ethanporcaro/eric-fulltext-meta huggingface dataset:
Perspectives on School Librarian Employment in the United States, 2009-10 to 2018-19. SLIDE: The School Librarian Investigation--Decline or Evolution?
Author: Lance, Keith Curry
Date: 2021-07-00
Type: Reports - Research
Subjects: Librarians,School Libraries,Equal Education,Minority Group Students,English Language Learners,School Districts,Rural Schools,Urban Schools,Suburban Schools,School Size,Socioeconomic Influences,Racial Differences,Ethnicity,Charter Schools,Educational Finance,State Standards,Library Education,Geographic Location,Student Characteristics,Elementary Secondary Education,School Demography,Library Personnel

This report was produced by &quot;The School Librarian Investigation: Decline or Evolution?&quot; (SLIDE), a research project funded by a Laura Bush 21st Century Librarian grant from the Institute for Museum and Library Services to Antioch University Seattle. It studied the employment status of school librarians in the United States from 2009-10 through 2018-19. The analysis examined data from all 50 states and D.C. as well as over 13,000 local school districts. The data are collected annually by the National Center for Education Statistics via its Common Core of Data program. The findings document an almost 20 percent loss of school librarians between 2010 and 2019, the most recent data available at the time. Further analysis uncovered gross inequities in access to school librarians across the U.S. Districts with more students living in poverty, more minority students, and more English language learners were less likely to have librarians than districts with fewer such students. Other notable findings: (1) Three out of 10 districts had no librarians in any of their schools; (2) More than 4.4 million students in high-poverty (50%+) districts had no librarians; (3) Almost 3.1 million students in predominantly Hispanic districts were without school librarians; (4) Almost 4.8 million students in predominantly non-white districts were without school librarians; (5) Smaller and rural districts were more likely to have no librarians than larger and suburban districts; and (6) Nine out of 10 charter school districts had no school librarians. The study questions the conventional wisdom that losses of school librarians are explained by school funding cuts. During the decade studied, employment for other types of educators increased--sometimes dramatically--while librarian employment alone declined steadily. Also, districts with the most librarians relative to schools were those that spent the most, and the least, per pupil. Stronger librarian staffing was also found in states that had staffing mandates, whether they were enforced or not, and in states that had more institutions of higher education preparing school librarians. These findings provide solid evidence of inequities nationally, by state, and based on characteristics of local districts and their student demographics. It also has implications for the future preparation of school librarians and for school districts attempting to improve educational equity for their K-12 students. [This report was co-prepared by Antioch University Seattle.]
Can Personnel Policy Improve Teacher Quality? The Role of Evaluation and The Impact of Exiting Low-Performing Teachers. EdWorkingPaper No. 21-486
Author: Sartain, Lauren
Date: 2021-11-00
Type: Reports - Research
Subjects: Personnel Policy,Teacher Effectiveness,Teacher Evaluation,Teacher Persistence,Teacher Dismissal,Teacher Discipline,Public School Teachers,Program Implementation,Regression (Statistics),Educational Policy,Tenure,Educational Change,Teacher Supply and Demand

Personnel evaluation systems have historically failed to identify and remediate low-performing teachers. In 2012, Chicago Public Schools implemented an evaluation system that incorporated remediation and dismissal plans for low-rated teachers. Regression discontinuity estimates indicate that the evaluation reform increased the exit of low-rated tenured teachers by 50 percent. The teacher labor supply available to replace low-rated teachers was higher performing on multiple dimensions, and instrumental variables estimates indicate that policy-induced exit of low-rated teachers significantly improved teacher quality in subsequent years. Policy simulations show that the teacher labor supply in Chicago is sufficient to remove significantly more low-performing teachers.
The &apos;Good&apos; Schools: Academic Performance Data, School Choice, and Segregation. EdWorkingPaper No. 21-491
Author: Houston, David M.
Date: 2021-11-00
Type: Reports - Research
Subjects: School Choice,School Segregation,Accountability,Academic Achievement,Learning Analytics,Parent Attitudes,Race,Ethnicity,Socioeconomic Status,Elementary Schools,Elementary School Students,School Effectiveness,Public Schools,Educational Legislation,Federal Legislation,Comparative Analysis,Racial Composition,Elementary Secondary Education

We examine the effects of disseminating academic performance data--either status, growth, or both--on parents' school choices and their implications for racial, ethnic, and economic segregation. We conduct an online survey experiment featuring a nationally representative sample of parents and caretakers of children age 0-12. Participants choose between three randomly sampled elementary schools drawn from the same school district. Only growth information--alone and not in concert with status information--has clear and consistent desegregating consequences. Because states that include growth in their school accountability systems have generally done so as a supplement to and not a replacement for status, there is little reason to expect that this development will influence choice behavior in a manner that meaningfully reduces school segregation.
State Contexts of School Librarian Employment. SLIDE: The School Librarian Investigation--Decline or Evolution?
Author: Kachel, Debra E.
Date: 2021-01-26
Type: Reports - Research
Subjects: School Libraries,Librarians,State Standards,Certification,Government Employees,State Government,State Agencies,Data Collection,Employment,Financial Support,State Aid,Access to Information,Databases,Electronic Libraries,Library Education,Higher Education,Elementary Secondary Education

