ethanporcaro/eric-fulltext-meta huggingface dataset:
Students with Disabilities at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2021-05-00
Type: Reports - Research
Subjects: Students with Disabilities,College Students,School Holding Power,Graduation Rate,Community Colleges,Student Personnel Services,Academic Persistence,Enrollment,Undergraduate Students,Graduate Students,Private Colleges,Public Colleges

This annual report presents data on students who registered with disability services at Maryland colleges and universities and provides analysis on graduation, transfer and retention outcomes for those students. To better understand higher education outcomes for students with disabilities in Maryland, the Maryland Higher Education Commission (MHEC), in collaboration with the Maryland Department of Disabilities and in partnership with the state's higher education institutions, created a survey administered to colleges and universities to collect retention and completion data on these students. The data may be used to inform policy that may be beneficial to this unique population. The aggregated data collected reflect the number of students who registered with disability services at their college or university and report on retention and graduation outcomes for those students. Statewide results showed that in fiscal year 2019, 15,8144 undergraduate students and 1,417 graduate students were registered with their institutions' disability services office as students with disabilities, which represents 3.8% of all students enrolled in fiscal year 2019 (a 0.2% increase from fiscal year 2018). Specifically, this represents 4.3% of undergraduate students and 1.6% of graduate students enrolled. [For the 2020 edition of this report, see ED604258.]
VET for Secondary School Students: Insights and Outcomes. Research Report
Author: Misko, Josie
Date: 2021-00-00
Type: Reports - Research
Subjects: Vocational Education,Secondary School Students,Outcomes of Education,Foreign Countries,Public Schools,Private Schools,Catholic Schools,Course Selection (Students),Student Attitudes,Parent Attitudes,Employer Attitudes,Employment,Longitudinal Studies,Surveys,Academic Aspiration,Influences

This research examines the merits of vocational education and training (VET) for secondary school students (VfSSS) in preparing students for work or further training from the perspectives of students, parents, industry stakeholders and employers. It also explores the models of provision used in government and non-government school sectors. Case studies of a sample of government and nongovernment schools that have been successful in state, territory and or national training award competitions, or nominated as having successful programs, provide useful learnings for the VET sector. The study also extends previously published analysis (Misko, Chew &amp; Korbel 2020) to examine the differences in employment and training outcomes between students undertaking VfSSS compared with other student cohorts, including students who attained an Australian Tertiary Admission Rank (ATAR) and those who did not, using data from the Longitudinal Surveys of Australian Youth (LSAY).
Empirical Support for Establishing Common Assumptions in Cost Research in Education
Author: Shand, Robert
Date: 2021-00-00
Type: Information Analyses
Subjects: Costs,Cost Effectiveness,Educational Research,Economic Research,Measurement

The economic evaluation of educational policies and programs employing the ingredients method for cost, cost-effectiveness, or benefit-cost analysis is no exception to the critique that economic models require an untenable number of assumptions. Educational economists must make assumptions due to two sources of uncertainty: model uncertainty, as in the well-documented debate over the selection of the appropriate social discount rate to calculate present value and empirical uncertainty due to the infeasibility of gathering sufficiently detailed data on all resources. This paper highlights the frequency of empirical assumptions made in the education literature and proposes a set of harmonized assumptions to address empirical uncertainty that can be used to increase comparability of economic evaluation across programs and across studies. By building consensus on a set of reasonable, empirically derived assumptions that are selected so as to minimally distort the results of evaluations, differences in costs, cost effectiveness, and benefit-cost ratios can be more confidently ascribed to meaningful differences in resource use, program implementation, and program effectiveness, as opposed to differences in choices made by the analyst. [This is the online version of an article published in &quot;Journal of Research on Educational Effectiveness.&quot;]
Transformative Learning in Healthcare and Helping Professions Education: Building Resilient Professional Identities. Adult and Higher Education Alliance Proceedings (45th, Virtual, March 11-12, 2021)
Author: Olson, Joann S., Ed.
Date: 2021-07-01
Type: Collected Works - Proceedings
Subjects: Adult Education,Higher Education,Transformative Learning,Communities of Practice,COVID-19,Pandemics,Childrens Literature,Culturally Relevant Education,Preservice Teacher Education,Experiential Learning,Nursing Education,Ethics,Educational Technology,Adult Students,African Americans,Females,Trauma,Anxiety,Depression (Psychology),Acquired Immunodeficiency Syndrome (AIDS),Graduate Students,Academic Support Services,Computer Uses in Education,Accounting,Business Administration Education,Mathematics Anxiety

