ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Feature Engineering from Online Learning Environments to Observe Social and Emotional Skills and Academic Performance
Author: Walton, Kate E.
Date: 2020-10-00
Type: Reports - Research
Subjects: Learning Analytics,Integrated Learning Systems,Technology Integration,Educational Technology,Social Emotional Learning,Undergraduate Students,Grades (Scholastic),Skill Development,Chemistry,Mathematics,Physics,Psychology

A focus of learning analytics research has been the collection, analysis, and interpretation of data from online academic technologies, particularly in higher education where these technologies are incorporated extensively into the student learning experience. In particular, the learning management system (LMS) has emerged as a technology frequently integrated into all courses, whether online, in person, or hybrid, with three-quarters of students using the LMS in all or nearly all of their courses. Despite the ultimate goal of improving student learning (vs. simple prediction), there are few empirical studies of intervention efforts. Student interactions with learning management systems (LMS) and other educational technologies provide detailed information about how students interact with learning resources and activities. In this study, the authors coupled social and emotional learning and learning analytics in four undergraduate courses making extensive use of the LMS and examined relationships among social and emotional (SE) skills, behaviors recorded in the LMS, and course grades. The findings showed that SE skills, LMS data, and grades are largely associated with one another in expected ways, with course grades being robustly correlated with LMS behaviors across all courses, while different sets of LMS behaviors correlated significantly with different SE skills. Implications of results, limitations, and future work are discussed. [This project was facilitated through a partnership with the University of Maryland, Baltimore County.]
High School Students&apos; Experiences in March during the Coronavirus Pandemic. ACT Research &amp; Policy. Insights in Education and Work
Author: Croft, Michelle
Date: 2020-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,High School Students,Online Courses,Electronic Learning,Educational Technology,Student Experience,Student Needs,Equal Education,Access to Computers,Internet,Educational Quality,Hunger,Coping,Mental Health,Student Attitudes,Student Responsibility,Racial Differences,Ethnicity,Disproportionate Representation,At Risk Students,Minority Group Students,First Generation College Students,Stress Variables,Employed Parents,Exercise,Eating Habits

At least 55 million students ended the school year learning at home after approximately 124,000 public and private schools closed their doors due to the coronavirus pandemic. This &quot;new normal&quot; created uncertainty among high school students about their futures as many struggled with the pandemic's compounding effects as they also worried about basic needs such as food and housing. This brief summarizes students' responses to survey questions that asked them to document their experiences during the pandemic. Students provided information related to the technological devices and quality of the internet they could access at home for school-related activities, learning at home and online compared to their in-school experiences, and whether their basic needs were being met during the pandemic. As states contemplate the future of reopening schools, the authors offer recommendations for policymakers and educators: (1) Resolve inequities in access to technological devices and the internet; (2) Scale up and improve online education instruction and materials; (3) Consider the whole learner; and (4) Address food insecurity.
Impacts of the Coronavirus Pandemic on Incoming High School Seniors&apos; Postsecondary Plans. ACT Research &amp; Policy. Insights in Education and Work
Author: Howland, Shiloh
Date: 2020-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,High School Students,College Attendance,Student Attitudes,Decision Making,College Readiness,College Entrance Examinations,High School Seniors,Planning,Barriers,Change,Attention,Readiness,Test Preparation,Student Motivation

Across demographic groups, incoming seniors (class of 2021) have been affected by the coronavirus pandemic, and some have altered their college plans accordingly. Most seniors are planning to attend the same type of institution they were planning on before the pandemic, but about half are planning on a different institution, one closer to home, or one with lower tuition. Notwithstanding the dramatic changes that occurred in education this past spring, they are confident about their plans. However, they are concerned about how their academic preparation, including preparing for admissions tests like the ACT® or SAT, has been affected by the pandemic. First generation students and students in the lowest family income bracket (&lt; $36k) are feeling the least motivated to prepare for the ACT or SAT. In June, the authors reached out to rising high school seniors and received responses from 2,965 students. The authors asked how the pandemic had affected them in the previous year as juniors, how it was affecting their plans for college, and how they feel it has altered their ability to be prepared for college, including preparing for the ACT test. In this paper, the authors share what they learned from the student responses to the survey questions, including the comments they made in response to open-ended questions.
Advances in Understanding and Intervening in Teacher Stress and Coping: The Coping-Competence-Context Theory
Author: Herman, Keith C.
Date: 2020-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Stress Variables,Coping,Context Effect,Prevention,Classroom Techniques,Stress Management,Intervention,Theories

