ethanporcaro/eric-fulltext-meta huggingface dataset:
Integrating Digital Tools into Financial Aid Outreach and Support. Research Brief I
Author: Corwin, Zoë B.
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Student Financial Aid,High School Students,College Attendance,Computer Games,Social Media,Program Effectiveness,Postsecondary Education,Outreach Programs,Educational Needs,Federal Aid,Computer Mediated Communication,Information Dissemination,Feedback (Response)

Over the last decade, practitioners in college access and success fields have responded to a rapidly evolving digital landscape by incorporating technology into outreach and service. Researchers have responded by turning attention to technology use, digital literacy, and specific technology tools, such as Massive Open Online Courses (MOOCs) and texting. The current cohort of high school and college students--Generation Z--has grown up with digital tools in every facet of their lives, including in their education. Yet, we are still learning about what works to engage this population and how to assess tangible outcomes. The Pullias Center for Higher Education implemented a project in partnership with the non-profit Get Schooled funded by the U.S. Department of Education, which sought to increase Free Application for Federal Student Aid (FAFSA) completion rates at high schools across California. The research-practice approach was designed to improve the college-going cultures of participating high schools through a variety of digital tools including online games, gamification strategies, and social media. Findings from a randomized control trial illustrated a positive impact on FAFSA completion at schools who made use of the tools. This brief outlines approaches for incorporating digital tools into practice and is intended to stimulate discussion about how to better serve at-promise students in securing financial aid for postsecondary education through the use of technology.
Principled Principals: The Essential Role of Leadership in Disrupting Vicarious Trauma for Teachers in OUSD
Author: Radoff, Anna
Date: 2018-05-07
Type: Information Analyses
Subjects: Leadership Responsibility,Administrator Role,Principals,Trauma,Teachers,Wellness,Well Being,Teacher Persistence,Teaching Conditions,Middle Schools,Intervention,Homeless People,Racial Bias,Violence,Racial Differences,Immigration,Immigrants,Civil Rights,Physical Health,Mental Health,Emotional Response,Teacher Burnout,Board of Education Policy,School Culture,Academic Achievement,Trust (Psychology),Interpersonal Relationship,Equal Education,Story Telling,Elementary Secondary Education,Barriers

Oakland Unified School District (OUSD) faces increasing teacher attrition and unsustainable levels of stress among teachers. Citywide pressures, such gentrification and lack of transportation, impact schools and teachers. OUSD currently has wellness programs both district provided (the Office of Health and Wellness) and through district partnerships (the Teaching Well and the African American Male Achievement). The initiatives have largely been ad hoc or driven by inspired individuals rather than system level change. Principal leadership is necessary to support teachers and ultimately student achievement. In order for principals to assist teachers and make real, lasting policy changes, district level support is necessary. OUSD should help principals tie wellness to the larger mission and vision of schools. Principals should believe that staff sustainability is a essential part of serving students and increasing student achievement. This report is based on a literature review and interviews. The literature review utilized journal databases and library catalogues. When searching for articles the report used articles that were relevant to the topic and based in the United States. Both qualitative and quantitative studies were included. All information was ethically considered for accuracy and confidentiality. The interviews referenced in this report were semi-structured and conducted between January 2018-April 2018. Interviews were conducted with eight principals, three teachers, various UC Berkeley research partners, and two OUSD non-profit partners. Interviews were conducted over the phone and in person. [The report was also written in partnership with the Goldman School of Public Policy, University of California Berkeley.]
Federal Student Loan Amounts and Terms for Loans Issued in 2019-20
Author: Institute for College Access & Success, Project on Student Debt
Date: 2019-06-25
Type: Reports - Descriptive
Subjects: Federal Legislation,Student Loan Programs,Federal Aid,Credit (Finance),Fees,Eligibility,Loan Repayment,Undergraduate Students,Graduate Students

U.S. citizens or permanent residents, enrolled at least half time in a qualified program at a participating school, not in default on a prior federal student loan, and not previously convicted of a drug offense while receiving federal financial aid are eligible to apply for a student loan. This chart summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2019 through June 30, 2020. [For &quot;Federal Student Loan Amounts and Terms for Loans Issued in 2018-19,&quot; see ED591120.]
Student Debt and the Class of 2019. 15th Annual Report
Author: Schak, J. Oliver
Date: 2020-10-00
Type: Reports - Research
Subjects: College Graduates,Debt (Financial),Student Loan Programs,Student Financial Aid,State Policy,Federal Programs,Federal Aid,Paying for College,Private Financial Support,Loan Repayment,Tuition,Accountability,Risk,Public Colleges,Private Colleges,Grants,COVID-19,Pandemics,Racial Differences,Trend Analysis

