ethanporcaro/eric-fulltext-meta huggingface dataset:
Promising Education Interventions to Improve the Achievement of Native American Students: An Annotated Bibliography
Author: Jesse, Dan
Date: 2015-05-00
Type: Reference Materials - Bibliographies
Subjects: American Indian Students,American Indian Education,Alaska Natives,Intervention,Achievement Gap,Educational Policy,Preschool Education,Elementary Secondary Education,Hawaiians,Pacific Islanders,Reservation American Indians,Tribally Controlled Education,English Language Learners,Federal Programs,Educational Improvement,Literacy Education,Mathematics Education,Science Education,Academic Achievement,Achievement Gains,Language Usage,Cultural Influences,Student Behavior,Social Development,Emotional Development,Parent Participation,Family Involvement,Community Involvement

The purpose of this annotated bibliography is to identify interventions, and supporting research that may benefit educators in their efforts to close the American Indian/Alaska Native (AI/AN) achievement gap. It examines promising programs, policies, practices, and processes related to improving academic and nonacademic outcomes for AI/AN students in pre-kindergarten through 12th grade. Collectively, the articles relate to a broad range of indigenous peoples, including American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders. Studies touch on Indians living on reservations, students in Bureau of Indian Education schools, students in tribally controlled schools, and English language learners. The 32 articles are categorized as follows: (1) School Improvement; (2) Literacy, Mathematics, and Science; (3) Language and Culture; (4) Behavioral and Social-Emotional Interventions; and (5) Parent, Family, and Community Involvement.
Do School Learning Opportunities Compound or Compensate for Background Inequalities? Evidence from the Case of Assignment to Effective Teachers
Author: Hanselman, Paul
Date: 2018-01-00
Type: Reports - Research
Subjects: Educational Opportunities,Equal Education,Low Income Students,Minority Group Students,Teacher Effectiveness,Elementary School Teachers,Public Schools,Value Added Models,Educational Benefits,Racial Differences,Achievement Gap,Low Achievement,African American Students,Hispanic American Students,White Students,Socioeconomic Background,Observation,Statistical Analysis

Are equal educational opportunities sufficient to narrow long-standing economic and racial inequalities in achievement? In this paper, I test the hypothesis that poor and minority students benefit less from effective elementary school teachers than their non-poor and White peers, thus exacerbating inequalities. I use administrative data from public elementary schools in North Carolina to calculate value-added measures of teachers' success in promoting learning and assess benefits for different students. Results suggest that differential benefits of effective teachers uniquely exacerbate Black-White inequalities while not contributing to economic achievement gaps. Racial differences are small relative to the benefits for all groups on average, not explained by differences in prior achievement, and largest for low-achieving students. While teacher-related learning opportunities at school are crucial for all students, these differences point to a relative disconnect between typical school learning opportunities and low-achieving minority students. [This paper was published in &quot;Sociology of Education&quot; v91 n2 p132-158 Apr 2018 (EJ1172891).]
Guidance on the Voluntary Use of Race to Achieve Diversity in Postsecondary Education
Author: US Department of Justice (DOJ), Civil Rights Division
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Race,Racial Factors,Student Diversity,Legal Responsibility,College Admission,Affirmative Action,Court Litigation,Racial Discrimination,Law Schools,Selective Admission,Planning,Student Recruitment,Outreach Programs

The United States Department of Education (ED) and the United States Department of Justice issued this guidance to explain how, consistent with existing law, postsecondary institutions can voluntarily consider race to further the compelling interest of achieving diversity. It replaces the August 28, 2008 letter issued by ED's Office for Civil Rights entitled &quot;The Use of Race in Postsecondary Student Admissions.&quot; This guidance addresses the degree of flexibility that postsecondary institutions have to take proactive steps, in a manner consistent with principles articulated in Supreme Court opinions, to meet this compelling interest. As the Supreme Court has made clear, such steps can include taking account of the race of individual students in a narrowly tailored manner. In four sections, the guidance: (1) describes the relevant legal framework for considering race to further the compelling interest in achieving diversity in postsecondary institutions; (2) sets forth considerations for postsecondary institutions in their voluntary use of race to achieve diversity; (3) summarizes key steps for institutions seeking to achieve diversity; and (4) provides examples of ways that, in light of this guidance, postsecondary institutions may choose to advance this compelling interest.
Implementing Evidence-Based Practices to Promote Self-Determination: Lessons Learned from a State-Wide Implementation of the Self-Determined Learning Model of Instruction
Author: Burke, Kathryn M.
Date: 2018-05-04
Type: Reports - Descriptive
Subjects: Evidence Based Practice,Self Determination,Teaching Methods,Models,Program Implementation,Intellectual Disability,Developmental Disabilities