Teacher stress and burnout are associated with many adverse outcomes for teachers, students, and the educational system. This paper describes the Coping-Competence-Context (3C) Theory of Teacher Stress. The theory is based on empirical research on teacher stress and coping highlighted within this special issue and attempts to more explicitly highlight three critical interconnected pathways to teacher stress development and intervention. The 3C model also highlights why teacher stress is important and should be the topic of future inquiry by showing clear links between teacher stress and adverse student and teacher outcomes. Lastly, this paper provides guidance for leverage points to intervene and describes a future research agenda in three domains: measurement, conceptual, and intervention issues and challenges.
Drawing across School Boundaries: How Federally Funded Magnet Schools Recruit and Admit Students. Study Snapshot. NCEE 2021-003
Author: McCullough, Moira
Date: 2021-01-00
Type: Reports - Research
Subjects: Magnet Schools,Student Recruitment,Admission (School),Student Diversity,Academic Achievement,Institutional Characteristics,Admission Criteria,Elementary Schools,Middle Schools,High Schools

A key goal of many magnet programs is to improve student diversity in schools. This snapshot describes efforts by those participating in the U.S. Department of Education's Magnet Schools Assistance Program (MSAP). Findings are based on surveys completed by most of the more than 160 schools recently funded by MSAP grants and interviews with their district coordinators. MSAP-funded schools report using a variety of strategies to recruit students and often give preference in admissions to students from affiliated families or communities. Perceived stigma of low academic quality and lack of diversity are top reported obstacles to recruiting students.
Teaching &amp; Learning Toolkit: A Research-Based Guide to Building a Culture of Teaching &amp; Learning Excellence
Author: Eynon, Bret
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: College Instruction,School Culture,Learning,Educational Change,Evidence Based Practice,Equal Education,Academic Achievement,Student Personnel Services,Faculty Development,Educational Planning,Communities of Practice,College Administration

Grounded in research and informed by the strong work of many of our network colleges, we have designed this resource to support college teams in building institutional capacity in teaching and learning. This Toolkit synthesizes research from the field and stories from our colleges and offers you and your team a vast array of worksheets and planning templates to take this work forward at your institution. Our goal is that college teams of faculty, faculty/educational developers, Student Affairs professionals, and Academic Affairs leaders will use this resource as you collaborate to change your institutional culture. ATD [Achieving the Dream] colleges have worked hard over the past 15 years to build cultures of evidence. It is now time to build on that foundation as we build cultures of excellence in teaching and learning. We hope this Toolkit will offer a roadmap as you strengthen your work in this key capacity area.
The Intelligent Donor&apos;s Guide to College Giving: Transformative Philanthropy in Higher Education. Third Edition
Author: American Council of Trustees and Alumni
Date: 2020-10-00
Type: Guides - General
Subjects: Donors,Philanthropic Foundations,Private Financial Support,Higher Education,Educational Innovation,Guidelines,Best Practices,Educational Objectives,Selection Criteria,Academic Freedom,Educational Finance,Governance

&quot;The Intelligent Donor's Guide to College Giving&quot; is a signature ACTA publication designed to help higher education donors navigate the giving process. This third edition features stories behind gifts that are bringing intellectual diversity and academic rigor to campuses across the country as well as lessons from controversies over past gifts. Discover the principles of transformative higher education giving, the most common pitfalls that donors face, and innovative ways to make a difference. [This guide was produced with the Fund for Academic Renewal.]
Enhancing College and Career Readiness Programs for Underserved Adolescents
Author: Gee, Kevin A.
Date: 2020-12-15
Type: Journal Articles
Subjects: College Readiness,Career Readiness,Disadvantaged,Adolescents,High School Students,Program Development,Program Implementation,Stakeholders,Skill Development,Soft Skills,Goal Orientation,Relaxation Training,Metacognition

Supporting college and career readiness among youth who encounter significant academic and life challenges requires innovative strategies to help them envision their futures, leverage their strengths and develop dispositions that promote positive trajectories. For youth development professionals who develop and implement novel programmatic approaches to support the college and career readiness of underserved youth, it is critical to acquire a deeper evidence-based understanding of factors shaping positive career and college pathways as well as to incorporate stakeholder viewpoints in their program design and delivery. In this article, we share key insights from our program development process that can inform the work of program developers, educators and youth services providers who seek to build and enhance career- and college-readiness programs aimed at underserved youth. We summarize 4 key insights from a narrative review of literature on college and career readiness as well as findings from a set of stakeholder (student, parent and educator) focus groups. We offer our ideas for incorporating these insights alongside stakeholder input into the development and design of college and career readiness activities and programming.
When the Walls Come Down: Evidence on Charter Schools&apos; Ability to Keep Their Best Teachers without Unions and Certification Rules
Author: Barrett, Nathan
Date: 2020-02-25
Type: Reports - Research
Subjects: Charter Schools,Teacher Persistence,Faculty Mobility,Unions,Teacher Certification,Job Performance,Teacher Salaries,Labor Market,Teacher Effectiveness