&quot;Student Debt and the Class of 2019&quot; is The Institute for College Access &amp; Success' (TICAS') fifteenth annual report on the student loan debt of recent graduates from four-year colleges, documenting changes and variation in student debt across states and colleges. This report includes federal policy recommendations to reduce debt burdens, given the challenges of the COVID-19 pandemic and beyond, including investing in students and public colleges, extending and expanding emergency student loan relief, and improving transparency and oversight. [For &quot;Student Debt and the Class of 2018. 14th Annual Report,&quot; see ED600625.]
Virtual Exchange and 21st Century Teacher Education: Short Papers from the 2019 EVALUATE Conference (León, Spain, September 2019)
Author: Hauck, Mirjam, Ed.
Date: 2020-11-30
Type: Books
Subjects: Telecommunications,Educational Technology,Electronic Learning,Computer Simulation,Camps,Cultural Differences,Teacher Education,Generational Differences,Online Courses,Interpersonal Relationship,Teacher Education Programs,Empathy,Computer Mediated Communication,Program Design,Program Implementation,Faculty Development,Teacher Collaboration,Citizenship Education,International Cooperation,College Students,Secondary School Students,Critical Thinking,Motivation,Games,Foreign Countries

The Evaluating and Upscaling Telecollaborative Teacher Education (EVALUATE) project was a European policy experiment funded by Erasmus+ between 2017 and 2019. The EVALUATE consortium trained teacher trainers and organised virtual exchanges which involved over 1,000 student teachers at over 34 initial teacher education institutions in Europe and beyond. Following the successful capstone conference of the EVALUATE project in September 2019, a number of colleagues answered our call for submissions to the proceedings. The articles you find here provide a window into the multifaceted contributions not only to the conference, but to the field of telecollaboration and virtual exchange at large. We hope you enjoy finding out about the many different ways in which our colleagues engage with this innovative pedagogical approach that combines the deep impact of intercultural dialogue and exchange with the broad reach of digital technology. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
Logistic Regression with Misclassification in Binary Outcome Variables: Method and Software
Author: Liu, Haiyan
Date: 2017-00-00
Type: Reports - Research
Subjects: Classification,Regression (Statistics),Statistical Bias,Models,Computation,Maximum Likelihood Statistics,Longitudinal Studies,National Surveys

Misclassification means the observed category is different from the underlying one and it is a form of measurement error in categorical data. The measurement error in continuous, especially normally distributed, data is well known and studied in the literature. But the misclassification in a binary outcome variable has not yet drawn much attention in psychology. In this study, we show through a Monte Carlo simulation study that there are non-ignorable biases in parameter estimates if the misclassification is ignored. To deal with the influence of misclassification, we introduce a model with false positive and false negative misclassification parameters. Such a model can not only estimate the underlying association between the dependent and the independent variables but also provide the information on the extent of misclassification. To estimate the model, the maximum likelihood estimation method based on a Newton-type algorithm is utilized. Simulation studies are conducted to evaluate the performance and a real data example is used to demonstrate the usefulness of the new model. An R package is also developed to aid the application of the model. [This paper was published in &quot;Behaviormetrika&quot; v44 n2 p447-476 2017.]
State Leader Survey on Reopening Schools: Survey Results
Author: Foundation for Excellence in Education
Date: 2020-05-11
Type: Reports - Research
Subjects: Administrator Surveys,COVID-19,Pandemics,School Closing,State Boards of Education,School Schedules,Teaching Methods,Student Evaluation,School Safety,State Policy,Educational Policy

With school campuses shuttered due to COVID-19, the rate and level of quality of student instruction varies across the nation, states, regions and even from neighborhood to neighborhood. As the 2019-20 school year comes to a close, state leaders are considering important questions: (1) When and how should schools reopen (after it's safe from a health perspective to do so)?; (2) What could options for school schedules, student placement and educator staffing &quot;look like&quot; when we reopen?; and (3) How should we provide supports to students, particularly those who are most in need, when schools reopen? At the end of April, ExcelinEd sought input and feedback on potential school reopening strategies and considerations from national, state and local leaders. Their feedback was used to develop a Survey on Reopening Schools, with the intent of capturing the current directional thinking of state leaders as they consider the many options available. State education chiefs and governors' offices in all 50 states were invited to participate in this anonymous survey. Between April 30 and May 6, ExcelinEd collected responses from 35 state leaders. Because the survey is anonymous, none of the responses can be attributed to a specific state or state leader. The survey results and analysis in this report reflect the directional thinking and considerations of state education leaders as of May 8, 2020.
Project Exc-EL (Excellence for English Learners): Final Evaluation Report for the National Evaluation of Investing in Innovation (i3) Fund. NEi3 Evaluation Submission
Author: Yamaguchi, Ryoko
Date: 2019-03-00
Type: Reports - Research
Subjects: Faculty Development,Teacher Competencies,English Language Learners,Intervention,Student Needs,Data Use,Educational Environment,College Readiness,Career Readiness,Coaching (Performance),Mathematics Achievement,Reading Achievement,Language Arts,Academic Achievement,School Culture,Program Effectiveness,Middle Schools,High Schools