A survey of all 50 states and District of Columbia was conducted in Fall 2020 to gain background information to inform an Institute of Museum and Library Services (IMLS) grant project called SLIDE: The School Librarian Investigation--Decline or Evolution? As part of the grant, a school library leader, some in a state government/agency position or in a state school library association, agreed to participate in the grant as a &quot;State Intermediary&quot; to help share project findings and assist with providing state-level information. The responses, collected via Survey Monkey, were gathered to provide context to the findings of the SLIDE study's analysis of the National Center for Education Statistics (NCES) library staffing data and to inform planned interviews of school district leaders who make staffing decisions. The project is directed by Debra E. Kachel with principal investigator Keith Curry Lance, administered through Antioch University Seattle. More information about the SLIDE project can be found at https://libslide.org.
From Buy-In to Specificity: The Evolution of Standards-Based Reform Implementation in Two States
Author: Comstock, Meghan
Date: 2021-00-00
Type: Reports - Research
Subjects: State Standards,Educational Change,Teacher Attitudes,Administrator Attitudes,Educational Policy,State Policy,Prediction,Educational Practices,Educational Resources,Policy Analysis,Barriers,Program Implementation,English Language Learners,Case Studies,Elementary School Teachers,High School Teachers,Grade 4,Grade 5,English (Second Language),Second Language Learning,Second Language Instruction,Faculty Development,Communities of Practice,English Teachers,Mathematics Teachers,Language Arts,Mathematics Instruction

Using state-representative surveys of teachers and 94 interviews with state leaders and educators from 2016 to 2019, the authors examine perceptions of the policy environments for instructional content standards in Texas and Ohio and their association with teachers' practice. They find that Texas teacher perceive their policy environments for standards implementation to be stronger than Ohio teachers. Yet, teachers in both states reported the same key challenges to implementation. Further, early on in implementation, teachers' buy-in for the standards predicted their implementation of standards-emphasized instruction, yet specificity of district resources for standards implementation predicted standards-emphasized instruction in 2019. Findings suggest a need for districts to balance top-down resources with ongoing opportunities for educators to adapt resources to suit their students' needs.
Continuing Education and Stratification at Midlife
Author: Grodsky, Eric
Date: 2021-08-00
Type: Reports - Research
Subjects: Socioeconomic Background,Sociocultural Patterns,Social Stratification,Advantaged,Educational Attainment,Credentials,Academic Degrees,Parent Background,Adults,Gender Differences,Racial Differences,Academic Achievement,Predictor Variables,Higher Education,Reentry Students,Longitudinal Studies

We ask whether patterns of racial/ethnic and socioeconomic stratification in educational attainment are amplified or attenuated when we take a longer view of educational careers. We propose a model of &quot;staged advantage&quot; to understand how educational inequalities evolve over the life course. Distinct from cumulative advantage, staged advantage asserts that inequalities in education ebb and flow over the life course as the population at risk of making each educational transition changes along with the constraints they confront in seeking more education. Results based on data from the 2014 follow-up of the sophomore cohort of High School and Beyond offer partial support for our hypotheses. The educational attainment process was far from over for our respondents as they aged through their 30s and 40s: more than six of ten continued their formal training during this period and four of ten earned an additional credential. Patterns of educational stratification at midlife became more pronounced in some ways, as women pulled further ahead of men in their educational attainments and parental education (but not income), and high school academic achievement continued to shape educational trajectories at the bachelor's degree level and beyond. However, African American respondents gained on White respondents during this life phase through continued formal (largely academic) training and slightly greater conditional probabilities of graduate or professional degree attainment; social background fails to predict earning an associate degree. These results, showing educational changes and transitions far into adulthood, have implications for our understanding of the complex role of education in stratification processes. [This paper was published in &quot;Sociology of Education&quot; (EJ1312922).]
Do Refugee Students Affect the Academic Achievement of Peers? Evidence from a Large Urban School District. EdWorkingPaper No. 21-495
Author: Morales, Camila
Date: 2021-11-00
Type: Reports - Research
Subjects: Refugees,Academic Achievement,Peer Relationship,Language Arts,English Instruction,Urban Schools,High Achievement,English Language Learners,Elementary School Students,Middle School Students,Mathematics Achievement

