, solutions to improve award letter terminology and formatting are well within reach. After a thorough qualitative review using a subset of 515 award letters from unique institutions, seven key findings emerged: (1) Confusing Jargon and Terminology; (2) Omission of the Complete Cost; (3) Failure to Differentiate Types of Aid; (4) Misleading Packaging of Parent PLUS Loans; (5) Vague Definitions and Poor Placement of Work-Study; (6) Inconsistent Bottom Line Calculations; and (7) No Clear Next Steps. Based on these findings, the report presents seven policy recommendations, calling on federal, state, and institutional parties to create systems-level change. [The report is a collaboration between New America and uAspire.]
Making &quot;Free College&quot; Programs Work for College Students with Children. Briefing Paper #C483
Author: Holtzman, Tessa
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Access to Education,Higher Education,College Students,Parents,Child Rearing,Barriers,Low Income Students,Females,Minority Group Students,Low Achievement,Tuition,Costs,Public Colleges,Eligibility,Student Needs,Adult Students,One Parent Family,Mothers,Student Financial Aid,At Risk Students,Student Employment,Child Care,State Programs

College is one of the most reliable routes to economic security for parents and their children. College credentials are linked to increased earnings, higher rates of employment, lower poverty rates, and improved economic and educational outcomes among the children of college graduates. Student parents and their families stand to gain disproportionally from college degrees, through both short-term economic returns and long-term multigenerational benefits. College students with children, however, face financial and time demands that challenge their ability to enroll and persist in college. Students with children spend substantial time caring for their families, often work long hours, and face significant financial insecurity, which can make it difficult for them to complete their educational programs. College promise programs, sometimes referred to as &quot;free college&quot; programs, offer invaluable college opportunities for many students who face obstacles to higher education. This briefing paper focuses on characteristics of the student parent population that make inclusive college promise programs an imperative for improving equity in college access and completion.
The Student Parent Equity Imperative: Guidance for the Biden-Harris Administration. Policy Brief #C496
Author: White, Chaunté
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Higher Education,Parents,Child Rearing,One Parent Family,Mothers,Minority Group Students,Adult Students,Student Employment,Low Income Students,First Generation College Students,At Risk Students,Barriers,Student Needs,Equal Education,Access to Education,Child Care,Welfare Services,Student Personnel Services,Racial Bias,Gender Bias,Social Bias,Economic Impact,Taxes,Minority Serving Institutions,Community Colleges,Data Collection,Internet,Access to Computers,Paying for College,Grants,Federal Aid,Access to Information,Student Financial Aid,Tuition,Debt (Financial),Loan Repayment,Federal Programs,Partnerships in Education,Early Childhood Education,Emergency Programs,Housing,Food,Access to Health Care,Federal Government,Government Role

As the Biden-Harris administration seeks to hasten the country's recovery from the COVID-19 pandemic, reforming the U.S. higher education system to ensure equitable access and attainment for all adults is more important than ever. Most student parents are mothers, students of color, adult and working learners, students with low incomes, and first-generation students--characteristics that can overlap to create steep obstacles in their efforts to achieve success. COVID-19 has disproportionately increased the caregiving, financial, and emotional burdens on these student parents and their families. For many, this has led them to suspend their educational plans at higher rates than students without caregiving demands. This memorandum serves as a call to the Biden-Harris administration to include parenting students and their families in its policymaking efforts tied to postsecondary education, early care and education access, and social welfare. It provides policy recommendations to prioritize student parents and their families' wellbeing and contribute to the development of sustainable and equitable pathways to educational attainment. The recommendations span four areas: (1) supporting student parents' college access and success; (2) building affordable pathways to college for student parents; (3) expanding caregiving support and child care access for student parents; and (4) increasing basic needs security for student parent families.
Design Principles for Financial Aid Offers: A User-Centered Approach
Author: Fishman, Rachel
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Student Costs,Student Financial Aid,Letters (Correspondence),Access to Information,Paying for College,Design Requirements,Usability,Evaluation Criteria,Educational Policy