The purpose of this evaluation was to understand the development, implementation, and impact of Project Exc-EL (Excellence for English Learners), a school-wide intervention focused on providing teacher professional development and training to better support English learners (ELs) in New York. Project Exc-EL focuses on training teachers to use data to identify EL student needs, creating a school climate focused on college and career readiness, and providing school coaches to support teachers as they serve EL students and their families. Project Exc-EL developed and implemented an enhanced, comprehensive design that addressed the unique and urgent needs of low-incidence EL population school districts -- districts that are struggling to provide a comprehensive, rigorous education for the newest members of their communities. The project employed a data-driven, tiered approach to instruction that builds on community partnerships to create personalized, expanded learning opportunities for students. External evaluators conducted an impact and an implementation study to ascertain the outcomes of the project and gauge the fidelity of implementation of the project. The evaluation questions address whether Project Exc-EL increases EL student achievement in math and English Language Arts (ELA), and how the developer implemented the program across four schools. Specifically, the developers implemented the key components related to creating a school culture of college and career readiness, training teachers in data use, and providing school coaches to support teachers. While the developers implemented the project with fidelity, there were no significant differences in math or ELA outcomes of EL students. Given that the focus is on training teachers on data use, building school culture, and providing school coaches for teachers, future research should include intermediate outcomes, or moderators, such as improved teacher instruction and pedagogy, to better understand the mechanisms of student achievement for English learners. [The report was prepared for the UCLA Center X, Northeast Region.]
North Dakota Native American Needs Assessment: Action Plan 2018-2019
Author: North Dakota Department of Public Instruction
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: American Indian Education,American Indian Students,Elementary Secondary Education,Academic Achievement,Culturally Relevant Education,Social Emotional Learning,Equal Education,School Community Relationship,Public Education,Educational Strategies,Educational Needs

The Native American Needs Assessment Action Plan is designed to assist educators and administrators in addressing the needs and areas of possible opportunity that have been identified through the annual Native American Needs Assessment conducted by the North Dakota (ND) Department of Public Instruction. The Action Plan is organized around areas of need identified by the Native American Needs Assessment Survey. Each need has a set of evidence-based strategies and resources associated with it. The Action Plan is designed as a living document. After each administration of the Needs Assessment Survey, the Action Plan will be updated and additional needs and associated strategies and resources will be added. Specific strategies outlined in the action plan have the potential to impact Native American student achievement outcomes and help to close educational gaps. As a result, this plan is particularly useful for those schools or districts that have been identified for targeted or comprehensive support. They can align the strategies in the Action Plan with their improvement efforts to help close achievement gaps. In addition, this plan can be used by educators in a variety of other circumstances, at all levels of the K-12 education system.
Tribal Education Status Report for School Year 2016-2017
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Federal Legislation,American Indian Education,Educational Legislation,Public Education,American Indian Students,Achievement Gains,Reading Achievement,Mathematics Achievement,Science Achievement,Graduation Rate,School Safety,Substance Abuse,Bullying,Delinquency,Antisocial Behavior,Weapons,Sexual Harassment,Sexual Abuse,Violence,Attendance,Parent School Relationship,Community Involvement,Student Needs,Programs,Educational Finance,Educational Policy,School Districts,Public Schools,School Schedules,Indigenous Knowledge,Culturally Relevant Education,Racial Differences,Ethnicity,Age Differences,Elementary Secondary Education,Instructional Program Divisions,Socioeconomic Status,Gender Differences,Students with Disabilities,Sexuality,Student Behavior,At Risk Students,Student Mobility,American Indian Languages,Native Language Instruction,Language Proficiency,After School Programs,Parent Education,Enrichment Activities,Tribes,Dropout Rate,Language Usage,Bilingual Education,Health Behavior

