ethanporcaro/eric-fulltext-meta huggingface dataset:
The Texas GED Problem Is Getting Worse
Author: Villanueva, Chandra
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: High School Equivalency Programs,Community Study,Change Strategies,State Policy,Barriers,Nontraditional Education,State Legislation,State Boards of Education,Educational Attainment,Adult Students,Educational Opportunities,Educational Needs

Texas has a large and growing population of adults who do not have a high school diploma or something equivalent. Recent changes to the national GED test and the introduction of additional exams in Texas have potentially exacerbated the problem. This report presents information derived from a community assessment of the Austin and San Antonio regions that looked closely at how programs operate and how they are helping students prepare for high school equivalency exams. Based on that analysis, the report concludes with a set of recommendations for state policymakers and business leaders.
Public School Principals&apos; Perceptions of Influence by School Level and Community Type. Data Point. NCES 2018-014
Author: Quirk, Abigail
Date: 2018-05-00
Type: Reports - Research
Subjects: Principals,Questionnaires,Administrator Surveys,Elementary Secondary Education,Public Schools,Correlation,Institutional Characteristics,Community Characteristics,Rural Schools,Suburban Schools,Urban Schools,National Surveys,Influences,Administrator Role,Budgeting,Curriculum

The Principal Questionnaire was administered as part of the 2015-16 National Teacher and Principal Survey (NTPS), which is a nationally representative sample survey of public K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This Data Point examines the relationship between public school principals' perceived influence and their school level and community type.
Show Me the Way: The Power of Advising in Community Colleges. 2018 National Report
Author: Center for Community College Student Engagement
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Academic Advising,Learner Engagement,School Support,Models,College Athletics,Athletes,Relevance (Education),Barriers,Student Surveys,Counseling Techniques,Transfer Students

Advising is powerful because it attends to core elements of each student's success: setting academic goals based on transfer and/or career interests, developing an academic plan to attain those goals, and staying on track until those goals are met. Each of these big-picture tasks encompasses dozens of smaller ones which include: (1) Raising aspirations and setting goals; (2) Developing academic plans and registering for courses;and (3) Helping students help themselves; and (4) Focusing on the big picture. The multilayered benefits of advising are well established: &quot;Advisors help students make choices in a complex environment, often by explaining the costs and benefits of each available option, and they guide students to additional resources that will help them make good decisions.&quot; These good decisions have benefits beyond putting students on track to meet their long-term goals. In addition, they help students feel welcome and engaged. Perhaps most important, they help students experience early successes--meeting financial aid deadlines, enrolling in courses that advance their career goals, and so on--that build their confidence. Over time, these early successes accumulate and give students a strong foundation for persevering and meeting the challenges of completing college. This report aims to help colleges better understand advising, including how advising's structure, content, and intensity help shape the student experience. While some colleges use digital platforms and tools to support advising, &quot;Show Me the Way&quot; focuses on the human interactions of advising.
State of Texas Children 2016: Race and Equity in Fort Worth
Author: Lee, Jennifer
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Race,Equal Education,Well Being,Child Health,Ethnicity,Metropolitan Areas,Neighborhoods,Population Trends,Counties,Poverty,Prenatal Care,Public Schools,Enrollment Trends,Minority Group Children

Fort Worth is a city that prides itself on its heritage, resiliency and growth, from its birth as a small military outpost to the global city it is today. Despite the area's economic resources, the data also show gaps in children's health, education and financial security across race and ethnicity. In order to &quot;raise the bar&quot; in child well-being for all Fort Worth area kids, we have to &quot;close the gaps&quot; by intentionally breaking down obstacles and creating equitable opportunities for good health, an excellent education and economic security for every child. This is the only way to ensure Fort Worth's economic future stays strong. This Fort Worth report is part of a larger series of reports in the Texas Kids Count project that focuses on equity in child well-being across Texas and in several of its major metro areas. [Texas Kids Count is a project of the Center for Public Policy Priorities.]
State of Texas Children 2017: Child Well-Being in the Rio Grande Valley
Author: Tingle, Kristie
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Child Health,Metropolitan Areas,Hispanic American Students,Race,Ethnicity,Equal Education,Population Trends,Counties,Poverty,Citizenship,Prenatal Care,Mortality Rate,Public Schools,Early Parenthood,Adolescents,Immigrants,Low Income Students,Access to Health Care,Employment Level,Neighborhoods