Implementation science examines the process of how programs are put into action to produce outcomes and represents an emerging approach for analyzing the utilization of evidence-based practices (EBPs) in school settings. When EBPs are implemented effectively, they result in positive student outcomes. The &quot;Self-Determined Learning Model of Instruction&quot; (SDLMI) is an EBP shown to promote positive educational and post-school outcomes for students with disabilities; however, the process of implementing the SDLMI on a large scale poses significant challenges. We describe efforts to implement the SDLMI state-wide with transition-aged students with intellectual and developmental disabilities through the lens of implementation science. Key factors and issues that need to be addressed in ongoing research and practice to further advance student outcomes are highlighted. [This is the in press version of an article published in &quot;Education and Training in Autism and Developmental Disabilities.&quot;]
Not Just Faster: Equity &amp; Learning Centered Developmental Education Strategies. MSI Consortium for Innovation and Change
Author: Jones, Tiffany
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Barriers,Low Income Groups,Minority Group Students,Higher Education,Developmental Studies Programs,Remedial Instruction,Educational Innovation,Summer Programs,Interdisciplinary Approach,Acceleration (Education),Academic Support Services,Black Colleges,Grades (Scholastic),Hispanic American Students

The Southern Education Foundation's (SEF) Minority-Serving Institution (MSI) Consortium for Innovation and Change was instituted in 2011 to advance creative and promising initiatives that enhance institutional practice and student outcomes. In keeping with the SEF mission, these innovations specifically address educational barriers that disproportionately affect the degree-seeking low-income and student of color populations operating under the purview of higher education. This project was devised to target the persistent problem that developmental education (DE) poses for many, as both an impediment to degree attainment as well as an issue that disproportionately impacts low-income students and students of color. SEF engaged five MSIs along with a Technical Review and Support Team to launch an eclectic set of DE innovations. This report includes a summary of the DE interventions, evaluation strategies, and program outcomes at the participating institutions. Additionally, it offers descriptions of the evidence-based models that have been effective for DE at the MSIs, including: (1) Summer Bridge Program; (2) Co-Requisite Courses; (3) Interdisciplinary Curricula; (4) Extended Courses; and (5) Accelerated Math. It highlights effective strategies utilized by the campuses in an effort to scale the initiatives and lessons to consider for scaling such models. Finally, it concludes with recommendations for advancing DE reform efforts to improve teaching and learning while simultaneously addressing equity issues. [Technical review and support for this report were provided by Stephen Porter, Josh Pretlow, Leticia Tomas Bustillos, and Paul Umbach.]
Community Schools: Transforming Struggling Schools into Thriving Schools
Author: Frankl, Evie
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Community Schools,Educational Change,Change Strategies,Models,Elementary Schools,Middle Schools,High Schools,Student Centered Learning,Educational Finance,Social Justice,Poverty,Disadvantaged Schools

Community Schools implement evidence-based strategy to bring together the resources of school, family, and community in order to make schools stronger and help young people thrive. While they might take different approaches, these schools generally employ whole-child, research-based strategies and elevate innovative and holistic practices in order to achieve results that go beyond test scores. This report outlines six essential strategies for Community Schools and the key mechanisms used to implement these strategies. Next, it profiles six individual Community Schools, one school district, one city, one county, and one state across the country where these model strategies are being used to achieve transformational results. A close look at these model Community Schools and districts shows that across racial, economic, and geographic diversities in this country, Community Schools work. [Preface written by Kyle Serrette, Marty Blank, and Kent McGuire. Afterword written by David W. Hornbeck. This report was prepared by the Center for Popular Democracy.]
Untold Barriers for Black Students in Higher Education: Placing Race at the Center of Developmental Education
Author: Preston, DeShawn
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Developmental Studies Programs,Remedial Instruction,African American Students,Barriers,Early Childhood Education,Elementary Secondary Education,Equal Education,Curriculum Development,Minority Group Students,Black Colleges,Higher Education,Educational Quality