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of the Tribal Education Status Report (TESR) is to inform stakeholders of the New Mexico Public Education Department's (PED) current initiatives specific to American Indian students and their educational progress. This report examines both the current conditions and recent trends in the education of New Mexico's American Indian students and provides action steps to strengthen existing programs or propose new activities to yield a positive outcome for American Indian students. Data for the 12 reporting areas for 2016-2017 was gathered from the 23 school districts and 6 charters that serve a significant population of American Indian students or have tribal lands located within their school boundaries. The numbers for Native American students are generally improved. Data indicates that New Mexico's American Indian students made slight gains in their proficiencies for math, a slight decrease in reading and maintained their proficiency level in science from the previous year. American Indian students show a one percent increase in graduation rate when compared with the previous year, and when their five-year graduation rate is compared to other sub-groups by ethnicity, the percentage of graduates is greater. In the area of school safety, the numbers are again improved over the previous school year. Data shows a decrease in alcohol and tobacco use, bullying, drug violations, graffiti, theft, vandalism and weapons possessions. Bucking that positive trend however, there was a three percent increase in assault/battery and a one percent increase in sexual harassment.
Tribal Education Status Report for School Year 2017-2018
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Federal Legislation,American Indian Education,Educational Legislation,Public Education,American Indian Students,Achievement Gains,Reading Achievement,Mathematics Achievement,Science Achievement,Graduation Rate,School Safety,Substance Abuse,Bullying,Delinquency,Antisocial Behavior,Weapons,Sexual Harassment,Sexual Abuse,Violence,Attendance,Parent School Relationship,Community Involvement,Student Needs,Programs,Educational Finance,Educational Policy,School Districts,Public Schools,School Schedules,Indigenous Knowledge,Culturally Relevant Education,Racial Differences,Ethnicity,Age Differences,Elementary Secondary Education,Instructional Program Divisions,Socioeconomic Status,Gender Differences,Students with Disabilities,Sexuality,Student Behavior,At Risk Students,Student Mobility,American Indian Languages,Native Language Instruction,Language Proficiency,After School Programs,Parent Education,Enrichment Activities,Tribes,Dropout Rate,Language Usage,Preschool Education,Bilingual Education,Health Behavior

In compliance with the Indian Education Act (NMSA1976 Section 22), the purpose of the Tribal Education Status Report (TESR) is to inform stakeholders of the Public Education Department's (PED) current initiatives specific to American Indian students and their educational progress. This report examines both the current conditions and recent trends in the education of New Mexico's American Indian students and provides action steps to strengthen existing programs or propose new activities to yield a positive outcome for American Indian students. Data for the 12 reporting areas for 2017-2018 was gathered from the 23 school districts and 6 charters that serve a significant population of American Indian students or have tribal lands located within their school boundaries. The data collected includes student achievement, attendance, school district initiatives, and drop out and graduation rates. Of the 23 school districts, 14 submitted a districtwide Tribal Education Status Report that supports the following sections: school safety; parent and community involvement; and education programs targeting tribal students that incorporated Indigenous research, evaluation, and curricula. The numbers for Native American students have generally improved within the last three years. Data indicates that New Mexico's American Indian students made significant gains in reading by 8.2 percent, slight gains in their proficiencies for math by 4 percent, and maintained a steady proficiency level in science. [For &quot;Tribal Education Status Report for School Year 2016-2017,&quot; see ED609303.]
Tribal Education Status Report, 2018-2019
Author: New Mexico Public Education Department (NMPED), Indian Education Division
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Federal Legislation,American Indian Education,Educational Legislation,Public Education,American Indian Students,Achievement Gains,Reading Achievement,Mathematics Achievement,Science Achievement,Graduation Rate,School Safety,Substance Abuse,Bullying,Delinquency,Antisocial Behavior,Weapons,Sexual Harassment,Sexual Abuse,Violence,Attendance,Parent School Relationship,Community Involvement,Student Needs,Programs,Educational Finance,Educational Policy,School Districts,Public Schools,School Schedules,Indigenous Knowledge,Culturally Relevant Education,Racial Differences,Ethnicity,Age Differences,Elementary Secondary Education,Instructional Program Divisions,Socioeconomic Status,Gender Differences,Students with Disabilities,Sexuality,Student Behavior,At Risk Students,Student Mobility,American Indian Languages,Native Language Instruction,Language Proficiency,After School Programs,Parent Education,Enrichment Activities,Tribes,Dropout Rate,Language Usage,Preschool Education,Bilingual Education,Health Behavior

This compliance report provides information regarding American Indian students' public school performance and how performance is measured. This information is shared with legislators, educators, tribes, communities and is disseminated at the semiannual government-to-government meetings. The New Mexico Public Education Department (NMPED) is required by statute to provide this compliance report annually so that education and tribal communities can make informed decisions about how to meet the academic and cultural needs of American Indian students and improve outcomes. Indian education stakeholders and other education institutions may use the data in this report for local planning and improvement processes focused on improving the quality of education for American Indian students. The data in this report was gathered from the 23 school districts and 7 charters that serve a significant population of American Indian students or have tribal lands located within their school boundaries. The data collected includes student achievement, attendance, school district initiatives, and drop out and graduation rates. Of the 23 school districts, 21 submitted a districtwide Tribal Education Status Report (TESR) that supports the following sections: school safety; parent and community involvement; and education programs targeting tribal students that incorporated Indigenous research, evaluation, and curricula. [For &quot;Tribal Education Status Report for School Year 2017-2018,&quot; see ED609304.]