The 45th annual conference of the Adult and Higher Education Alliance (AHEA) was held virtually in March 2021. Papers in these proceedings include the following: (1) An Analysis of the Role of Communities of Practice in Transformational Learning during a Pandemic (Nighet Ahmed and Ava Tabb); (2) Using Children's Literature to Create a Culturally Responsive Teaching Environment in a Pre-Service Teacher Course (William Blackwell, Ashley B. Crane, and Christina M. Gushanas); (3) The Year the Planet Experienced a Transformative Learning Experience (Patricia G. Coberly-Holt and Megan Small); (4) Narrative and Valuing the Specific and Contextual in Experiential Learning (Abigail Dallmann); (5) Transformative Learning: Joining and Leaving a Cult (MaKenzie Douglas and Jeremy Schwehm); (6) Should College Educators Seek to Transform Their Students? (Alan Mandell and Xenia Coulter); (7) Learning Through Teaching: Self-transformation as a Result of COVID-19 (Katy Miller and Christina C. Wray); (8) Facing Moral Distress with Moral Courage in Nursing Education (Jessica H. Ochs); (9) Strategic Instruction and Educational Technology That Create Foundations for Change in Adult Students Learning Quantitative Concepts (Diane Perilli); (10) Impeding Transformative Learning: Combatting the Dunning-Kruger Effect (Megan L. Small and Patricia Holt); (11) The Nature and Function of CBO Systems of Support for Black Women at the Intersections of Trauma, Anxiety, Depression, and HIV/AIDS amid a Global Pandemic (Mattyna Stephens); (12) Academic Support on the Web: Graduate Student Use and Perceptions of Usefulness of Web Resources and Tools (Kelly Grieneisen Tillotson and Glenda A. Gunter); and (13) Reflexivity as a Catalyst to Transformational Learning: Creating Professionals for Volatile, Uncertain, Complex and Ambiguous Environments (Ruth Wylie and Robin McLaughlin). [For the 2020 proceedings, see ED606375.]
Advancing Equity through Service Learning: Building on Strengths Students Have Gained after a Year of Turmoil. Solutions for Educational Equity through Social and Emotional Well-Being
Author: Grossman, Jean
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Equal Education,Service Learning,School Community Relationship,Community Problems,Social Justice,COVID-19,Pandemics,Elementary School Students,Middle School Students,High School Students,Skill Development,Academic Achievement,Children,Adolescents,Resilience (Psychology),Minority Group Students,Low Income Students,Resource Allocation,Program Implementation,Program Effectiveness

In March of 2020, the COVID-19 pandemic struck the United States. Every part of America has been affected while its existing inequities have been both highlighted and worsened. Millions of families lost income as parents, especially those of color and those employed in low-paying industries, lost their jobs. By May 2020, one in three children lived in a household that either was experiencing food insecurity or was not caught up on rent. In late May, the death of George Floyd at the hands of a police officer sparked a multiracial movement of protests and a social mobilization of Americans young and old across the country. All of these events happened against a backdrop of a highly polarized political environment that even turned violent in late 2020 and January 2021. This was a year of turmoil for America, exacerbating food insecurity, homelessness, and physical and mental health issues. Students around the country, but especially children of color and children living in low-income households, were affected as their lives were upended at critical developmental stages. However, with these challenges and their new realities came chances to develop new strengths. Research has shown that academic success is entwined with social and emotional learning and well-being, and that students are far more likely to engage fully in activities when they call on and develop their strengths, rather than focus on their deficits. Service learning is one such strength-based strategy that warrants serious attention from today's educators. Thus, service learning is an opportunity to foster the strengths and assets students have built over the past year, and, as presented in this brief, it provides proven social, emotional, and academic benefits to students. Yet service learning has not been given much attention in the current discussion of the postlockdown school environment. This brief discusses how schools can put in place service learning to build on the skills and heightened community awareness students have developed through the difficulties of the past year.
Policy Design Principles for Connecting Education to Work. Policy Brief
Author: Smillie, Siri
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,State Policy,Educational Policy,Policy Formation,Postsecondary Education,Vocational Education,Partnerships in Education,Credentials,Labor Market,Labor Needs,Data Analysis,Educational Finance,Work Experience Programs,Occupational Information,COVID-19,Pandemics

