ethanporcaro/eric-fulltext-meta huggingface dataset:
Meeting the Educational Needs of Students Displaced by Disasters: Youth on Their Own. Connecting Schools and Displaced Students Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Educational Needs,Natural Disasters,Homeless People,Federal Legislation,School Districts,Youth,Emergency Programs,Student Needs,Barriers,Children

For youth separated from their parents or guardians because of a disaster, school provides a stable and secure environment, offering structure and supports to help them overcome the trauma they have experienced and regain their academic, social, and emotional footing. Therefore, schools and school districts or local educational agencies (LEAs) and relief or service agencies in a community impacted by a disaster should work together to ensure that unaccompanied youth, including those experiencing homelessness as the result of a disaster, are identified, linked to services, and enrolled in school. This brief: (1) describes the challenges faced by youth on their own who have become homeless due to a disaster; (2) explains basic provisions of the McKinney-Vento Act relevant to serving unaccompanied youth experiencing homelessness; and (3) provides strategies for local educational agencies (LEAs) and relief agencies to put into place to serve unaccompanied youth experiencing homelessness before and after a disaster occurs.
Providing Wraparound Services under the American Rescue Plan Homeless Children and Youth Program
Author: National Center for Homeless Education (NCHE)
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Federal Aid,Pandemics,COVID-19,Homeless People,Children,Youth,Integrated Services,Opportunities

The American Rescue Plan Act of 2021 (ARP) addresses the specific and urgent needs of children and youth experiencing homelessness, in light of the challenges of the COVID-19 pandemic. In addition to the purposes of identifying children and youth experiencing homelessness and enabling them to attend school and participate fully in school activities, the law specifically mentions providing children and youth experiencing homelessness with wraparound services. These services include those that address the academic, social, emotional, and mental health needs of these children and youth. This brief: (1) provides an overview of the requirements to provide wraparound services for children and youth experiencing homelessness in the American Rescue Plan Homeless Children and Youth (ARP-HCY) program; (2) discusses the ways that ARP-HCY funds have expanded the services that state educational agencies (SEAs) and local educational agencies (LEAs) are able to provide to children and youth experiencing homelessness; (3) describes the opportunities and challenges for SEAs and LEAs in partnering with community-based organizations (CBOs) and providing wraparound services for children and youth experiencing homelessness; (4) lists strategies to build SEA and LEA Education for Homeless Children and Youth (EHCY) program capacity to provide wraparound services; and (5) spotlights examples of SEA initiatives to provide wraparound services for children and youth experiencing homelessness.
TLA Standards Digital Learning Acquisition Guidance
Author: Johnson, Andy
Date: 2022-08-00
Type: Reports - Research
Subjects: Standards,Course Content,Information Technology,Cost Effectiveness,Best Practices,Educational Technology,Teaching Methods,Learning Management Systems,Compliance (Legal),Evaluation Criteria,Public Agencies,Armed Forces,Learning Analytics,Computer Software,Metadata,Open Educational Resources,Language Usage,Definitions,Guides,Disabilities,Federal Legislation,Instructional Materials

The founding goal of using standards within acquisition of distributed learning content and technology is to reduce cost in both current and future acquisitions and collaborative efforts across organizations. This document explores existing successful acquisitions and supplies that language as well as successful ways to implement best practices of standards and to identify mature standards (as a part of the ADL research portfolio, the Total Learning Architecture (TLA)). It provides a reference both by technical standard, the standards associated technology, and the standards associated use cases as tied to that technology. This document is intended to updated periodically.
2022-23 NIET Research Summary: Examining the Evidence and Impact of NIET&apos;s Initiatives
Author: Hudgens, Tanée M.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Program Effectiveness,Capacity Building,Rural Schools,Leadership Training,Teacher Effectiveness,Equal Education,Language Arts,Academic Achievement,Teacher Attitudes,Faculty Development,Teacher Persistence,Teacher Education,Principals,Middle School Teachers

With more than two decades of on-the-ground experience impacting 300,000 educators and 3 million students, NIET's success is grounded in research. The success of NIET's work is evident in the positive findings from evaluations of impact. In NIET's 2022-23 Research Summary, we summarize findings from five new studies and highlight selected findings from studies of NIET partnerships conducted over the past decade. The five new spotlights include: (1) Building Educator Capacity in Rural School Districts in Arkansas and Tennessee; (2) Supporting Principals and School Leaders in South Carolina; (3) Increasing Equitable Access to Effective Educators in Louisiana High-Need Schools; (4) Improving English Language Arts Achievement in Indiana; and (5) Educator Views of Professional Development and Their Intention to Stay in the Profession.
North Dakota University System 2021-22 Annual Enrollment Report
Author: Weber, Jennifer
Date: 2022-11-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment Trends,Undergraduate Students,Two Year College Students,College Credits,Noncredit Courses,Community Colleges,Full Time Students,Part Time Students,Job Training,Distance Education,Graduate Students,Annual Reports,College Freshmen,Trend Analysis,Full Time Equivalency,Independent Study,Blended Learning,In Person Learning,Electronic Learning,Online Courses