Theories of market-based school reform suggest that teacher labor markets may be inefficient, and perhaps inequitable, because union contracts, tenure protections, and government regulation limit school autonomy over hiring, evaluation, compensation, and working conditions. In a less restrictive setting, schools could incentivize performance by selectively retaining and rewarding better-performing teachers. We test this empirically by comparing teacher exits in the deregulated market of New Orleans with exits in neighboring traditional public school districts. Our results suggest that the relationship between teacher performance and retention is stronger in the New Orleans market setting than in similar traditional school districts. We also find positive associations between annual salary increases and performance, but only when teachers transfer from one charter school to another. While teacher retention is more closely tied to performance in New Orleans, this did not yield a net gain in teacher quality, relative to neighbors. New Orleans had much higher teacher turnover, and we find the large numbers of teachers who had to be hired annually in the city had lower value-added than the entrants in comparison districts. [This report was published by the National Center for Research on Education Access and Choice (REACH).]
PreACT and ACT Test Scores Associated with AP Exam Success. ACT Research &amp; Policy. Data Byte
Author: Radunzel, Justine
Date: 2020-08-00
Type: Reports - Research
Subjects: College Entrance Examinations,Scores,College Readiness,Career Readiness,Advanced Placement Programs,Secondary School Students,Predictor Variables,Academic Achievement

Many schools, districts, and states administer the PreACT® and/or the ACT® test to measure readiness for college and careers. A recent study suggests that these test scores can also be used to help identify students who are academically prepared and may benefit from some of the more rigorous courses offered in high schools across the nation, including Advanced Placement (AP) courses. The purpose of this brief is to highlight the PreACT and ACT AP-ready scores found in the study. The most common use cases would be using: (1) PreACT 8/9 tests administered in grades 8 or 9 to measure readiness for AP courses taken in grades 9 or 10; (2) PreACT tests taken in grade 10 to measure readiness for AP courses taken in grade 11; and (3) ACT tests taken in grades 10 or 11 to measure readiness for AP courses taken in grades 11 or 12. The study found that PreACT and ACT test scores are positively related to AP exam scores and are good predictors of success.
K-12 Teachers and Administrators Agree about the Importance of Social and Emotional Skills in Education. ACT Research &amp; Policy. Data Byte
Author: McVey, Jill
Date: 2020-08-00
Type: Reports - Research
Subjects: Elementary School Teachers,Secondary School Teachers,Educational Administration,Teacher Attitudes,Administrator Attitudes,Social Development,Emotional Development,Social Emotional Learning

The ACT® National Curriculum Survey® is a nationwide survey of educational practices and college and career readiness expectations. Every few years, educators across the country are surveyed about the knowledge and skills students are expected to learn that are essential for college and career readiness. As part of this study, over 6,000 elementary, middle, and high school teachers and administrators were asked questions related to social and emotional skills at school. The purpose of this Data Byte is to share the results of this part of the survey, which provides evidence that K-12 teachers and administrators overwhelmingly agree that social and emotional skills are important at school.
Lifelong Learning Skills in Higher Education: A Case Study Based on the Students&apos; Views
Author: Güven, Z. Zuhal
Date: 2020-12-00
Type: Reports - Research
Subjects: Lifelong Learning,College Freshmen,Young Adults,Student Attitudes,Student Motivation,Instructional Effectiveness,Active Learning,Student Projects,Problem Based Learning,Social Problems,Competency Based Education,Critical Thinking,Creativity,Personal Autonomy,Teamwork,Foreign Countries,Skill Development

