ethanporcaro/eric-fulltext-meta huggingface dataset:
Resource Allocation Strategies to Support the Four Domains for Rapid School Improvement. The Center on School Turnaround Four Domains Series
Author: Willis, Jason
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Resource Allocation,Strategic Planning,School Turnaround,Talent Development,Time Management,Unions,Instructional Improvement,School Community Relationship,Educational Resources,Educational Equity (Finance),Teacher Effectiveness,Instructional Leadership,Student Needs,Data Use,Community Schools,School Culture,Disadvantaged Schools,Federal Legislation,Educational Legislation,Elementary Secondary Education,School Districts

In 2017, the Center on School Turnaround at WestEd published the &quot;Four Domains for Rapid School Improvement: A Systems Framework&quot; [see ED584107] a framework to assist states, districts, and schools to improve student achievement in the lowest-performing schools. The framework immediately garnered national attention by outlining four areas of focus -- Turnaround Leadership, Instructional Transformation, Talent Development, and Culture Shift -- that research and experience suggest are central to rapid school improvement. These practices complement a growing national focus on improvement for the lowest-performing schools and greater support for persistently underperforming student groups. Despite national attention on the need for school turnaround, many school districts across the United States are struggling to fund even the basic costs of school district operations, despite increases in funding. The fact is, revenues are not keeping pace with expenditures in many school districts across the country. As a result, the fiscal circumstances in local school districts and state education systems are increasingly challenging as costs for pensions, special education, employee healthcare, and other cost pressures continue to rise. Yet the need to support vulnerable student populations and struggling schools remains high. This paper outlines strategies for how school districts can maximize the use of existing resources to support the practices outlined in the &quot;Four Domains.&quot;
Attenuation of Deep Semantic Processing during Mindwandering: An Event-Related Potential Study
Author: Xu, Judy
Date: 2018-03-21
Type: Reports - Research
Subjects: Attention Control,Cognitive Processes,Semantics,Memory,Brain,Stimuli,Cues,Recall (Psychology)

While much research shows that early sensory and attentional processing is affected by mind wandering, the effect of mind wandering on deep (i.e., semantic) processing is relatively unexplored. To investigate this relation, we recorded event-related potentials (ERPs) as participants studied English-Spanish word pairs, one at a time, while being intermittently probed for whether they were 'on task' or 'mind wandering.' Both perceptual processing, indexed by the P2 component, and deep processing, indexed by a late, sustained slow wave maximal at parietal electrodes, was attenuated during periods preceding participants' mind wandering reports. The pattern when participants were on-task, rather than mind-wandering, is similar to the subsequent memory or difference in memory (Dm) effect. These results support previous findings of sensory attenuation during mind wandering, and extend them to a long-duration slow wave by suggesting that the deeper and more sustained levels of processing are also disrupted. [This paper was published in &quot;Neuroreport&quot; v29 n5 p380-384 Mar 2018.]
Learning from Errors Is Attributable to Episodic Recollection Rather than Semantic Mediation
Author: Metcalfe, Janet
Date: 2020-00-00
Type: Journal Articles
Subjects: Recall (Psychology),Memory,Learning Processes,Error Patterns,Error Correction,Semantics,Cues,Undergraduate Students

Many recent studies have shown that memory for correct answers is enhanced when an error is committed and then corrected, as compared to when the correct answer is provided without intervening error commission. The fact that the kind of errors that produced such a benefit, in past research, were those that were semantically related to the correct answer suggested that the effect may occur because the error provides a semantic stepping stone to the correct answer: the Semantic Mediation hypothesis. This hypothesis seems at odds with the finding that amnesicsgenerate answers, again including those studied by Tulving and his colleagues--who purportedly have spared semantic/implicit memory-experience enormous difficulties when they commit errors. Accordingly, the present experiments investigated whether the error-generation benefit seen in typicals was attributable Semantic Mediation or to Episodic Recollection. In Experiment 1, we used polysemous materials to create Congruent (e.g., wrist-palm) and Incongruent (e.g., tree-palm) cues for target words (e.g., HAND). In the Congruent condition, participants generated errors that were semantically related to the target (e.g., finger), and which could have provided a semantic mediator. In the Incongruent condition they generated errors that were &quot;unrelated&quot; to the target (e.g., coconut), and which, therefore, should not have provided a semantic mediator. The Congruent and Incongruent conditions both produced an error-generation benefit--contradicting the Semantic Mediation hypothesis. Experiment 2 showed that the error-generation benefit only occurred when the original error was also recollected on the final memory test. Indeed, in the Incongruent condition, when the error was not, itself, recalled, error generation resulted in a deficit in memory for the correct response. These results point to episodic/explicit, rather than semantic/implicit memory, as the locus of the 'learning from errors' benefits.
How Accountability Can Increase Racial Inequality: The Case of Federal Risk-Sharing
Author: Hillman, Nicholas
Date: 2019-01-00
Type: Reports - Research
Subjects: Accountability,Racial Bias,Racial Differences,Loan Repayment,Student Financial Aid,College Students,Risk Management,Black Colleges,Educational Policy,Grants,Need Analysis (Student Financial Aid)