The North Dakota University System &quot;2021-2022 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, non-degree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through TrainND, a legislatively established organization powered by the public community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2021, Fall 2021 and Spring 2022 semesters. In addition to credit types, this report also presents course enrollments by delivery method. [For the 2020-21 Annual Enrollment Report, see ED615690.]
Budget of the U.S. Government, Fiscal Year 2024
Author: White House, Office of Management and Budget (OMB)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Government,Federal Legislation,Budgets,Government Role,Labor Force Development,Public Health,Health Services,Police Community Relationship,Crime Prevention,Violence,Gun Control,Conservation (Environment),Climate,Taxes,Economic Development

The &quot;Budget of the United States Government, Fiscal Year 2024&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. The 2024 Budget is a blue-collar blueprint to rebuild America in a fiscally responsible way that leaves no one behind. The Budget continues lowering costs for families--with new measures to expand health coverage, cap prescription drug costs, invest in quality child care, build affordable housing, reduce home energy bills, make college more affordable, and more. This Budget protects and strengthens Social Security and Medicare--lifelines that tens of millions of seniors have paid into their whole lives with every paycheck so they can retire with dignity. It rejects any cuts to these programs, extends the solvency of the Medicare Trust Fund by at least 25 years, and invests in service delivery so that seniors and people with disabilities can access the benefits they have earned. This Budget also keeps growing the economy by investing in the foundation of its strength: the American people. [For the 2023 Budget, see ED619628.]
Learning across Contexts: Bringing Together Research on Research Use and Implementation Science
Author: Supplee, Lauren
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Interdisciplinary Approach,Research Utilization,Evidence,Research

The fields of implementation science and the study of research use in policy and practice travel on many of the same roads and share similar goals, chief among which is improving societal outcomes through the application of research. Both fields also attract interdisciplinary teams and create strikingly similar knowledge across contexts. However, key differences have emerged in these two fields of study and the assumptions they make in the empirical work. These differences provide opportunities to strengthen the next generation of both implementation science and research on research use. In this report, the authors highlight how similarities and differences in the methods, approaches, and evolution of each of these fields can contribute to mutually beneficial insights and potential alignments. They describe each field in detail, with an eye toward highlighting key assumptions and differences, and we conclude by discussing opportunities for learning across fields. Overall, the authors aim to inspire a dialogue that may build a stronger foundation for supporting evidence use in ways that achieve equitable outcomes for people and communities.
Reducing Educational Inequality after the COVID-19 Pandemic: What Do We Know, and What Research Do We Need?
Author: Gamoran, Adam
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Equal Education,COVID-19,Pandemics,Educational Research,Evidence Based Practice,Racism,Minority Group Students,Access to Education,Racial Differences,Ethnicity,Achievement Gap,Distance Education,Family School Relationship,Tutoring,Time Factors (Learning),Teacher Competencies,Educational Finance,Low Income Students,Income,Place of Residence,Mobility

Educational inequality is a long-standing and persistent challenge. Never has this inequality been more evident than during the COVID-19 era. The pandemic put existing divisions into sharp relief, and made them worse. Recent evidence tells a terrible story of the consequences of the pandemic--and the response of the education system to the pandemic--for educational inequality. Today, as the pandemic recedes, its effects are still there, in education as well as in other domains. Fortunately, there is considerable knowledge about how to respond to growing inequality. As the authors explain in this report, they have learned through research that effective responses include high-quality tutoring, effective expanded learning time, and strengthened relationships between learners and educators. Yet many questions remain, and new research is needed to help ensure that our education system not only overcomes the increase in inequality induced by the pandemic, but reduces the inequality that was already in place prior to 2020. In this report, the authors discuss the consequences of the pandemic for educational inequality, examine research-based strategies for responding to inequality, and identify new areas for research that can take everyone further down the road to an equitable education system.
Credit Accrual and Recovery Guidance
Author: Baesler, Kirsten
Date: 2022-10-00
Type: Guides - Classroom - Teacher
Subjects: Credits,High School Teachers,Administrators,Graduation,High School Students,Required Courses,Graduation Requirements,Academic Aspiration,Educational Opportunities,Barriers,At Risk Students,School Funds