Located on the U.S.-Mexico border, the Rio Grande Valley is a place of rich culture and possibilities. However, on many indicators of children's health, education and financial security, the Valley is not doing as well as Texas overall, revealing a pattern of disinvestment in children's futures. In order to &quot;raise the bar&quot; in child well-being for all Rio Grande Valley area kids, Rio Grande Valley has to &quot;close the gaps&quot; in outcomes between children. Doing this means intentionally breaking down obstacles and creating equitable opportunities for good health, an excellent education, and economic security for every child. This is the only way to ensure the Rio Grande Valley's economic future is strong for both businesses and families. This Rio Grande Valley report is part of a larger series of reports in the Texas Kids Count project that focuses on equity in child well-being across Texas and in several of its major metro areas. [Texas Kids Count is a project of the Center for Public Policy Priorities. For the 2016 report, see ED582932.]
Teachers Leading the Way: Teacher-to-Teacher Professional Learning. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Teacher Leadership,Professional Education,Program Design,Peer Influence,Change Strategies,Teacher Improvement,Teacher Collaboration,Communities of Practice,Partnerships in Education,Social Networks,Elementary Secondary Education

Teacher leaders are positioned to help other teachers reflect on their practice, try new pedagogical approaches, and work through instruction-related struggles--ultimately, leading to a change in instructional practice. In order to be effective in their new leadership roles, however, teacher leaders need support in developing leadership skills and require site-level conditions that foster teacher-to-teacher professional learning. This &quot;CenterView&quot; issue looks at how teacher leaders are enacting teacher leader-led professional learning and what school administrators can do to support and sustain this impactful approach to improving teaching and learning.
California District Leaders on Common Core: Professional Learning Gaps Persist. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: Common Core State Standards,School Districts,Program Implementation,Interviews,Administrator Attitudes,Teacher Competencies,Administrator Role,Alignment (Education),Financial Support,Capacity Building,Curriculum Development,Educational Resources,Electronic Libraries,Faculty Development,English Language Learners,Barriers,Educational Finance,Time,Technical Assistance,Professional Development

In California, as in many other states across the nation, implementing the Common Core State Standards (CCSS) has been a complex endeavor impacting every public school educator. Not surprisingly, California districts have encountered bumps along the way in their efforts to provide much-needed support to all K-12 teachers as they continue to learn how to teach to the rigorous standards, which are now also known as the California (CA) Standards within the Golden State. In this final installment of a three-part &quot;CenterView&quot; series on how California districts are faring with implementing state standards, the Center for the Future of Teaching &amp; Learning (The Center) reports on the challenges of identifying quality instructional resources and providing effective professional learning, amidst ongoing barriers to funding, time, and teacher availability. This issue concludes with action steps that service providers can take to help districts address barriers in the way of effectively advancing implementation of the standards. [For the first installment in this series, see ED568371. For the second installment, see ED582969.]
AHCA&apos;s Medicaid Cuts Would Harm Students and Threaten State Funding for Postsecondary Education
Author: Pham, Duy
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Health Insurance,Welfare Services,Financial Exigency,Financial Problems,Federal Legislation,Federal Programs,Educational Finance,State Aid,At Risk Students,Enrollment Rate,Postsecondary Education,Budgeting,Access to Health Care,Public Health

On May 4, 2017, the United States House of Representatives narrowly passed the American Health Care Act (AHCA) as a repeal and replacement of the Affordable Care Act (ACA). Independent analyses of the AHCA show that it would leave 23 million more people uninsured by 2026, and make coverage less comprehensive and affordable for millions more. Many low-income and nontraditional students would be likely to lose health insurance coverage, which would harm their ability to complete and persist in postsecondary education. In addition, the proposed bill would further damage postsecondary education, because it would take away billions of dollars of federal Medicaid spending, forcing states to deny coverage and ration care--or to divert state funds from other purposes, such as state funding for postsecondary education, to replace the lost federal investment in Medicaid. Almost all of the jobs created in our economy since the Great Recession require some sort of postsecondary credential, and state support for postsecondary education is more important than ever. Yet the AHCA's proposed cuts to Medicaid will devastate state budgets--and if the past is any guide, state policymakers are very likely to respond by reducing funding for public colleges and universities. Such a downstream impact would deeply harm millions of students as they pursue a pathway towards economic mobility, and ultimately would be detrimental harm our nation's future.
ASAP: A Successful Multi-Faceted Innovation to Promote Equity in Affordability, Persistence, and Completion. Opportunities for Addressing Postsecondary Student Poverty in the Higher Education Act (HEA). HEA Issue Brief Series
Author: Walizer, Lauren
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Success,Graduation Rate,Academic Persistence,Equal Education,Higher Education,Costs,Low Income Students,Educational Innovation,School Support,Financial Support,Educational Policy,Poverty Programs,Educational Opportunities,Paying for College