Since both colleges and students have very different resources and starting points, good policy should strengthen the ability of campuses and students to succeed and not punish them for taking important chances despite limited resources and greater challenges. Policymakers are interested in using student loan repayment rates as an accountability metric for colleges. But applying an overly simplistic accountability metric that fails to account for these differences is likely to reinforce existing inequalities. Using College Scorecard data, this paper finds federal risk-sharing policies based on loan repayment rates -- even if well-intended -- are likely to reinforce racial and economic inequality. High repayment rate colleges disproportionately enroll white students and those whose average family income is nearly four times larger than the low repayment rate colleges ($87,350 versus $18,790, respectively). Three in four of the nation's lowest repayment rate colleges are for-profit institutions. Approximately one in three Historically Black College and Universities (HBCUs) and Predominantly Black Institutions (PBIs) are in the group of colleges with the lowest repayment rates. Colleges charging high net price, and those where large shares of students borrow or are first-generation, have lower repayment rates. The paper offers policy alternatives that would promote equity-based accountability through very different policy instruments including: (1) performance development grants; (2) need-based aid for colleges; (3) comprehensive repayment outreach; and (4) technical assistance labs.
A Complex Ecosystem: A Qualitative Investigation into Dynamics Affecting the Implementation of College Advising Redesigns. CCRC Working Paper No. 117
Author: Klempin, Serena
Date: 2020-01-00
Type: Reports - Research
Subjects: Academic Advising,Community Colleges,Educational Technology,Educational Change,Two Year College Students,College Students,Colleges,Technology Uses in Education,Environmental Influences,Social Influences,Political Influences,Economic Factors,Cultural Influences,Educational Environment,Interpersonal Relationship,State Policy,National Organizations,Educational Resources,School Policy

Academic advising plays a critical role in student engagement and persistence at community colleges, and colleges are increasingly adopting advising technologies to increase their capacity to support students. However, much remains unknown about the process of planning for and implementing technology-mediated advising redesigns. To explore these reforms' complex dynamics, we adapted Urie Bronfenbrenner's ecological systems theory of human development, conceiving of the student advising experience as embedded in three interrelated contexts: the external environment (the political, economic, and cultural environment outside the institution), the institutional environment (where changes in practice are implemented), and the interpersonal environment (where advising interactions occur). Using interview data collected from a diverse group of stakeholders at two community colleges and two broad-access four-year institutions, we identified several dynamics that have implications for practitioners, funders, and policymakers looking to enact technology-mediated advising reforms. External dynamics included involvement in national college completion organizations and initiatives, state policies related to college completion, and state and local economic conditions. Institutional dynamics included resource constraints, the degree to which advising policies and procedures were centralized, and approaches to managing institutional change. Finally, interpersonal dynamics included individual advising approaches, advising capacity, and reactions to technology.
Cost Analysis of the STEP Forward Program. The Subsidized and Transitional Employment Demonstration. MDRC Working Paper. OPRE Report 2019-109
Author: Webster, Riley
Date: 2019-11-00
Type: Reports - Research
Subjects: Employment Programs,Low Income Groups,Cost Effectiveness,Employment Opportunities,Program Effectiveness,Employment Patterns,Adults,Wages,Costs,Program Evaluation