Policy debate on refugee resettlement focuses on perceived adverse effects on local communities, with sparse credible evidence to ascertain its impact. This paper examines whether attending school with refugees affects the academic outcomes of non-refugee students. Leveraging variation in the share of refugees within schools and across grades, I find that increasing the share of grade-level refugees by 1 pp results in a 0.01 sd increase in average math scores. While I find no effect on average English Language Arts scores, using nonlinear-in-means specifications I estimate negative spillovers in ELA performance among low-achieving students and positive spillovers among high-achieving students.
Impacts of Uncommon Schools in a Turnaround Setting
Author: Burnett, Alyson
Date: 2021-08-26
Type: Reports - Research
Subjects: School Turnaround,Grants,Federal Aid,Models,Program Descriptions,Middle School Students,Middle Schools,Outcomes of Education,School Effectiveness,Academic Achievement,Mathematics Achievement,English,Language Arts,Comparative Analysis,Scores,Standardized Tests,Mathematics Tests,Language Tests,Enrollment,Grade 4,Grade 5,Grade 6,Achievement Gains

The purpose of this study was to assess the effectiveness of Uncommon Schools in a turnaround setting. Uncommon was awarded a 2016 grant from the U.S. Department of Education's Investing in Innovation Fund (i3) to support TurnNJ, a project intended to support Uncommon's whole-school turnaround efforts in Camden and Newark, New Jersey. The study used a propensity score matching approach to examine the effects of two TurnNJ elementary schools and one TurnNJ middle school on student outcomes. The TurnNJ schools produced substantial positive effects on student achievement in math and English language arts. Additional research is needed to examine whether the TurnNJ school model could be successful in other contexts and to assess the impacts of the model on other outcomes beyond academic achievement. [The report was submitted to Uncommon Schools.]
Trends and Issues in International Technical and Vocational Education in the Indo-Pacific Region
Author: Lee, Yi-Fang, Ed.
Date: 2021-00-00
Type: Books
Subjects: Vocational Education,Educational Trends,Foreign Countries,Elementary Secondary Education,Postsecondary Education

Taiwan and more than 20 other countries/political entities in the Indo-Pacific Region are located between the Indian Ocean and the Pacific Ocean. Regardless of economic development or strategic geography, they all play a pivotal role in the global deployment. How they develop talents by means of technical and vocational education (TVE) has drawn Taiwan's attention. Aiming to achieve the following three goals, this book is compiled and published: (1) to strengthen the mutual understanding and connection of TVE between Taiwan and the other countries in the Indo-Pacific region, (2) to expand more cross-country educational cooperation and flow of talent, and (3) to take advantage of the core competencies and achievements of TVE in neighboring countries as a Taiwan innovation reference for change. Two editors-in-chief formulated manuscript guidelines including cross-country comparison components, invited technical and vocational educators from 10 countries in the Indo-Pacific Region to follow the guidelines to write up country-specific chapters, conducted a peer review of all manuscripts and requested authors to make necessary revisions, and made a cross-country comparison which is presented as the 11th chapter. This book compiles country-specific articles about TVE profiles, the status of TVE, and trends and issues in TVE from 10 countries, namely Australia, India, Indonesia, Japan, Korea, Malaysia, Singapore, Taiwan, the United States, and Viet Nam. Book chapter authors are listed in this book. [This book was published by Technological and Vocational Research Center, National Taiwan Normal University, and K-12 Education Administration, Ministry of Education, Taiwan.]
Minnesota&apos;s School-Based Diversion Model (SBDM): School Year 2020-21 Findings
Author: Mom, Sophak
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Prevention,Program Effectiveness,Student Needs,Family Involvement,Intervention,At Risk Persons,Juvenile Justice,Student Behavior,Behavior Problems,Behavior Modification,Screening Tests,Antisocial Behavior,Conflict Resolution,Referral,Police School Relationship,High School Students,High Schools,COVID-19,Pandemics,Violence,Racial Bias

The Minnesota's School-Based Diversion Model (SBDM) is a student-centered plan to keep youth from entering the criminal justice system due to arrests at school or during school hours. Wilder Research is working with the Minnesota Department of Human Services (DHS) to help collect and analyze information about how the SBDM is helping each pilot program increase screenings, assessments, and referrals to mental and chemical health treatments, as well as to improve students' school attendance and responses to behavioral situations. This report focuses on data for the 2020-21 school year. It is important to note that three significant events occurred during this reporting period: (1) the COVID-19 pandemic; (2) the civil unrest that followed the murder of George Floyd by Minneapolis police; and (3) the killing of Duante Wright by Brooklyn Park police. This report provides a brief overview of some of the ways these factors affected the pilot sites for the School-Based Diversion Model, including referrals and service provision as well as opportunities and creative approaches. Due to the limited number of referrals for school year 2020-2021, limited data were gathered for reporting. [For &quot;Minnesota's School-Based Diversion Model (SBDM): School Year 2019-20 Findings,&quot; see ED616801.]
Minnesota&apos;s School-Based Diversion Model (SBDM): School Year 2019-20 Findings
Author: Mom, Sophak
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Prevention,Program Effectiveness,Student Needs,Family Involvement,Intervention,At Risk Persons,Juvenile Justice,Student Behavior,Behavior Problems,Behavior Modification,Screening Tests,Antisocial Behavior,Conflict Resolution,Referral,Police School Relationship,High School Students,High Schools,COVID-19,Pandemics,Violence,Racial Bias