State policymakers recognize the economic imperative to ensure that education and training are connected to good jobs. Employers are seeking -- and are often struggling -- to hire appropriately skilled workers. For job seekers, the path to a good job with education beyond a high school diploma is certainly clearer than one without postsecondary education or training; however, with continually advancing technologies and employer expectations, individuals also need periodic access to additional training to upskill and reskill throughout their careers. As a result, there is both need and demand for on- and off-ramps to postsecondary education and training. This more fluid interplay requires a cultural shift so that leaders think differently about the design of education and training programs and craft policies that support more seamless transitions for individuals moving through and between education and work. To support state policymakers on this issue, Education Commission of the States, with the support of Strada Education Network, engaged education and workforce leaders in 2019 and again in 2021 to develop and refine four principles of policy design for connecting education to work. This paper details each and shares current examples from states.
Kansas Full-Day Kindergarten Guide
Author: Kansas State Department of Education
Date: 2021-04-01
Type: Guides - Non-Classroom
Subjects: School Readiness,Kindergarten,Preschool Education,School Schedules,Child Development,Educational Environment,Classroom Techniques,Curriculum,Teaching Methods,Evaluation Methods,Teacher Student Relationship,Student Centered Learning,Family Involvement,State Standards,Developmentally Appropriate Practices,Intellectual Disciplines,Family School Relationship,Preschool Curriculum,Planning,Evidence Based Practice

School readiness occurs within a broad context that includes the four components of community, educational environment, family and the individual child. These four components function as interdependent systems of support that have multidirectional influences. Early childhood experiences, from birth through age 8, are necessary for school success and have a direct influence on future success. Experiences include health and physical well-being, cognitive development, communication and social-emotional skills. An effective foundation for school readiness also involves policy, funding and systems for children that support their ability to thrive and succeed in learning environments through their lifespan. This &quot;Kansas Full-Day Kindergarten Guide&quot; is a resource to provide kindergarten teachers, principals and other school district administrators with common information about high-quality, full-day kindergarten. This guide may be used to provide support to implement developmentally appropriate and academically rigorous kindergarten programs statewide. Kindergarten teachers and administrators are encouraged to discuss the design of high-quality, developmentally appropriate and rigorous kindergarten classrooms. Contents address: transitions; child development; learning environment; classroom management; family engagement; curriculum and instruction; instructional practices in kindergarten; assessment; and program structures. [For the previous version (2018), see ED598986. For the &quot;Kansas Prekindergarten Guide,&quot; see ED615228.]
State-by-State Student-to-Counselor Ratio Maps by School District
Author: Patel, Pooja
Date: 2021-00-00
Type: Reports - Research
Subjects: School Counseling,School Districts,Secondary Schools,Educational Counseling,Differences,Regional Characteristics,School Counselors,Counselor Client Ratio

To highlight differences in student-to-counselor ratios, NACAC has prepared a series of state maps using school district-level data available from the US Department of Education. Research has shown that secondary school counselors play a critical role in facilitating the transition to postsecondary education. Unfortunately, the ability of public school counselors to assist students with college planning is often hindered by unmanageable caseloads. In 2015-16, only two states--Vermont and New Hampshire--had average counselor caseloads that met the 250 maximum recommended by the American School Counselors Association (ASCA). Although state averages provide a general sense of how states are meeting students' school counseling needs, they can mask substantial differences in student-to-counselor ratios within states. A school district-level analysis draws attention to areas most in need of outreach and support. This project is an update and extension of the 2018 State-by-State Student-to-Counselor Ratio Report, done in partnership with ASCA, which tracks counselor caseloads over a 10-year period from 2004-05 to 2014-15.
Kansas Prekindergarten Guide
Author: Kansas State Department of Education
Date: 2021-04-06
Type: Guides - Non-Classroom
Subjects: School Readiness,Kindergarten,Preschool Education,Cooperative Planning,Child Development,Student Centered Learning,Educational Environment,Teacher Student Relationship,Interaction,Classroom Techniques,Standards,Student Behavior,Family Involvement,Family School Relationship,Curriculum,State Standards,Faculty Development,Developmentally Appropriate Practices,Evaluation Methods,Intellectual Disciplines,Teaching Methods

