ethanporcaro/eric-fulltext-meta huggingface dataset:
Understanding Child Care and Pre-Kindergarten Provisions in the Build Back Better Act. Brief
Author: Hardy, Alycia
Date: 2021-11-23
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,Child Care,Preschool Education,Educational Quality,Access to Education,Salaries,Educational History,Educational Finance,Statewide Planning,Expenditures,State Programs,Resource Allocation,Costs,Child Caregivers,Child Care Centers,Inclusion,Preschool Teachers,Tribes,Trust Responsibility (Government)

The most recent version of the Build Back Better (BBB) Act includes historic investments in child care and preschool totaling $390 billion. These investments create a child care entitlement for most children from birth through age five and universal pre-kindergarten for three- and four-year-olds, which would provide significant increases to access for families and children, improve the quality of the programs, and increase pay and support for providers. The U.S. House of Representatives passed this bill on November 19, 2021. The measure is now being considered by the Senate. This brief outlines key provisions of &quot;Section 23001 Birth Through Five Child Care and Early Learning Entitlement&quot; and &quot;Section 23002 Universal Preschool&quot; included in the Build Back Better Act. [For the executive summary to this brief, see ED617024.]
Understanding Child Care and Pre-Kindergarten Provisions in the Build Back Better Act. Executive Summary
Author: Hardy, Alycia
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Federal Aid,Preschool Education,Child Care,Federal Legislation,Equal Education,Tribes,Educational History,Educational Finance,Educational Quality,Access to Education,Trust Responsibility (Government),State Programs,Statewide Planning,Child Care Centers,Child Caregivers,Preschool Teachers,Salaries,Resource Allocation,Expenditures,Costs

The Build Back Better Act (BBB) will provide significant transformative funding to support the fragile child care and pre-kindergarten (pre-K) sectors and more equitably serve America's children, families, and child care workers. In Understanding the Child Care and Pre-K Provisions in the Build Back Better Act, the Center for Law and Social Policy (CLASP) outlines these provisions in detail (BBB Act Section 23001, Birth Through Five Child Care and Early Learning Entitlement; and Section 23002, Universal Preschool). Using a question-and-answer format, the full brief reviews specific funding levels and mechanisms; how states, tribes, territories, providers, and families can access these transformative investments; and other important provisions. This executive summary presents a summary on the following: (1) Historic federal investments will help states strengthen and expand child care and pre-K programs; (2) Child care and pre-K will become more affordable for more families under the BBB Act; and (3) How this legislation will improve the availability and quality of child care and pre-K programs. [For the full brief, see ED617023.]
Investments in Postsecondary Education and College Affordability in Build Back Better. Fact Sheet
Author: Geiman, J.
Date: 2021-11-17
Type: Reports - Descriptive
Subjects: Postsecondary Education,Access to Education,Paying for College,At Risk Students,Low Income Students,African American Students,Immigrants,Grants,Academic Persistence,College Graduates,Black Colleges,Minority Serving Institutions,Tribally Controlled Education,Financial Support,Vocational Education,Barriers,Employment Qualifications,Federal Aid,Teacher Education Programs,Research and Development

Workers today increasingly need postsecondary education to access consistent employment and livable wages, with an estimated 65 percent of jobs requiring some form of postsecondary credential as of 2020. The financial barriers to higher education are particularly high for Black Americans, who on average carry less than a quarter of the familial wealth of their white peers, are more likely to take out larger amounts in student loans, and face twice the rate of unemployment even at higher levels of educational attainment. The Center for Law and Social Policy (CLASP) applauds Congress and the Biden-Harris Administration for their commitment to improving economic security for all through the Build Back Better (BBB) framework and proposed investments in postsecondary education. The higher education proposals included in the reconciliation package represent important progress toward improving college affordability and access, particularly for populations with low incomes, Black Americans, and immigrant students. The following information about higher education investments in Build Back Better are presented in this fact sheet: (1) Pell Grant increases - $7.6 billion; (2) Retention and completion grants - $500 million; (3) Funding for Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), and Minority-Serving Institutions (MSIs) - $9.1 billion; and (4) Career and Technical Education - $700 million.
Academic Year 2021-2022: Are College Campuses Ready?
Author: Bass, Scott A.
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Educational Change,Pandemics,Higher Education,College Faculty,College Students,Educational Experience,Student Adjustment,Diversity,Equal Education,Inclusion,Well Being,National Surveys,College Administration,Administrator Surveys,Administrator Attitudes,Data Analysis,Student Personnel Services,Mental Health,Student School Relationship,Campuses,School Holding Power,Academic Persistence,Student Financial Aid,Activism,Political Attitudes,Conflict