The North Dakota Department of Public Instruction (NDDPI) is committed to providing guidance and support for high school faculty, staff, and administrators to ensure clear pathways to graduation. Many high school students face challenges in accrual and recovery of credit towards graduation. Class offerings, credit calculation, and course requirements for graduation can vary across districts within North Dakota. Students who continuously change schools or face personal health and family issues are among those greatly affected. Earning and recovering credits is critical to keeping students in school, advancing towards graduation, higher education and, ultimately, financial stability, civic engagement, and independence. This &quot;Credit Accrual and Recovery Guidance&quot; will keep learning aspirations high for current high school students and will help protect students' future success in changing times. This guidance provides educators with ideas to enhance opportunities for students to meet graduation requirements and remain on track to graduate with their respective class or cohort group. This guidance is also intended to clarify available options that exist for districts as they work to ensure all students can complete a pathway toward graduation.
School Leader Digital Learning Guide
Author: Department of Education (ED), Office of Educational Technology
Date: 2023-00-00
Type: Guides - General
Subjects: Educational Technology,Technology Uses in Education,Online Courses,Teaching Methods,Student Needs,Educational Needs,Personal Autonomy,In Person Learning,Electronic Learning,Distance Education,Leadership Responsibility,School Administration,Professional Development,Internet,Access to Computers,Computer Security,Competency Based Education,Parent Role,Wellness,Health

Digital learning is defined as &quot;any instructional practice that effectively uses technology to strengthen a student's learning experience and encompasses a wide spectrum of tools and practices.&quot; This &quot;School Leader Digital Learning Guide&quot; is a resource to help school leaders consider, plan, fund, implement, maintain, and adapt learning programs that meet the unique needs and requirements of the students and teachers that they serve. The guide is oriented toward digital learning principles and practices that enable and empower students and teachers of all abilities and zip codes while advancing student agency (i.e., initiative, intention, and responsibility in pursuing their education), their personalized learning, their mastery of skills and competencies, and protecting their privacy. Each section contains key considerations, questions leaders can ask themselves, and resources to help with thinking and planning. References to technical and professional methods and resources are presented for school leaders to consider and apply as appropriate in leading their organization's efforts to meet the needs and requirements of students and teachers. [This work was developed with contributions from Digital Promise.]
Assessing the Impact of IXL Math over Three Years: A Quasi-Experimental Study. ESSA Research Report
Author: Bashkov, Bozhidar M.
Date: 2021-08-00
Type: Reports - Research
Subjects: Outcomes of Education,Mathematics Education,Mathematics Instruction,Instructional Effectiveness,Educational Technology,Elementary Secondary Education,Mathematics Achievement,Computer Software,Supplementary Education,Educational Legislation,Federal Legislation,Standards,Outcome Measures,Scores

This study performed a rigorous empirical evaluation of the efficacy of IXL Math, a popular PreK-12 educational technology platform designed to supplement a conventional standards-aligned curriculum. In both propensity score matching (pre-processing) and multiple regression analysis, the study controlled for baseline performance, grade level, and key school and student characteristics. Results revealed statistically significant larger gains among IXL schools relative to comparable non-IXL schools over the course of a three-year intervention in grades 3-8. Thus, the study not only built upon the large body of extant evidence supporting the efficacy of IXL Math, but it also did so using methodology that meets the requirements for ESSA Tier 2 (moderate evidence) as well as WWC standards with reservations. Last but not least, this study provided a formal evaluation of the benefits of a three-year intervention. An independent review determined that the study meets the requirements for ESSA Tier 2 and WWC standards with reservations (see Mislevy, Seftor, &amp; Wei, 2021). [This report was prepared by IXL Learning.]
Impact of Hunger on School Participation in Title 1 High School Seniors
Author: Villanueva, Louis A.
Date: 2023-04-24
Type: Dissertations/Theses - Masters Theses
Subjects: Hunger,High School Seniors,Urban Schools,Educational Legislation,Elementary Secondary Education,Federal Legislation,Low Income Students,Extracurricular Activities,Student Participation,At Risk Students,Correlation,Poverty