In 2018, New America partnered with uAspire, a nonprofit focused on college access and affordability, to review thousands of financial aid offers from over 500 colleges and universities. The resulting report, &quot;Decoding the Cost of College: The Case for Transparent Financial Aid Award Letters,&quot; recommended several minimum bars financial aid offers must pass including listing price, separating loans from grants, and standardizing terms and formatting. But those recommendations were just a start. This report reviews findings from the &quot;Decoding the Cost of College&quot; report, presents each stage of our efforts to redesign financial aid offers, and discusses our recommendations for design principles. We offer an example of how financial aid offers should be structured, and the role of policy in improving financial aid offers. [For &quot;Decoding the Cost of College: The Case for Transparent Financial Aid Award Letters,&quot; see ED612526.]
3rd Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life
Author: English, Leona, Ed.
Date: 2016-00-00
Type: Reports - Research
Subjects: Adult Learning,Adult Education,Health,Well Being,Role of Education,Correlation,Employment,Labor Market,Social Influences,Citizenship Education,Sustainable Development,Governance,Public Policy,Educational Finance,Educational Quality,Lifelong Learning,Gender Bias,Foreign Countries,Adult Literacy,Access to Education

The third &quot;Global Report on Adult Learning and Education&quot; (&quot;GRALE III&quot;) draws on monitoring surveys completed by 139 UNESCO Member States to develop a differentiated picture of the global state of adult learning and education (ALE). It evaluates countries' progress in fulfilling the commitments they made in the Belém Framework for Action, which was adopted at the Sixth International Conference on Adult Education (CONFINTEA VI) in 2009. In addition, the report examines the impact of ALE on three major areas: health and well-being; employment and the labour market; and social, civic and community life. &quot;GRALE III&quot; provides policymakers, researchers and practitioners with compelling evidence for the wider benefits of ALE across all of these areas. In so doing, it highlights some of the major contributions that ALE can make to realizing the 2030 Agenda for Sustainable Development. [Final editing of this report was managed with Sinéad Crowe, Jan Kairies, Werner Mauch, Christiana Winter and Felix Zimmermann. For &quot;2nd Global Report on Adult Learning and Education: Rethinking Literacy,&quot; see ED560502.]
4th Global Report on Adult Learning and Education: Leave No One Behind--Participation, Equity and Inclusion
Author: Boeren, Ellen, Ed.
Date: 2019-00-00
Type: Reports - Research
Subjects: Adult Education,Adult Learning,Governance,Educational Finance,Educational Quality,Participation,Inclusion,Equal Education,Barriers,Intervention,Foreign Countries,Adult Literacy,Educational Policy,Lifelong Learning,Access to Education

The Global Report on Adult Learning and Education (GRALE) provides a clear and comprehensive picture of the state of adult learning and education (ALE) around the world. The &quot;4th Global Report on Adult Learning and Education&quot; (&quot;GRALE 4&quot;) monitors the extent to which UNESCO Member States put their international commitments regarding adult learning and education (ALE) into practice and reflects data submitted by 159 countries. It calls for a major change in the approach to ALE, backed by adequate investment to ensure that everyone has the opportunity to access and benefit from ALE and that its contribution to the 2030 Agenda for Sustainable Development is fully realized. This report explores participation in adult learning and education from the perspective of equity and inclusion. The first part tracks progress in adult learning and education against the Belém Framework for Action, adopted in 2009, on the basis of the GRALE survey; the second offers a detailed thematic analysis of participation, drawing on the survey findings, but also a wide range of other relevant sources. &quot;GRALE 4&quot; provides an up-to-date summary of the latest data, demonstrating where the gaps are, analysing policy and practice, and highlighting what is not known about participation and why this matters. [For &quot;3rd Global Report on Adult Learning and Education: The Impact of Adult Learning and Education on Health and Well-Being; Employment and the Labour Market; and Social, Civic and Community Life,&quot; see ED612530.]
Reflections on Building a Partnership with Corrections: A Resource Guide for College-in-Prison Programs
Author: John Jay College Institute for Justice and Opportunity
Date: 2021-00-00
Type: Guides - General
Subjects: Correctional Institutions,Colleges,Partnerships in Education,Correctional Education,Program Development,Program Effectiveness,Program Administration,Student Centered Learning,Employees