In the eighteen months between the COVID-19 pandemic's initial impact on higher education and the start of the 2021-22 academic year, many events shaping and crystalizing ideological perspectives transpired across the nation and around the world. For the millions of college students returning to campus, as well as for faculty and staff, the environment of the academic year will be like no other they have ever encountered. The emotional upheaval of 2020-21 is sure to affect the views and experiences of those returning to campus. This report explores how well prepared colleges and universities are to support students as they readjust to in-person learning and rising national polarization in the wake of several grave challenges encountered since the onset of the pandemic. The report is based on a national survey of 140 senior college and university administrators that was conducted in late spring 2021. In general, the survey findings point to campus prioritization of issues that were salient before the pandemic: engaging in more meaningful diversity, equity, and inclusion (DEI) efforts; supporting student well-being (including mental health); fostering students' sense of belonging; providing more financial aid and improving retention efforts for underserved students; improving coordination across existing student services; and expanding the use of data analytics. However, findings also flag the potential for campuses to be caught off guard in dealing with issues exacerbated during the pandemic and now reflected in the nation's increasing polarization. [This report was co-produced by American University (AU).]
Frequently Asked Questions about SNAP and Students
Author: Gilkesson, Parker
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Federal Programs,Nutrition,Welfare Services,College Students,Welfare Recipients,Eligibility,Access to Health Care,Food,Hunger,Age,Disabilities,Child Caregivers,Employment Level,Family Programs,Costs,Income,Expenditures,Financial Support,Federal Aid,Student Financial Aid,Low Income Students

The Supplemental Nutrition Assistance Program (SNAP) is the nation's most important anti-hunger program, providing food assistance to people with low incomes, including postsecondary students, workers, children, people with disabilities, seniors, and many more. The needs of college students have changed drastically over time, requiring more comprehensive supportive services that improve their ability to persist in and complete their education. Estimates of food insecurity among college students range widely, from 9 percent to over 50 percent, depending on the methodology and population studied. Food insecurity is associated with a range of negative health consequences that interfere with students' ability to attend and complete college. SNAP offers a modest assurance that people are able to meet their most basic human need for food. A GAO study found that approximately 1.5 million college students nationwide receive SNAP, but this is only a small share of those who could benefit from it. So few college students benefit from SNAP because of both eligibility restrictions and the fact that less than 4 out of 10 students who appear to be eligible for SNAP are receiving it. This brief explains the special eligibility rules for college students, describes what states and schools can do to expand access to SNAP, and answers other common questions about SNAP and students.
Shaping Equitable Early Childhood Policy: Incorporating Inclusive Community Engagement Frameworks into Expanded Data Strategies
Author: Hardy, Alycia
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Equal Education,Early Childhood Education,Educational Policy,Policy Formation,COVID-19,Pandemics,State Policy,Needs Assessment,Data Use,Access to Information,Minority Groups,Participative Decision Making,Inclusion,Power Structure,Trust (Psychology),Community Involvement,Compensation (Remuneration),State Agencies

Data collected from across the child care and early education (CCEE) field, both during and prior to COVID-19, have been critical for identifying and scaling public resources to meet the increasing needs of children, families, early educators, and providers. Much of the data collected throughout the global health crisis demonstrated how the pandemic has exacerbated long-standing inequities for communities with low incomes. Central to closing this disconnect and moving toward a more equitable system are equitable community engagement frameworks that center and elevate the voices and needs of those who are directly impacted. By expanding data strategies to include the following recommendations and centering equitable community engagement frameworks as the core of these strategies, policymakers can have a lasting impact on how states support the range of CCEE needs across communities--and specifically within communities of color. Recommendations include: (1) Integrating data across state agencies to better understand and meet community needs and create aligned CCEE resources; (2) Using data to physically map resources through spatial analyses to gauge and increase equitable access to appropriate resources; and (3) Making data accessible, usable, and inclusive for practitioners, families, and advocates; not just researchers, administrators, policy analysts, and policymakers. States must prioritize funding to address the gaps and disconnects in how communities of color are engaged in decision making and the data processes that inform those decisions--both now and beyond COVID-19. [For the corresponding Fact Sheet, see ED617029.]
Shaping Equitable Early Childhood Policy: Incorporating Inclusive Community Engagement Frameworks into Expanded Data Strategies. Fact Sheet
Author: Hardy, Alycia
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Equal Education,Early Childhood Education,Educational Policy,Policy Formation,COVID-19,Pandemics,Data Use,Access to Information,Inclusion,Community Needs,Needs Assessment

