ethanporcaro/eric-fulltext-meta huggingface dataset:
Ensuring Students&apos; Equitable Access to Qualified and Effective Teachers. State Policy Brief
Author: Levitan, Shayna
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education,Teacher Qualifications,Teacher Effectiveness,State Government,Government Role,Data Collection,Reports,Teacher Attendance,Teacher Persistence,Educational Attainment,Definitions,Teaching Experience

When Congress reauthorized the Elementary and Secondary Schools Act in 2015, it intended to send a strong signal: any further encroachment of federal authority on the nation's K-12 schools needed to end. Compared to its more prescriptive predecessor in 2000, known as No Child Left Behind, the new law, dubbed &quot;ESSA&quot; for the Every Student Succeeds Act, established a set of goals states should strive to meet, only one of which is the subject of this analysis: Ensuring that all students have equal access to qualified and effective teachers. Before the law's signing in 2015, there was momentum around this issue with the federal government requiring states to submit &quot;equity plans&quot; and offering significant guidance to states on how to do so. This report examines the status of the ESSA provision six years after it was signed into law, analyzing how states responded to the law's requirement that they must collect and report the necessary data documenting the equitable distribution of their teacher talent among their schools.
Early Indicators of Systemic Improvement: A Case Study of Two High-Poverty School Districts
Author: Cottingham, Benjamin W.
Date: 2022-03-00
Type: Reports - Evaluative
Subjects: Poverty,School Districts,Public Schools,Educational Improvement,Outcomes of Education,Partnerships in Education,Elementary Secondary Education,Academic Achievement,Educational Practices,Educational Indicators

This report examines two districts--Azusa Unified and Dinuba Unified--that have begun to shift district structures, policies, and culture to have a measurable effect on student outcomes. Both districts have committed to reducing the D/F rate for students (eighth graders in Dinuba and ninth graders in Azusa) as part of a learning community led by California Education Partners (Ed Partners). The districts have collaborated with Ed Partners for multiple years to refine their continuous improvement approach and build capacity for sustained improvement. The goal of this report is to examine the leading indicators for how improvement efforts can support organizational coherence, improve instruction, and positively affect student outcomes. Both districts have used improvement structures and processes to empower practitioners, building their capacity to lead improvement efforts across each system. This report describes how districts can build their internal capacity for improvement with support from an external partner and highlights key lessons that other districts can apply to improve student outcomes and their systems overall.
Evidence Summary: Coronavirus (COVID-19) and the Use of Face Coverings in Education Settings
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-01-00
Type: Reports - Research
Subjects: Evidence,COVID-19,Pandemics,Foreign Countries,Risk,Disease Control,Secondary School Students,College Students,Public Health,Prevention,Randomized Controlled Trials

At every stage since the start of the pandemic, decisions across education and childcare have been informed by the scientific and medical evidence -- both on the risks of coronavirus (COVID-19) infection, transmission and illness, and on the known risks to children and young people not attending education settings -- balancing public health and education considerations. This report sets out the evidence informing the Government's decision to revisit the guidance on the use of face coverings within secondary schools and colleges in England -- temporarily extending their recommended use in communal areas to also include classrooms and teaching spaces for those in year 7 and above. In making this decision, the Government has balanced education and public health considerations, including the benefits in managing infection and transmission, against any educational and wider health and wellbeing impacts from the recommended use of face coverings. Evidence shows that face coverings can contribute to reducing transmission of COVID19 primarily by reducing the emission of virus-carrying particles when worn by an infected person. The government will continue to evaluate the data relating to all COVID-19 measures, including in education settings.
Strategies for PBIS Schools: Reducing Discipline Disparities across Race/Ethnicity and Disability Status
Author: Petersen, Amanda J.
Date: 2016-09-00
Type: Information Analyses
Subjects: Positive Behavior Supports,Intervention,Evidence Based Practice,Student Behavior,Racial Differences,Ethnicity,Students with Disabilities,At Risk Students,Expectation,Rewards,Discipline,Racial Bias,Suspension,Disproportionate Representation,Minority Group Students,Elementary Secondary Education,Program Effectiveness,Family Involvement,Educational Environment,Parent Participation,Cultural Relevance,Data Use,Decision Making,Program Implementation,Fidelity,Teacher Competencies,Faculty Development