Higher education institutions need to integrate lifelong learning skills into their education objectives to prepare students for learning at university and working in business world. This study was conducted to investigate how project-based learning could help university students to acquire lifelong learning skills. The research was designed as a case study and the participants were composed of undergraduate students involved in a ten-week course activity during 2018-2019 academic year. The data collected through the notes taken during interviews, recorded discussions and a semi-structured survey form were analysed using the content analysing technique. The results of the analyses revealed that the participants found it engaging to develop a project about a social problem, and adopted a positive attitude towards project-based learning. The findings suggested that project-based learning might help students gain competencies to cope with real-life problems, and it was concluded that comprehensive studies were needed to explore the effect of project-based learning on fostering lifelong learning skills. [This paper was published in: &quot;Turquoise International Journal of Educational Research and Social Studies&quot; v2 n2 p20-30 Dec 2020.]
State and Local Report Cards: Title I, Part A of the Elementary and Secondary Education Act of 1965, as Amended. Non-Regulatory Guidance. Revised
Author: Office of Elementary and Secondary Education (ED)
Date: 2013-02-08
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,State Departments of Education,Government Role,Local Government,Accountability,Program Evaluation,Program Effectiveness,Reports,Information Dissemination,Privacy,Academic Achievement,Student Records,English Language Learners,Students with Disabilities,Reading Achievement,Language Arts,Alternative Assessment,Graduation Rate,Teacher Qualifications,Teacher Competencies,National Competency Tests,College Attendance,College Credits,Enrollment,Institutional Characteristics

This guidance is written to assist State educational agencies (SEAs) and local educational agencies (LEAs) in understanding and implementing the report card requirements under Title I, Part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA). Although each SEA and LEA may consider this guidance in developing and disseminating its own report card, an SEA or an LEA is free to develop alternative approaches and formats that are consistent with applicable Federal statutes and regulations. Guidance in this document replaces previous Title I non-regulatory guidance on SEA and LEA report cards issued on September 12, 2003. It addresses Title I requirements in the ESEA and several changes in reporting requirements related to graduation rates and data on the National Assessment of Educational Progress (NAEP) required under the Title I regulations issued on October 29, 2008 (73 FR 54436). Where applicable, the guidance also addresses modifications to the reporting requirements for SEAs that have received ESEA flexibility. [This guidance has been formally rescinded by the Department and remains available on the web for historical purposes only.]
FY 2020 Budget and Policy Recommendations for Higher Education in Virginia
Author: State Council of Higher Education for Virginia
Date: 2018-11-01
Type: Reports - Evaluative
Subjects: Higher Education,Budgets,Educational Finance,Educational Policy,Student Financial Aid,Undergraduate Students,Graduate Students,Financial Support,Educational Attainment,Access to Information,Access to Education,Student Costs,Tuition,College Faculty,Teacher Recruitment,Teacher Persistence,State Aid,Public Colleges,Community Colleges,Private Colleges,Grants,State Programs,Equipment,School Maintenance,Engineering Education,College Graduates,Outcomes of Education

Advanced education contributes to greater individual and regional prosperity, including increased earnings, improved economic growth, greater levels of community engagement and improved health outcomes. Rising costs to students and families combined with a student body that may require additional resources to ensure its success, however, may make access to and completion of a credential more challenging in the future. States are seeking ways to maintain excellence in higher education, make college more affordable, reduce student debt and help individuals and families make smart decisions -- all elements of The Virginia Plan for Higher Education. Properly aligned resource and policy decisions will help Virginia meet its goal to be the best-educated state by 2030. In 2018 the Governor and General Assembly approved an additional $165.2 million for Virginia higher education to help address these issues. While these amounts were less than the State Council of Higher Education for Virginia (SCHEV) recommendations, general fund appropriations for Educational and General Programs (the primary operating funds for colleges and universities) increased 0.3% in the first year of the biennium and 4% in the second year. The Commonwealth finds itself in an excellent economic climate. Federal tax changes, low unemployment and strong economic activity have contributed to higher than anticipated state tax revenues. Yet, funding is not unlimited, and policy makers will have to make difficult decisions. In this report, SCHEV staff presents budget options and policy considerations for the Council.
Afterschool in the Time of COVID-19
Author: Afterschool Alliance
Date: 2020-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,After School Programs,Student Needs,School Closing,Disease Control,Costs,Financial Support,Child Care,Hunger,Community Programs,Interpersonal Relationship,Job Layoff

In the first in a series of surveys that take the pulse of the afterschool field during the pandemic, it is clear that although afterschool programs remain a vital partner to help young people emerge from this crisis strong, resilient, and hopeful, they are in dire need of support. In a survey conducted by Edge Research on behalf of the Afterschool Alliance between May 28-June 30, 7 in 10 program providers report serving students in some capacity since the pandemic began, however, 84% of programs report that they are concerned that they will not be able to provide services in the fall.