New York has been a leader in education in prison since the 1800s. At its peak in the 1990s, when incarcerated people were eligible for federal Pell and New York State Tuition Assistance Program (TAP) grants, New York had 70 higher education programs operating in state prisons. In the mid-1990s, when legislators revoked Pell and TAP for incarcerated people, the number of students dropped from 3,445 to 256. In December 2020, after a 26-year ban, congress reinstated access to federal Pell grants for incarcerated students. Now, with 67 new programs receiving Second Chance Pell status, we are disseminating this publication to help providers cultivate and improve relationships with their corrections partners. This guide is part of an effort to provide college providers with the necessary tools for developing programs that are responsive to the unique environment of correctional facilities. While designed specifically for college programs that operate in New York State Department of Corrections and Community Supervision (DOCCS) facilities, this guide may also be useful for organizations and colleges outside of New York that wish to establish or enhance college-in-prison programs. &quot;Reflections on Building a Partnership with Corrections: A Resource Guide for College-in-Prison Programs&quot; grew out of our work operating the Prison-to-College Pipeline, our college-in-prison program at Otisville Correctional Facility, and our Technical Assistance work to seven college-in-prison providers throughout New York State. It includes information on the history of college-in-prison programs in New York state, foundations for productive partnerships, the structure and legal authority of DOCCS, policies and procedures relevant to college-in-prison programs, job descriptions of key facility staff, and insights informed by our collective experiences working with DOCCS. [This publication was funded by the New York County District Attorney's Criminal Justice Investment Initiative (CJII).]
Who Is Centered? A Systematic Review of Early Childhood Researchers&apos; Descriptions of Children and Caregivers from Linguistically Minoritized Communities
Author: Soto-Boykin, Xigrid T.
Date: 2021-00-00
Type: Information Analyses
Subjects: Young Children,Disabilities,Bilingualism,Language Minorities,Special Education,Students with Disabilities,Minority Group Students,Early Childhood Education,Bilingual Students,Educational Policy,Social Attitudes,Social Bias,Racial Bias,Bilingual Education,Educational Research,Researchers,Risk,Socioeconomic Status,Ethnicity,Race,Children,Caregivers,Language Usage,Ideology,Minority Groups,English Language Learners,Labeling (of Persons)

Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in &quot;Infants and Young Children,&quot; &quot;Journal of Early Intervention,&quot; or &quot;Topics in Early Childhood Special Education&quot; between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers' descriptions of participants' linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice. [This is the online version of an article published in &quot;Topics in Early Childhood Special Education.&quot; For the final published version of this article, see?EJ1293822.]
Understanding Policies and Practices That Support Successful Transitions to Kindergarten
Author: Purtell, Kelly M.
Date: 2020-00-00
Type: Reports - Research
Subjects: Kindergarten,Student Adjustment,Child Development,Board of Education Policy,Educational Practices,Barriers,Young Children,Preschools,Interschool Communication,Educational Cooperation,Elementary Schools

The entry into kindergarten is a key transition children experience and has lasting consequences for their academic development. In light of this, many schools have implemented transition practices designed to foster positive development for children during this time. This study uses qualitative interview data to examine the policies, practices, and barriers that shape how school districts support children during the kindergarten transition. Data from interviews with teachers and administrators in eleven school districts reveal a diversity in the number of kindergarten transition practices implemented and a number of structural barriers related to communication and collaboration that prevent more intensive transition efforts. These barriers included a lack of communication about children's experiences prior to kindergarten and practical challenges related to bringing early childhood educators and elementary personnel together. They also highlighted external policy factors, such as quality rating systems, that shaped transition practices. These findings point to a number of future directions for both research and policy related to the kindergarten transition. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v52 p5-14 2020.]
Accelerated College Credit Portfolio: Model Policy. ExcelinEd Policy Toolkit - 2020
Author: Foundation for Excellence in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: College Credits,High Schools,Public Schools,Acceleration (Education),Educational Legislation,Dual Enrollment,Advanced Placement Programs,Articulation (Education),State Legislation