The school-wide positive behavioral interventions and supports (SW PBIS) program is managed by the Minnesota Department of Education and is implemented in hundreds of Minnesota schools. PBIS is an evidence-based model that attempts to develop a school-wide positive behavior culture. Based on previously documented outcomes, PBIS is a potential solution to reducing the discipline disparities gap between white students and students of color and between students who have a disability and those who do not have a disability. The core concept of PBIS is teaching behavioral expectations in the same manner as any other academic subject. Rather than telling students what not to do, the school staff focus on teaching and rewarding preferred, positive behaviors. The purpose of this case study is to explore the findings from the research literature to increase the understanding of the impact PBIS may have on reducing discipline disparities by race/ethnicity and disability status. It also provides school PBIS teams with concrete strategies that they can use to help reduce discipline disparities in their schools. Links to guides and resources from the University of Oregon to help schools implement these different approaches are also included. Finally, this report provides recommendations to the Minnesota PBIS State Leadership Team (SLT) regarding possible changes to the PBIS training process that could impact discipline disparities for schools in Minnesota.
English Learners in New Jersey: Exposing Inequities and Expanding Opportunities in the Wake of the Pandemic
Author: Scott, Abby
Date: 2021-11-00
Type: Reports - Research
Subjects: English Language Learners,Equal Education,COVID-19,Pandemics,Distance Education,Electronic Learning,English (Second Language),Second Language Learning,Student Rights,Parent Rights,Public Schools,Elementary Secondary Education

The COVID-19 pandemic and resulting shift to virtual learning brought into sharp relief the inequities that English Learners (ELs) experience in New Jersey's public education system. Despite tremendous work on the part of educators, parents, and other caregivers to provide continuity of learning during this time, their efforts were hindered by school districts that fell short of meeting their obligations under New Jersey's Bilingual Education Code - the state regulations governing EL education - before and during the pandemic, and by a lack of sufficient guidance, support, and enforcement from the State, including shortcomings in the Code itself. The aim of this report is to identify EL-specific needs and rights within New Jersey's education system; understand whether schools are meeting these needs and respecting these rights; and, where they are not, make appropriate policy recommendations. [This report was produced with the New Jersey Consortium for Immigrant Children (NJCIC) and NJ Teachers of English to Speakers of Other Languages/NJ Bilingual Educators (NJTESOL/NJBE).]
FAQ on Compensatory Education in Response to COVID-19. 2nd Edition
Author: Spar, Rebecca K.
Date: 2022-01-24
Type: Reports - Descriptive
Subjects: Compensatory Education,COVID-19,Pandemics,School Closing,Special Education,Access to Education,Related Services (Special Education),Academic Accommodations (Disabilities),Student Rights,Individualized Education Programs,Online Courses,Educational Technology,Electronic Learning,Eligibility,School Districts,Access to Computers,Internet,Achievement Gains,Distance Education,Legal Responsibility,Parents,Court Litigation

Compensatory education, also known as compensatory services, is a judicially created remedy which entitles a student to receive additional special education and related services, accommodations, and modifications when their rights under the Individuals with Disabilities Education Act (IDEA) have been violated. This report contains answers to questions regarding compensatory education in response to COVID-19. [For the first edition, see ED615639.]
Educational Directory 1894-1908
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1908-00-00
Type: Historical Materials
Subjects: Directories,School Safety,School Personnel,Superintendents,College Presidents,Principals,Public Schools,Private Schools

The educational directories for the years 1894-1908 from the United States Bureau of Education cover the following categories: (1) chief state school officers; (2) city superintendents; (3) university and college presidents; and (4) principals of public and private normal schools [pages 1128-1145 missing for 1894].
Educational Directory 1909-1911
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1911-00-00
Type: Historical Materials
Subjects: Directories,State Boards of Education,State Agencies,School Personnel,Superintendents,College Presidents,College Faculty,Department Heads,Teacher Education,Principals,Summer Schools,Professional Associations,Libraries

The educational directories for 1909, 1910, and 1911 United States Bureau of Education cover the following categories: (1) Chief State school officers; (2) Officers of State boards of education; (3) Executive officers of State library commissions; (4) Superintendents in cities and towns of 4,000 population and over; (5) County superintendents; (6) University and college presidents; (7) Professors of pedagogy and heads of departments of pedagogy in universities and colleges; (8) Principals of normal schools; (9) Summer school directors; and (10) American educational associations, national and sectional. Individual sections contain footnotes.
Making the Grade 2021: How Fair Is School Funding in Your State?
Author: Farrie, Danielle
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Equity (Finance),Public Schools,School Support,State Aid,Elementary Secondary Education,Educational Finance,Poverty,School Districts,Resource Allocation

&quot;Making the Grade 2021&quot; analyzes the condition of public school funding in all 50 states and the District of Columbia. Using the most recently available data from the 2018-19 school year, the report ranks and grades each state on three measures to answer the key question: How fair is school funding in your state? The three fairness measures are: (1) Funding Level; (2) Funding Distribution; and (3) Funding Effort. The state rankings and grades on these measures provide crucial data to inform advocates, policymakers, business and community leaders, teachers, parents and students about the equity and adequacy of public school funding in their state. &quot;Making the Grade&quot; is designed to assist state residents working to improve the level and distribution of funding for public school students. [For &quot;Making the Grade 2020: How Fair Is School Funding in Your State? A Guide for Advocates and Policymakers,&quot; see ED612473.]
Guiding Questions for Choosing the Right Tools to Measure Early Childhood Outcomes: Why, What, Who, and How
Author: Pushparatnam, Adelle
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Evaluation Methods,Early Childhood Education,Population Groups,Child Development,Program Evaluation,Data Collection