STEP Forward was a voluntary program in San Francisco that aimed to connect low-income job seekers to the labor market by using public funds to temporarily subsidize individuals' wages, known as subsidized employment, with the goal of ultimately increasing permanent unsubsidized employment among this population. STEP Forward offered job seekers opportunities to interview for jobs with private sector employers at weekly job fairs and offered employers temporary wage subsidies if they hired disadvantaged job seekers whom they might not otherwise hire. To test the effectiveness of this strategy and to learn about its costs, the Administration for Children and Families (ACF) in the U.S. Department of Health and Human Services funded a random assignment evaluation of STEP Forward, in which individuals were randomly assigned to a program group that had access to STEP Forward services or to a control group that did not have access to STEP Forward services but could receive other services in the community. A total of 837 adults were enrolled into the STEP Forward study between November 2012 and March 2015. In the first year after random assignment when program group members who were placed in subsidized employment were still receiving subsidized wages, program group members were more likely than control group members to have been employed and had higher average earnings. Impacts on earnings continued into the fourth year, well after the subsidies had ended. This paper presents the one-year costs of STEP Forward, including program services such as job-readiness services and the subsidized portion of wages provided to program group members. It also presents the costs of non-STEP Forward services available to both program group and control group members, which included education, training, and job skills services. This evaluation is part of a larger demonstration called the Subsidized and Transitional Employment Demonstration (STED). In addition to STEP Forward, STED includes random assignment evaluations of six other subsidized employment strategies around the country.
Trends in Key Performance Indicators Among Colleges Participating in a Technology-Mediated Advising Reform Initiative
Author: Velasco, Tatiana
Date: 2020-01-00
Type: Reports - Research
Subjects: Trend Analysis,Performance,Educational Indicators,Colleges,Academic Advising,Educational Technology,Educational Change,Grants,Program Implementation,Technology Uses in Education,Success,Program Effectiveness,Grade Point Average,Planning,English,College Credits,Academic Persistence,Student Characteristics,Institutional Characteristics

In 2015, 26 two- and four-year institutions received three-year grants to implement reforms consistent with the Integrated Planning and Advising for Student Success (iPASS) initiative. Grantees committed to launch or enhance existing technologies and undertake related organizational changes that would enable them to provide more effective advising and support to all students. CCRC was engaged as a research partner to document the iPASS colleges' implementation efforts and outcomes. CCRC analyzed key performance indicators (KPIs)--including student retention from first to second semester and first-term grade point average--using administrative data collected from all 26 participating institutions. This report describes trends in KPIs, aggregated by college sector and cohort, in the participating colleges from 2011 to 2017--from the period before the initiative started until about two years after the grants were awarded. Yet because iPASS reforms cannot easily be isolated from other reforms the colleges were carrying out, it is difficult to directly associate the modest changes over time in KPIs that we observe with iPASS efforts. This report also includes college scores on an iPASS development index, a weighted measure we created to gain insights into the level of adoption of iPASS technologies and practices across the 26 grantee institutions as of fall 2017, when colleges provided answers to an institutional survey about their efforts. We find that while no institution had fully implemented iPASS, at most institutions, substantial progress was being made. [For an earlier report, &quot;Baseline Trends in Key Performance Indicators among Colleges Participating in a Technology-Mediated Advising Reform Initiative,&quot; see ED586484.]
2012-2013 SRI Payout and Student Performance Report. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-03-03
Type: Numerical/Quantitative Data
Subjects: Reading Programs,Grade 6,Grade 9,Intervention,Incentives,Reading Achievement,Reading Teachers,Awards,Middle School Students,High School Students,Middle School Teachers,High School Teachers,Achievement Gains,Urban Schools,Program Effectiveness

In May of 2012, the Houston Independent School District (HISD) Board of Education approved the creation of the Secondary Reading Initiative (SRI) program to target students in the 6th and 9th grades who are reading below the 50th percentile as measured by the Stanford/Aprenda Achievement Test in the previous year. The district provided to have certified teachers on each campus provide supplemental reading classes to these students. Beginning with the 2012-2013 school year, SRI provides a teacher stipend of $3,000 for teaching selected courses and attending required workshops and professional developments. A student performance incentive is also available of up to $7,000 for student reading performance determined by the achievement of students enrolled in the 6th and 9th grade Intervention Reading courses. This report focuses on the student performance incentive for SRI teachers and student performance in the inaugural 2012-2013 school year. The purpose of this report is to present the students' reading performance improvement after taking Reading Intervention courses in 2012-2013 school year, describe SRI award payout distribution for eligible teachers in the 2012- 2013 school year, and inform the SRI Award Program Advisory Committee in the development of future SRI Award models.
Increasing Access to School-Based Mental Health in California. Advanced Policy Analysis
Author: Thornton, Stephanie
Date: 2020-02-00
Type: Reports - Research
Subjects: Access to Health Care,School Health Services,Mental Health,Health Needs,Financial Support,Cooperative Planning,Agency Cooperation,Elementary Secondary Education