To compete for decent-paying jobs, today's students--particularly those coming from low-income families--need more than a high school education. In fact, the odds of living in poverty can be reduced by 20 to 30 percent with some college attendance or by earning an associate's degree rather than a high school diploma or equivalency. However, public policies all too often rely on outdated assumptions that fail to incorporate the characteristics of, and challenges faced by, low-income students. Today's students have significant non-academic demands, may be academically unprepared for school, and/or may be pursuing college after taking time away from school. The complexities in students' lives necessitate policies that support them across multiple dimensions--financial as well as academic, social, and personal (even basic) needs. Supporting students holistically improves their academic success and makes them more likely to persist and complete. However, college administrators too often overlook these supplemental services or view them as expendable costs, particularly when budgets are tight. Many low-income students need additional supports but tend to go to resource-starved open-access institutions. The proliferation of free college (sometimes called &quot;Promise&quot; or &quot;College Promise&quot;) programs have provided low-income students with needed tuition assistance, which supports their ability to persist in their education, but these programs may provide limited opportunities for the broader range of supports that low-income students also need. The Accelerated Study in Associate Programs (ASAP) initiative, which this paper discusses, combines both financial and student supports to help underprepared students persist in and complete college. This brief describes how ASAP is a highly effective strategy for low-income students that is also cost-effective for institutions.
Forging Partnerships: A Model for Teacher Leadership Development. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Models,Teacher Leadership,Faculty Development,School Districts,Community Organizations,School Community Relationship,Stakeholders,Change Strategies,Elementary Secondary Education

Teacher leaders can play an important role in school improvement efforts, but require district support to effectively lead their peers. Partnering with outside organizations is one way that districts can deepen their capacity to support and sustain teacher leadership. In the current landscape of rigorous standards implementation, teacher leadership is gaining increased attention and interest as a school improvement practice. Moreover, the Every Student Succeeds Act calls out teacher leadership as an intervention strategy, and recent research points to effective teacher leaders as a positive influence on teacher professional learning and on teacher retention. However, to be effective, teacher leaders need to be well supported by their districts. In this issue of &quot;CenterView,&quot; the Center for the Future of Teaching and Learning describes how districts can foster strong teacher leadership--specifically, the Center highlights the promising strategy of partnering with an outside organization to help develop and sustain teacher leaders districtwide. This issue is the first in a series on teacher leadership for supporting teachers in advancing college- and career-readiness instructional practices.
Learning Together across Generations: Guidelines for Family Literacy and Learning Programmes
Author: Hanemann, Ulrike
Date: 2017-00-00
Type: Guides - General
Subjects: Guidelines,Family Literacy,Intergenerational Programs,Barriers,Family Programs,Best Practices,Program Development,Program Implementation,Program Evaluation,Disadvantaged,Educational Needs,Evidence,Performance Factors,Socioeconomic Influences,Educational Environment,Public Policy,Data Collection,Educational Principles,Civil Rights,Cultural Awareness,Sex Fairness,Accessibility (for Disabled),Empowerment,Participant Characteristics,Financial Support,Program Design,Program Administration,Trainers,Facilitators (Individuals),Parent Materials,Learning Activities,Foreign Countries

This report highlights the critical role family literacy and learning play in breaking down barriers between different learning contexts and engaging hard-to-reach adults and children in education. This report was developed as part of a family learning project initiated by the UNESCO Institute for Lifelong Learning (UIL) in 2016. Based on the experiences of promising family literacy and learning programmes implemented in all world regions, with a particular focus on sub-Saharan Africa, it provides stakeholders in Member States with evidence-informed guidance on how to develop, implement, monitor and evaluate a pilot family learning programme, stressing, in particular, the value of an intergenerational approach in addressing the learning needs of disadvantaged families and communities.
Lifelong Learning in Transformation: Promising Practices in Southeast Asia. UIL Publications Series on Lifelong Learning Policies and Strategies: No. 4
Author: Yorozu, Rika, Ed.
Date: 2017-00-00
Type: Collected Works - General
Subjects: Lifelong Learning,Educational Practices,Educational Policy,Educational Strategies,Sustainable Development,Best Practices,Educational Objectives,Regional Programs,Barriers,Educational Change,Foreign Countries