A growing understanding of the importance of children's earliest years has led to an increasing desire to measure early childhood development (ECD) outcomes. There are now nearly 150 tools for measuring ECD outcomes internationally, which can make it challenging to choose an appropriate measurement tool for a given measurement effort. This document guides the user through the why, who, what, and how questions that must be considered prior to selecting tools for measuring ECD outcomes. Users should document their responses at each step to collate the information needed to identify and select an appropriate ECD measurement tool. [This guidance note was funded by the World Bank's Early Learning Partnership (ELP).]
Enhancing the Manufacturing Workforce through Increased Visibility, Education, and Training: Cumulative Findings from a 4-Year Evaluation of 360
Author: Nelson-Dusek, Stephanie
Date: 2017-08-00
Type: Reports - Research
Subjects: Manufacturing,Labor Force Development,Grants,National Organizations,Career Choice,Partnerships in Education,Institutional Mission,State Universities,Program Descriptions,Industry,Skilled Workers,Administrator Attitudes,Engineering Education,Technical Education,Diversity,Program Development,College Graduates,Career Development

Over the past four years, through a grant from the National Science Foundation (NSF), the 360 Manufacturing and Applied Engineering ATE Regional Center of Excellence (360) has been working collaboratively to recruit, educate, and train workers for careers in manufacturing. 360 works with partner institutions in the Minnesota State colleges and universities (Minnesota State, formerly MnSCU) system to prepare students for careers. 360 also works with industry leaders to attract and develop the highly skilled workers needed to keep Minnesota businesses competitive and profitable. The overall mission of 360 is to increase the quantity, quality, and diversity of skilled and knowledgeable workers in the field of manufacturing. To accomplish this mission, 360 developed several program objectives to be implemented over the course of the grant. Over the course of the four-year grant (June 2012 through May 2016), 360 has completed many activities to help meet these objectives and ultimately increase the quantity, quality, and diversity of workers in the field of manufacturing. In order to measure the impact of its work, 360 asked Wilder Research to conduct a rigorous and unbiased evaluation of the project. Evaluation data were shared with multiple stakeholders, including 360 leadership, NSF, and others in the field of advanced technical education to help provide timely and useful feedback. This report details the cumulative evaluation findings over the past four years and is organized around the logic model that was developed at the beginning of the project. The logic model and additional information, such as the research methodology, can be found in the Appendix.
STEM Pathways Student Academic Achievement Results for the 2014-15 School Year
Author: Mueller, Dan
Date: 2015-12-00
Type: Reports - Research
Subjects: Career Pathways,STEM Education,Grade 4,Grade 5,Public Schools,Program Effectiveness,Student Characteristics,Mathematics Achievement,Science Achievement,Reading Achievement,Racial Differences,Ethnicity,Socioeconomic Status,Gender Differences,English Language Learners,Special Education

A long-term goal of STEM Pathways is to increase student achievement in STEM subjects, especially among underrepresented groups such as those with low incomes, racial/ethnic minorities, and females. To take an initial look at the achievement of STEM Pathways students after the first year of program implementation, the author examined results in math, science, and reading from spring 2015 Minnesota Comprehensive Assessments, Series III (MCA-III). A quasi-experimental design was used to assess potential program effects on MCA test results of fourth- and fifth-graders attending Minneapolis public schools where STEM Pathways was implemented in 2014-15. This design included a comparison group of fourth- and fifth-graders attending other Minneapolis public schools. Propensity score analysis was used to statistically equalize the treatment and comparison groups on six characteristics: gender, race/ethnicity, free/reduced-price lunch eligibility, English Language Learner (ELL) status, Special Education status, and spring 2014 MCA-III math scores. Analyses were then conducted to determine whether spring 2015 MCA-III scores differed in math, science (5th grade only), and reading between the treatment and comparison group students. Results indicated that scores were very similar between the two groups for each of the tests in each grade. There was no statistically significant advantage for the treatment group on any of the tests in either grade. A weak but consistent pattern of MCA score differences in favor of the comparison group was found among white students and students ineligible for free or reduced-price lunch (higher-income students). That is, although mostly small and statistically non-significant, differences in favor of the comparison group were consistent across grades and type of test in these two demographic categories.
Educational Directory 1912-1916
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1916-00-00
Type: Historical Materials
Subjects: Directories,School Personnel,State Boards of Education,State Officials,Libraries,Superintendents,College Presidents,College Faculty,Teacher Education,Principals,Summer Schools,Administrators,Professional Associations