In October 2015, the Kansas State Board of Education announced a new vision for education in Kansas. The Kansans CAN Vision - &quot;Kansas leads the world in the success of each student&quot; - became the branded theme for Kansas education. This initiative motivated the creation of this document. Kindergarten Readiness is one of five Kansas State Board of Education measurable outcomes, which also include: (1) Social-emotional growth measured locally; (2) Individual Plan of Study focused on career interest; (3) High school graduation; and (4) Postsecondary. School readiness occurs within a broad context and includes four components: community, educational environment, family and the individual child. These four components function as interdependent systems of support with multidirectional influences. Rich early childhood experiences, from birth through age 8, are necessary for school success and directly influence children's future successes. This &quot;Kansas Prekindergarten Guide&quot; provides prekindergarten teachers, providers and administrators with common references for high-quality and evidence-based prekindergarten practices. This guide supports the implementation of developmentally appropriate and academically rigorous prekindergarten programs. Prekindergarten teachers and administrators are encouraged to discuss the contents of this guide together. Contents address: transitions; child development; learning environment; classroom management; family engagement; Kansas curricular standards for prekindergarten; assessment; and program structures. [For the previous version (2019), see ED598973. For the &quot;Kansas Full-Day Kindergarten Guide,&quot; see ED615226.]
How to Regulate Critical Race Theory in Schools: A Primer and Model Legislation. Issue Brief
Author: Copland, James
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Critical Theory,Race,Public Schools,Educational History,Educational Legislation,Court Litigation,Racial Bias,Social Justice,Parent Attitudes,State Legislation,Elementary Secondary Education,Curriculum,Training,Politics of Education,Law Enforcement,Government Role

&quot;Critical Race Theory&quot; (CRT) is the term commonly applied in public debates to controversial racially charged curricula and initiatives in the public schools, as well as various parallel trainings and programs commonly being adopted in school and other settings. Initially, CRT was confined to the niche circles of legal academia from which it originated. More recently, its core ideas have been applied and expanded to an array of disciplines, including education. Unsurprisingly, many parents and teachers across the country have been troubled by these developments. CRT is unpopular with the public, especially when details of specific practices are made clear. For the abstract question of whether people support CRT, a &quot;YouGov/Economist&quot; survey conducted June 13-15, 2021, found that many Americans didn't know what it was; but of those who did, 56% opposed it while 38% supported it. This brief examines the history and current issues with CRT. It also crafts a proposed model legislation as a tool for elected officials to consider in crafting legislation responsive to CRT--infused pedagogy, consistent with the aforementioned principles. The model legislation includes two substantive sections, the former oriented around transparency and the latter around compelled speech and curricular content. Although the proposed model bill is crafted with constitutional limits in mind, it does not push the outer bound of what is constitutionally permitted for state legislatures, and some state legislatures could go further without running afoul of federal law.
Ideas from Experts on How Districts Can Create the Conditions for Sustainable Change: Educational Equity through Social and Emotional Well-Being
Author: Portilla, Ximena A.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Change,Equal Education,Social Emotional Learning,Well Being,Educational Policy,Superintendents,Family School Relationship,Bias,Curriculum Evaluation

This practitioner brief is one in a series highlighting concrete ways that education leaders can increase educational equity by building supportive learning environments that meet all students' social and emotional needs. The introductory brief to this series suggests that changes at three levels of the education system are needed to promote students' social and emotional well-being: (1) the structural and policy level; (2) the level of educators' well-being and capabilities; and (3) the level of the specific social and emotional support programs available to students. This brief focuses on the first level: how districts can create the conditions necessary to begin addressing inequities in the U.S. education system by focusing on structural and policy change. It shares the experiences and recommendations of school district leaders, as well as those of one coauthor of this brief, who as a practitioner worked closely with several districts including the District of Columbia Public Schools (DCPS). [For the first brief, see ED614041.]
Woke Schooling: A Toolkit for Concerned Parents. Issue Brief
Author: Manhattan Institute (MI)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Vocabulary,Parents,Parent Role,Educational Philosophy,Social Justice,Democracy,Glossaries,Critical Theory,Race,Racial Bias,Achievement Gap,Identification (Psychology),Educational Environment,Culturally Relevant Education,Equal Education,Social Attitudes,Ability,Whites,Minority Groups,Court Litigation,Help Seeking,Activism,Elementary Secondary Education

This guide is meant to give parents who are concerned about critical pedagogy a starting place to begin to respond to it in their children's school. This toolkit presents a glossary of critical pedagogy terms to give parents the tools to understand what, exactly, school administrators mean by &quot;antiracism&quot; or &quot;implicit bias.&quot; This toolkit also offers groundwork for how to get organized, using steps inspired by conversations with a number of activists, journalists, and others who have spent the past several years pushing back on critical pedagogy in their children's and others' schools. Critical pedagogy has been germinating in schools for decades, but its recent explosion has galvanized many parents to action. If you are with them--if you, like them, believe that the solution to racism and intolerance is not the further entrenching of ethnic stereotypes and division by race--then this toolkit is for you.