Learning throughout life is the driving force for transforming the world to achieve the 2030 Agenda for Sustainable Development. Many countries and communities regard lifelong learning for all as essential to their education goals and development frameworks. This report is a compendium of country reports on good practice in lifelong learning in Southeast Asian countries. The 11 countries in Southeast Asia featured in this report--Brunei Darussalam, Cambodia, Indonesia, Lao People's Democratic Republic, Malaysia, Myanmar, Philippines, Singapore, Thailand, Timor-Leste and Viet Nam--are no exception. The United Nations Educational, Scientific and Cultural Organisation (UNESCO) has strong regional partners in this region, the Association of Southeast Asian Nations (ASEAN) and the Southeast Asian Ministers of Education Organization (SEAMEO), which enables cooperation and learning among the countries of the region.
Putting a Lens on Teacher Practice: Video-Based Peer Coaching. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Video Technology,Protocol Materials,Protocol Analysis,Educational Practices,Training Methods,Program Implementation,Educational Strategies,Faculty Development

This issue is part of a series on the Teacher Practice Networks initiative and its efforts to broadly support teachers in implementing college- and career-readiness instruction. Effective teachers frequently reflect on how to improve their practice: &quot;Did I scaffold the lesson well? Did I give students enough processing time? How can I help students connect these two key concepts?&quot; Video is a powerful tool for inquiry-based professional learning that gives teachers the rare opportunity to view their own classroom practice, reflect on what they see, and engage in evidence-based discussions that can lead to changes and improvements in their practice. This issue of &quot;CenterView,&quot; explores video-based &quot;peer coaching,&quot; specifically: (1) How video helps teachers to see what they normally cannot see; (2) What is video-based peer coaching; (3) What video-based peer coaching looks like in action; (4) Potential challenges to anticipate; and (5) Practical implementation strategies for getting started.
Increasing District Capacity to Implement the Common Core: It Begins with a Partnership. CenterView
Author: Center for the Future of Teaching and Learning at WestEd
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Common Core State Standards,School Districts,Program Implementation,Interviews,Administrator Attitudes,Teacher Competencies,Alignment (Education),Capacity Building,Curriculum Development,Technical Assistance,Professional Development,Partnerships in Education,Networks

Since adopting the Common Core State Standards (CCSS) in 2010, California has given districts significant flexibility in how they support teachers in implementing the standards. This flexibility, along with vastly differing local and regional contexts, has resulted in a wide variety of district-level approaches to training teachers in content knowledge and pedagogical strategies aligned to the CCSS (which are now also known as the California Standards). From a small rural district in the northern reaches of the state to a large urban district on the coast, local education agencies across California have experienced unique successes and challenges in providing professional learning to help teachers prepare the state's six million K-12 students to meet the rigorous California (CA) Standards in mathematics, English language arts, and content-area literacy. In this second of a three-part &quot;CenterView&quot; series, The Center continues to report on what was learned from interviews with over 40 district leaders across California in which were asked for their perspectives on implementing the CA Standards. This issue focuses on various ways districts have worked to scale their implementation of the CA Standards and deepen their teachers' pedagogical content knowledge of the standards--from drawing on the expertise of external technical assistance providers to developing internal resources, such as teacher leaders that can provide instructional leadership. The issue concludes with strategies that technical assistance providers can use to better assist districts with their current professional learning and resource development needs as they strengthen their implementation of the CA Standards. [For the first installment in this series, see ED568371. For the third installment, see ED582937.]
Teacher Development and Advancement: What Is the Issue and Why Does It Matter? Policy Snapshot
Author: Aragon, Stephanie
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: State Policy,State Legislation,Faculty Development,Teacher Promotion,Teacher Improvement,Teacher Effectiveness,Teacher Education,Teacher Leadership,Elementary Secondary Education

Providing teachers with data-driven feedback, aligned professional development and opportunities for advancement may help limit attrition, contribute to more effective teaching, and improve student learning. However, research shows that much of the professional development teachers currently receive does not improve either teacher or student performance. While professional teacher organizations have worked with educators to develop and articulate a clear vision for quality professional learning, many districts are not yet implementing systems in alignment with best practices. This Policy Snapshot explores recent legislation related to teacher professional development and advancement, including targeted supports and leadership opportunities.