The educational directories for 1912, 1913, 1914, 1915, and 1916 United States Bureau of Education cover some of the following categories: (1) Chief State school officers; (2) Officers of State boards of education; (3) Executive officers of State library commissions; (4) Superintendents in cities and towns of 4,000 population and over; (5) County superintendents; (6) University and college presidents; (7) Professors of pedagogy and heads of departments of pedagogy in universities and colleges; (8) Principals of normal schools; (9) Summer school directors; and (10) American educational associations, national and sectional.
SNAP-Ed 2020 Nutrition Education Success &amp; Impact Report: A Cross-Regional Approach to Program Outcomes. Mountain Plains Region and Southwest Region
Author: Food and Nutrition Service (FNS) (USDA), Supplemental Nutrition Assistance Program Education (SNAP-Ed)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Nutrition Instruction,Federal Programs,Welfare Services,Low Income Groups,Obesity,Chronic Illness,Prevention,Program Effectiveness,State Programs,Adult Programs,Youth Programs,Diabetes,Partnerships in Education

The Supplemental Nutrition Assistance Program (SNAP) is the Nation's largest domestic food and nutrition assistance program for Americans with low income. SNAP-Education, commonly referred to as SNAP-Ed, is the nutrition education arm of SNAP benefits. SNAP-Ed aims to help individuals stretch their food budget while also supporting a healthier lifestyle. The work of SNAP-Ed is grounded in the commitment and dedication of nutrition education professionals ensuring communities across our country have resources to reduce hunger and adopt healthy habits. At no time in recent history has this work been more relevant. This report provides an overview depicting the impact of each state within their region. This information includes reach, partnerships, coalitions, and program activities. Success stories have also been incorporated to illustrate positive outcomes. [For the 2019 report, see ED613478.]
Accelerating Student Learning through Prioritizing Teacher Support
Author: National Institute for Excellence in Teaching (NIET)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Disadvantaged,Partnerships in Education,School Districts,Educational Strategies,Professional Development,Instructional Materials,Intervention,Instructional Improvement,Minority Group Students,Teacher Leadership

The impact of the pandemic on student learning was significant and widened pre-existing achievement gaps for historically disadvantaged students. To provide insight on the most effective strategies that teachers and leaders can adopt, educators in three partner districts that have invested in improving classroom instruction as their primary lever to accelerate student learning, were interviewed. Those investments made a significant impact in the achievement of their students during the pandemic. The three partner districts were: (1) Somerset Independent School District, located southwest of San Antonio; (2) Cross County School District, located in Cherry Valley, Arkansas; and (3) East Feliciana Public Schools, located in rural Louisiana, north of Baton Rouge. It was found that the following three core strategies, that are presented in this report, are driving their success: (1) Strengthen professional learning and instructional leadership teams by engaging teacher leaders; (2) Prioritize the use of high-quality instructional materials and a plan for training teachers to use those materials effectively; and (3) Focus interventions on students most in need and minimize the amount of time students are out of the classroom.
Steering Tertiary Education: Toward Resilient Systems That Deliver for All
Author: Arnhold, Nina
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Educational Finance,Financial Support,Equal Education,Educational Equity (Finance),Access to Education,Resilience (Psychology),Technology Uses in Education,Efficiency,Economic Development,Poverty,Lifelong Learning,Foreign Countries,International Organizations,Governance,Educational Policy

As the world seeks to build back better into a new era of green and equitable economic growth, tertiary education systems are at the heart of the big transformations required throughout economies and societies. Tertiary education is vital for the development of human capital and innovation. Strategic and effective investments in tertiary education can serve every country - from the poorest to the richest - by developing its talent and leadership pool, generating, and applying knowledge to local and global challenges, and participating in the global knowledge economy. Effective tertiary education sectors ensure that countries have well-trained doctors, nurses, teachers, managers, engineers, and technicians who are the main actors of effective education and health service delivery and public and private sector development. Decades of insufficient and ineffective investment in postsecondary education and the advanced skills developed through higher learning opportunities have only exacerbated global equity gaps. This paper describes the approach of the World Bank to support the development of effective, equitable, efficient, and resilient tertiary education systems and institutions. It discusses and illustrates five principles that guide the Bank's financial and policy advisory support to STEER tertiary education systems toward optimizing their contribution to equitable and green growth: (i) building diversified Systems, (ii) investing smartly in new Technologies, (iii) ensuring Equity in access and financing, (iv) achieving Efficiency in resource utilization, and (v) acquiring Resilience in service delivery so that learning continues.