Data collected from across the child care and early education (CCEE) field, both during and prior to COVID-19, have been critical in helping policymakers identify and scale public resources to meet the increasing needs of children, families, early educators, and providers. Much of the data collected throughout the global health crisis has shown how the pandemic exacerbated long-standing inequities for communities with low incomes. As states seek to implement strategies to identify and address these inequities, program administrators and researchers must expand data strategies beyond disaggregating outcomes by race/ethnicity. The authors propose a set of recommendations for expanding data strategies. When coupled with equitable community engagement frameworks, these expanded data strategies can have a lasting impact on how states support the range of CCEE needs across communities--and specifically within communities of color. [For the full report, see ED617028.]
Few Studies but Promising Results on Employment Outcomes for Individuals with Autism Spectrum Disorders (ASD). Plain Language Summary. Education. Disability
Author: Campbell Collaboration
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Autism,Pervasive Developmental Disorders,Job Training,Employment Qualifications,Employment Level,Program Effectiveness,Job Skills,Intervention,Vocational Rehabilitation

This document is a 2-page summary of a Campbell Systematic Review Update. The Review Update examines the effects of employment interventions for people with autism spectrum disorders and summarizes evidence from three randomized controlled trials spanning the period from 2014 to 2016. Employment interventions are vocational programs that provide training associated with access and maintenance of employment such as interviewing or vocational/social skills training. Findings showed that there is an overall improvement in employment rates for individuals with ASD that participate in vocational-related interventions. [This summary is based on Fong, C. J., Taylor, J., Berdyyeva, A., McClelland, A. M., Murphy, K. M., &amp; Westbrook, J. D. (2021). Interventions for improving employment outcomes for persons with autism spectrum disorders: A systematic review update. &quot;Campbell Systematic Reviews,&quot; 17, e1185. https://doi.org/10.1002/cl2.1185.]
Connecting Community College Students to SNAP: Lessons from States That Have Expanded SNAP Access and Minimized the &quot;Work for Food&quot; Requirement
Author: Burnside, Ashley
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Federal Legislation,Federal Aid,Public Policy,Policy Analysis,Low Income Students,Food,Hunger,COVID-19,Pandemics,Eligibility,Student Employment,State Policy,Advocacy,College Students,Budgets,Case Studies

Food insecurity among low income students has increased during COVID-19, and could persist for months or years for students saddled with educational debt or facing uncertain unemployment. Access to Supplemental Nutrition Assistance Program (SNAP) benefits for children has a proven effect on reducing childhood food insecurity, and when students have access to food, their grades improve. Access to SNAP may similarly improve college student retention and academic success when students are nourished while learning. However, in order to be eligible for SNAP under long-standing federal rules, college students attending at least half-time have had to meet one of the student &quot;exemptions,&quot; as they are known in federal law, in addition to all the regular SNAP eligibility rules. For many, the student exemptions are difficult to meet. Unless they are lucky enough to get work study with an anticipated job, many students are faced with proving their SNAP eligibility through working 20 hours per week while also attending college -- the so-called &quot;work for food&quot; requirement. This policy report, written jointly by CLASP and MLRI, highlights additional options states have to expand SNAP access to students with low incomes--well beyond the temporary student provisions in the recent COVID-19 relief bill--and minimize saddling students with unfair and unrealistic work requirements. States are encouraged to explore key state options while also advocating with Congress for permanent SNAP policy reforms that center the basic needs of their students. [For the executive summary, see ED617034. For the appendix to this report, see ED617032.]
Connecting Community College Students to SNAP. Appendix A: Legislative and Regulatory Background on the Food Stamp/SNAP Student Restrictions
Author: Center for Law and Social Policy (CLASP)
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Federal Legislation,Federal Aid,Food,Educational History,Taxes,Eligibility,Public Policy,Policy Analysis,Hunger,Nutrition