Too few children in California have access to mental health care services. For school-aged children, locating services at school is effective and efficient: school-based health systems meet students where they are, eliminate transportation barriers, and improve both health and education outcomes. Yet few schools in the state are fully equipped to serve students' mental health needs. California should support a system of school-based mental health care with clear goals and accountability measures to improve student access. This brief identifies the need for mental health care for school-aged children in California, reviews the benefits of providing mental health support and services in schools, and makes key recommendations for State consideration that would remove barriers to school-based mental health. A comprehensive plan for student mental health should combine policies that: fund school and district staff, create an integrated education and health state-level agency, and incentivize local collaboration between counties and school districts. This report recommends the following: (1) Incentivize local coordination and support data sharing infrastructure; (2) Fund school pilot projects and Local Education Agency (LEA) coordinators with local control; and (3) Create a state-level Office of School-Based Health to establish goals and oversee Medi-Cal billing.
SRI Student Performance and Incentive Program Payout Report, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-11-17
Type: Reports - Research
Subjects: Reading Programs,Grade 6,Grade 9,Intervention,Incentives,Reading Achievement,Reading Teachers,Awards,Middle School Students,High School Students,Middle School Teachers,High School Teachers,Achievement Gains,Urban Schools,Program Effectiveness,Grade 7

Beginning with the 2012-2013 school year, the Houston Independent School District (HISD) Board of Education approved the creation of the Secondary Reading Initiative (SRI) for 6th and 9th grade students. In the 2013-2014 school year, the SRI program was expanded to include students in the 7th grade. Students in the 6th, 7th, and 9th grades, whose Stanford scores are lower than the 40th percentile are eligible to participate in the program. STAAR was used if Stanford results were not available. Performance incentives up to $7,000 for student reading performance determined by the achievement of students enrolled in reading intervention courses were available as an incentive for eligible SRI teachers. This report focuses on the SRI teacher incentives provided to SRI teachers as well as student performance in the 2013-2014 school year. The purpose of the report is to describe SRI award payout distribution for eligible teachers during the 2013-2014 school year, present the students' reading performance after taking Reading Intervention courses during the 2013-2014 school year, and inform the SRI Award Program Advisory Committee in the development of future award models.
Start Time for U.S. Public High Schools. Data Point. NCES 2020-006
Author: Sawyer, Holly
Date: 2020-02-00
Type: Reports - Research
Subjects: School Schedules,Public Schools,High Schools,Institutional Characteristics,Geographic Location,Charter Schools,School Size,Rural Schools,Urban Schools,Suburban Schools

This Data Point examines the school start time for public high schools in the United States by selected characteristics and state. It uses data from the School Questionnaire of the 2017-18 National Teacher and Principal Survey (NTPS), which is both a state and nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The selected school samples include about 10,600 traditional and charter public schools and 4,000 private schools.
Not Enough Adults to Go Around: Underfunded California Schools Provide Less Support for Kids
Author: Blake, Stephen
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Financial Support,Public Education,Educational Finance,Teacher Student Ratio,Expenditure per Student,Academic Achievement,Faculty Development,High Schools,Teacher Salaries,Costs,Quality of Life,Faculty Workload,Teacher Responsibility,Teacher Certification,School Personnel,Preschool Education,Elementary Secondary Education

California has experienced a decline in adequate funding for the public education system that has created a jarring reality for its 6.2 million students. While recent investments have helped schools fully recover from the devastating cuts made during the great recession, that additional spending has not come close to what is needed to achieve the state's goals. Policymakers have adopted important education reforms in California in recent years, which are laudable, but leaders must also understand that the investments made to date have been insufficient to ensure students have enough caring adults on campus. This brief illuminates California's school funding shortfalls based on analysis in key areas like professional staffing and development, student-teacher ratios, per pupil spending, and student performance. Comparisons of three similar high schools in California, Illinois, and New Jersey bring the data to life by showing where dollars are spent and how that translates into actual experiences that benefit students and their success. This brief concludes, stating that state policymakers will need to use their political capital to invest more, so that students actually have what they need to support their success. [Additional support for this brief was provided by Adrienne Bell, Maya Kamath, Maria Mejia, Nima Rahni, Jessica Sawko, Ted Lempert, Kelsey Caldwell, Patrick Dorsey, Nancy Heffernan, and Xavier Roque.]