The purpose of this study was to examine the impact of hunger on school participation in Title 1 high school seniors. The study was conducted in a large urban Title I school district in Texas where the majority of the population falls into a lower socioeconomic group. The guiding question states, &quot;Can hunger caused by food insecurity cause high school students, specifically seniors, to have a low participation rate in extracurricular activities?&quot; The baseline data was collected around the socioeconomic status of the focus district. This data was cross-referenced with the qualitative student self-report survey data from a sample of 34 high school seniors who attended the focus district. The study found that the subject group surveyed were less likely to participate in extracurricular activities and as an average only participated in .08 of these activities per high school senior. The state average is 2 extracurricular activities per high school senior. Within the focus group, students who were food insecure were less likely to participate in extracurricular activities than students who were not food insecure and that hunger had a negative impact on student participation in extracurricular activities and academic performance.
Energetic Disrupter Models: Threats and Hazards for Emergency, Disaster, and Humanitarian Management Programs
Author: Gary, Lee P., Jr.
Date: 2023-03-04
Type: Speeches/Meeting Papers
Subjects: Professional Education,Emergency Programs,Natural Disasters,Administration,Models,Energy,Social Values,Language Usage,Kinetics,Semantics,Training

This presentation highlights the challenges of establishing a consistent application of the two terms, &quot;threats&quot; and &quot;hazards,&quot; in academic courses and professional training, designed for emergency, disaster, and humanitarian management programs offered by public and private higher education, government agencies, and nonprofits. A new approach for viewing threats and hazards, named Energetic Disrupter Models, is presented, based on their ambient sources of energy, specifically potential or kinetic. Examples of threats and their collateral hazards for naturally occurring events are also offered for discussion and discernment. Such examples can provide the ingredients to created dynamic case studies that reimagine threats and hazards and simultaneously incorporate their respective sources of energy, which can create impactful events.
Statewide College Attendance Survey, Fall 2022
Author: Nguyen, Alyssa
Date: 2023-02-00
Type: Reports - Research
Subjects: College Attendance,Community Colleges,Community College Students,Decision Making,College Enrollment,Family Work Relationship,Paying for College,Student Financial Aid,Student Personnel Services,Student Attitudes,College Environment,Value Judgment,Student Surveys

The California Community Colleges (CCC) Attendance Decisions Survey was designed to understand the factors influencing prospective and previously enrolled community college students' decisions to attend a California community college in fall 2022. This survey was administered in late summer/early fall 2022 and included responses from all 116 CCC by 75,497 previously enrolled and prospective (as of fall 2022) students. Key findings highlight students' increasing need to balance and navigate complex lives, including the need to work and care for dependents, as well as concerns about affordability. Students indicated they needed more flexible options (more course offerings and options such as online) financial and non-financial assistance (e.g., childcare) to help them better balance these competing priorities. In addition, there does seem to be a relationship between students' perceived value of education and their decision whether to attend/enroll in the college, whereby the less valuable they perceived a college education, the less likely they were to enroll or plan to enroll in fall 2022. As students are trying to navigate and balance their priorities, colleges may want to think about how best to emphasize the value propositions for attending college. There are three potential areas of opportunity related to recruitment, outreach, and retention efforts at the state and local levels: (1) Re-emphasize the value proposition for college to make workforce connections more explicit to help current and prospective students make informed decisions about the potential return on investment regarding their education; (2) Increase student-centered course scheduling options and resources to better support students' needs to balance school and personal/work responsibilities; and (3) Leverage state investments such as the California Virtual Campus to meet students' growing demand for and interest in online offerings and state appropriations for mental health and basic needs monies; connect students with these services to support their educational pursuits.
ADL DAU Sandbox. Final Report
Author: Schatz, Sae
Date: 2021-03-01
Type: Reports - Evaluative
Subjects: Distance Education,Competency Based Education,Electronic Learning,Computer Uses in Education,Computer Software,Management Systems,Data Processing

In May of 2020, the Advanced Distributed Learning Initiative (ADL) and the Defense Acquisition University (DAU) partnered with USALearning/PowerTrain to create a practical application of ADL's 2019 TLA Reference Implementation. The purpose of this project was to recreate key components of the Reference Implementation with commercially-available, open source, and customized solutions to demonstrate the value of organizations choosing to adopt the architecture to improve their ability to track competency-based learning. [This report was created with USALearning and PowerTrain.]
ADL Enterprise Learner Record Repository Prototype Final Report
Author: Flamer, Eric
Date: 2021-10-22
Type: Reports - Evaluative
Subjects: Training,Student Records,Military Personnel,Government Employees,Computer System Design,Electronic Learning,Distance Education,Profiles,Best Practices

The Enterprise Learner Record Repository (ELRR) Prototype report details the project design and development activities associated with building the prototype ELRR capability. The ELRR capability is designed to be a a repository composed of local learner profiles that contain data from a diverse set of records, and can be used to follow a service member or DoD civilian throughout their career to optimize their career development. Specifically, this report details lessons learned, best practices, standard operating procedures, and potential future directions.