Food Stamp work requirements for college students date back to the 1960s and '70s when public perception fueled the belief that students from middle- and upper-income families, who should support them, were taking advantage of government. This was coupled with a belief that students had made themselves &quot;voluntarily idle&quot; by removing themselves from the workforce. The initial rules restricting college student access to Food Stamps were included in the Amendments to the Food Stamp Act of 1964, where Congress disqualified students claimed as tax dependents. This tax dependency disqualification was ultimately deemed unconstitutional, but Congress remained intent on restricting government food benefits for college students. This appendix details the legislative and regulatory history of restricting student access to SNAP. [For the full report, see ED617031.]
Strengthening Pathways to Faculty Careers in STEM: Recommendations for Systemic Change to Support Underrepresented Groups. Lessons from the APLU INCLUDES Project
Author: Bennett, Jessica
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: College Faculty,Land Grant Universities,Advisory Committees,STEM Education,Faculty Recruitment,Diversity (Faculty),Teacher Selection,Faculty Mobility,Intervention,Educational Change,Program Descriptions,Undergraduate Students,Graduate Students,Disproportionate Representation,Student Diversity

This report synthesizes the work of the APLU INCLUDES STEM Pathways Taskforce and the Technical Advisory Committee to document how the pathways to faculty careers in STEM can be better strengthened and understood to enhance the diversity of the STEM professoriate. Making change is difficult because (a) we have not reckoned with the complexity of the pathways to the STEM professoriate, including how we recruit, hire, and retain diverse STEM faculty; (b) we have not created enough programs and interventions that address the roots of bias; and (c) our efforts towards change are not systemic. The complexities of these pathways have also been captured in an interactive map. [This report was produced with Aspire: The National Alliance for an Inclusive and Diverse STEM Faculty.]
Executive Summary for Connecting Community College Students to Snap: Lessons from States That Have Expanded Snap Access and Minimized the &quot;Work for Food&quot; Requirement
Author: Burnside, Ashley
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Food,Federal Aid,Hunger,Student Employment,Eligibility,Two Year College Students,Low Income Students,Advocacy,Nutrition,State Policy,Public Agencies,College Administration,COVID-19,Pandemics,Barriers,Federal Legislation,Social Media,Student Financial Aid

This two-page executive summary highlights primary points from the report, &quot;Connecting Community College Students to SNAP: Lessons from States That Have Expanded SNAP Access and Minimized the 'Work for Food' Requirement.&quot; The report recommends two primary pathways state policymakers, education agencies, college administrators, and advocates can reduce food insecurity among college students with low incomes by expanding their access to the Supplemental Nutrition Assistance Program (SNAP). It also provides a detailed look at how Massachusetts and Pennsylvania expanded nutrition aid to community college students. [For the full report, see ED617031.]
2017 APLU INCLUDES Summit Report
Author: York, T. T.
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: STEM Education,College Faculty,Diversity (Faculty),Student Diversity,College Students,Disproportionate Representation,Females,Minority Groups,Organizational Change,Public Colleges,Land Grant Universities,Intercollegiate Cooperation,Meetings,Student Recruitment,Teacher Selection

The INCLUDES Summit, hosted in Alexandria, Virginia, on April 25-26, 2017, brought together institutional leaders, along with content and context experts, for an interactive summit on broadening the participation of women and underrepresented minorities within STEM faculty and students. Participants included researchers, administrators, and policymakers. In sum, 90 participants from 60 institutions and 9 partner organizations were represented at the Summit. The Summit was facilitated by The Value Web, a global network of facilitators that aim to create spaces for leaders to see, think, and act differently. This report gives an overview of the INCLUDES Project, as well as an overview of the INCLUDES Summit's objectives. The report provides post-Summit survey results, discusses how institutions can get involved, and lists partners and participants of the 2017 Summit.
2018 APLU INCLUDES Summit Report: Developing a Diverse STEM Professoriate through Collective Impact
Author: York, T. T.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: STEM Education,College Faculty,Diversity (Faculty),Student Diversity,College Students,Disproportionate Representation,Females,Minority Groups,Organizational Change,Public Colleges,Land Grant Universities,Intercollegiate Cooperation,Meetings,Student Recruitment,Teacher Selection

The second INCLUDES Summit, held in Alexandria, Virginia, on April 24-25, 2018, brought together institutional leaders and context experts from various institutions and organizations to participate in the INCLUDES initiative on broadening the participation of women and underrepresented minorities within STEM faculty and student bodies. This second summit, made up of researchers, administrators, and policymakers, focused on the exchange of campus program experiences, insights and successes from Diversity initiatives, strengthening cross-institutional relationships, and developing guiding principles and articulated speaking points to drive the case for diversity and inclusion in STEM faculty hiring and student recruitment. In sum, 83 registrants from over 50 institutions and 15 partner organizations were represented at the summit. The report includes survey results, next steps for participants, and a list of 2018 INCLUDES Summit registrees. [For &quot;2017 APLU INCLUDES Summit Report,&quot; see ED617036.]