This document contains a model policy for the creation of a portfolio of options for accelerated college credit courses. This model legislation outlines a variety of accelerated college credit courses to be available within each public high school. This policy does not include the funding mechanism for accelerated college credit, but it is recommended states strive to reduce/eliminate the cost to families and students through multiple avenues, such as providing funding for exam fees. Federal funds can also be utilized to support student attainment of accelerated college credit such as Title I, Title II (for the teacher professional development) and Title IV.
Evaluation of the Tailored Support Programme: Final Research Report
Author: Straw, Suzanne
Date: 2021-03-00
Type: Reports - Research
Subjects: Foreign Countries,Program Evaluation,Consultation Programs,Teacher Recruitment,Teacher Persistence,Beginning Teachers,Mentors,Teacher Supply and Demand,Coaching (Performance),Professional Continuing Education,Sustainability,Faculty Workload

Between June 2018 and November 2020, the National Foundation for Educational Research (NFER) conducted an evaluation of the Tailored Support Programme (TSP) on behalf of the Department for Education (DfE). The aim of the evaluation was to explore perceptions of the TSP and, in particular, gather data on: reasons for engagement; what was delivered; what worked well and less well and why; perceived impacts; sustainability; challenges in engaging with the programme; and what has been learnt for future recruitment and retention programmes. The evaluation included baseline surveys with senior leaders and teachers, as well as telephone interviews with a range of stakeholders at baseline and end-point. It is worth noting that end-point evaluation activities scheduled for April-July 2020 were impacted by COVID-19, and a lower number of interviews and case studies were completed than intended. The report primarily focuses on the findings from interviews and case studies with system leaders, senior leaders, early-career teachers (ECTs) and mentors. It also presents key findings from baseline surveys of senior leaders and teachers. [For &quot;Evaluation of the Tailored Support Programme: Technical Appendix of Survey Responses,&quot; see ED612554.]
2011-2012 PBIS School Status Report: Cohorts 1-7
Author: Karcher-Ramos, Muneer
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Positive Behavior Supports,Intervention,Program Evaluation,Program Implementation,Early Childhood Education,Elementary Secondary Education,Faculty Development,Teacher Attitudes,Fidelity,Self Evaluation (Groups),Student Behavior

This PBIS school status report provides a summary of the current status of all schools implementing PBIS in Minnesota with regard to participating in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes (as appropriate). In particular, this report highlights the patterns and trends in PBIS implementation and outcomes in Minnesota, and helps to understand the relationships between training, implementation fidelity, and outcomes. This report is intended for all stakeholders to better understand the status of PBIS in Minnesota.
PISA 2018 Additional Analyses: What Does PISA Tell Us about the Wellbeing of 15-Year-Olds? Report
Author: Kuhn, Lisa
Date: 2021-02-00
Type: Reports - Research
Subjects: Well Being,Correlation,Teacher Student Relationship,Parent Child Relationship,Educational Attainment,Measures (Individuals),Life Satisfaction,Student Attitudes,Cross Cultural Studies,Foreign Countries,Student School Relationship,Failure,Achievement Tests,International Assessment,Secondary School Students,Fear,Self Concept,School Culture,Factor Analysis

Recent national and international evidence suggests that the wellbeing of young people in the UK has decreased. In 2018, the Programme for International Student Assessment (PISA) asked participating pupils a number of questions about their wellbeing, and some of the measures can be tracked over time. Based on PISA 2015 and 2018, this report focuses results from pupils' wellbeing data in England, Wales and Northern Ireland, as well as three OECD comparator countries, France, Finland and Korea. The authors investigated changes in wellbeing as assessed by a single measure of life-satisfaction, as well as wellbeing from a wider perspective which was based on a range of questions. Therefore, two measures are referred to: 'life-satisfaction' and 'wellbeing factor'. Throughout this report, wellbeing in young people seems to be first and foremost linked to personal-, then parental- and lastly teacher-relationships. As such, the report highlights several policy recommendations that might support wellbeing in young people. [For the research brief, see ED612548.]