The Minnesota's School-Based Diversion Model (SBDM) is a student-centered plan to keep youth from entering the criminal justice system due to arrests at school or during school hours. Wilder Research is working with the Minnesota Department of Human Services (DHS) to help collect and analyze information about how the SBDM is helping each pilot program increase screenings, assessments, and referrals to mental and chemical health treatments, as well as to improve students' school attendance and responses to behavioral situations. This report focuses on data for the 2019-20 school year. It is important to note that two significant events occurred during this reporting period: (1) the outbreak of the novel coronavirus that causes COVID-19 and the resulting pandemic; and (2) the killing of George Floyd and the civil unrest that followed. These factors may have affected some parts of the School-Based Diversion Model, including referrals and service provision. [For &quot;Minnesota's School-Based Diversion Model (SBDM): School Year 2018-19 Findings,&quot; see ED616802.]
Minnesota&apos;s School-Based Diversion Model (SBDM): School Year 2018-19 Findings
Author: Mom, Sophak
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Prevention,Program Effectiveness,Student Needs,Family Involvement,Intervention,At Risk Persons,Juvenile Justice,Student Behavior,Behavior Problems,Behavior Modification,Screening Tests,Antisocial Behavior,Conflict Resolution,Referral,Police School Relationship,High School Students,High Schools

The Minnesota's School-Based Diversion Model (SBDM) is a student-centered plan to keep youth from entering the criminal justice system due to arrests at school. Wilder Research is working with the Minnesota Department of Human Services (DHS) to help collect and analyze information about how the SBDM is helping each pilot program increase screenings, assessments, and referrals to mental and chemical health treatments, as well as to improve students' school attendance and responses to behavioral situations. This report focuses on data for the 2018-19 school year.
School Life: Official Journal of the Office of Education. Volume XXXII. October 1949-June 1950
Author: Federal Security Agency, Office of Education (ED)
Date: 1950-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Nuclear Energy,Educational Media,Sanitation,Veterans Education,Adult Education,Public Health,Educational Finance

This document contains the October 1949 through June 1950 issues of &quot;School Life,&quot; a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, atomic energy education, education media, school sanitation, veterans' education and training, adult education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXII index is included.
Self-Regulating Capacity in Language Learning and English Academic Achievement
Author: Pahuriray, Vina Grace M.
Date: 2021-00-00
Type: Journal Articles
Subjects: Metacognition,Second Language Learning,Second Language Instruction,English (Second Language),Academic Achievement,Grade 5,Elementary School Students,Student Attitudes,Correlation,Teaching Methods,Student Surveys,Social Cognition,Foreign Countries

The purpose of this study was to explore the relationship between the self-regulating capacity in language learning of the grade five students and their academic achievement in English. There were 280 students (150 males and 130 females) used as respondents in this study. The findings suggested that the higher the self-regulation capacity of the respondents, the higher would be their academic performance. Conversely, the lower their self-regulation capacity, the lower would be their academic performance. Schools must give importance and attention to the development of the learners' Self-Regulating Capacity in Language Learning since result had shown that this has a significant relationship to the learners' academic performance in English. The descriptive-correlational survey design was used in this research.
Heterogeneity in High School Career and Technical Education Outcomes. EdWorkingPaper No. 21-492
Author: Ecton, Walter G.
Date: 2021-11-00
Type: Reports - Research
Subjects: Vocational Education,Outcomes of Education,High School Students,College Attendance,Graduation,Employment,Income,Education Work Relationship,Students with Disabilities,Low Income Students,African American Students,Hispanic American Students,Gender Differences,Vocational High Schools,Disproportionate Representation

High school Career and Technical Education (CTE) has received an increase in attention from both policymakers and researchers in recent years. This study fills a needed gap in the growing research base by examining heterogeneity &quot;within&quot; the wide range of programs falling under the broader CTE umbrella, and highlights the need for greater nuance in research and policy conversations that often consider CTE as monolithic. Examining multiple possible outcomes, including earnings, postsecondary education, and poverty avoidance, we find substantial differences in outcomes for students in fields as diverse as healthcare, IT, and construction. We also highlight heterogeneity for student populations historically overrepresented in CTE, and find large differences in outcomes for CTE students, particularly by gender.