This report specifically addresses developmental education (DE), also known as remedial education, approaches that serve as major barriers and, conversely, opportunities for success that are often overlooked and disproportionately affect Black students who gain access to higher education. Its primary focus is to draw light to the systemic issues many Black students face within the education pipeline. This report argues that many of the Black students who require DE have experienced a P-12 education that left them deficient in some areas. In order for Black students who require DE to succeed and persist to graduation, their time in DE cannot mirror that of their previous education experiences. The report details recommendations for curriculum development and administration of developmental education programs where students of color are most likely to be served, and it ultimately has implications for all institutions of higher learning. Chapters include: (1) Pipeline to Developmental Education; (2) Who is in Developmental Education?; (3) Who Teaches Developmental Education?; (4) Outcomes for Black Students in Developmental Education; (5) Examples of Developmental Education at Historically Black Colleges and Universities; (6) Recommendations for the Future; (7) Considerations for DE Policymakers and Funders; and (8) Considerations for Institutions of Higher Education. [Technical review provided by Josh Pretlow.]
Transformative Mathematics Teaching and Learning. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (33rd, Reno, Nevada, October 20-23, 2011)
Author: Wiest, Lynda R., Ed.
Date: 2011-10-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Educational Psychology,Teacher Expectations of Students,Mathematical Logic,Validity,Algebra,Teaching Methods,Elementary School Mathematics,Secondary School Mathematics,Equal Education,Student Diversity,Gender Differences,Geometry,Middle School Students,Probability,Statistics,Problem Solving,Numbers,Teacher Attitudes,Teacher Education,Knowledge Base for Teaching,Educational Technology

These Proceedings are a written record of the research presented at the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA 2011) held in Reno, Nevada, October 20-23, 2011. The theme of the conference is Transformative Mathematics Teaching and Learning. The Proceedings include papers from 3 plenary sessions, 69 research reports and posters, and 13 working and discussion groups. Papers from the research reports, brief research reports, and posters are organized into chapters by topics. Chapters include the following: (1) Advanced Mathematical Thinking; (2) Affective Issues; (3) Algebraic Thinking; (4) Classroom Discourse; (5) Elementary Education; (6) Equity and Diversity Issues; (7) Gender; (8) Geometry; (9) Middle School Education; (10) Probability and Statistics; (11) Problem Solving; (12) Rational and Whole Numbers; (13) Reasoning and Proof; (14) Research Methods; (15) Secondary Education; (16) Teacher Beliefs; (17) Teacher Education: In-Service/Professional Development; (18) Teacher Education: Preservice; (19) Teacher Knowledge; and (20) Technology. Individual papers include references. [Individual plenary and research papers are available in ERIC.]
Impact of the Self-Determined Learning Model of Instruction on Self-Determination and Goal Attainment in Adolescents with Intellectual Disability
Author: Shogren, Karrie A.
Date: 2018-07-10
Type: Reports - Research
Subjects: Self Determination,Teaching Methods,Goal Orientation,Adolescents,Intellectual Disability,Evidence Based Practice,Skill Development,Program Implementation,Fidelity,Student Attitudes,Teacher Attitudes,Outcomes of Education,Special Education,Secondary School Students,Secondary School Teachers,Student Empowerment

The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based practice designed to enable teachers to teach students to self-regulate problem solving to set and attain educationally-relevant goals. This study reports on findings and outcomes of the first year of a statewide implementation of the SDLMI by teachers working with students with intellectual disability to promote skills, knowledge, and beliefs that will lead to opportunities for meaningful, integrated employment. Data are reported on teacher fidelity of implementation of the SDLMI, student and teacher ratings of self-determination, student ratings of transition empowerment, and teacher ratings of student goal attainment. Data from the first year of the longitudinal implementation suggest that teachers can implement the SDLMI with fidelity, that students attain educationally relevant goals, and that teachers report changes in aspects of student self-determination, and that the SDLMI can be implemented statewide with school, district, and state-level supports. Recommendations for future research and policy-related implications for scaling up efforts to promote self-determination are provided. [This is the in press version of an article published in &quot;Journal of Disability Policy Studies.&quot;]
Apprenticeships and Community Colleges: Do They Have a Future Together?
Author: de Alva, Jorge Klor
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Apprenticeships,Community Colleges,Barriers,College Role,Vocational Education,Educational History,Academic Persistence,Background,Student Characteristics,Educational Attainment,Wages,Employment Level,Occupations,Foreign Countries

Apprenticeships are often considered the &quot;gold standard&quot; of workforce education. They are formal training programs during which successful applicants are paid while being trained on the job by experienced workers or mentors. Acquiring new skills in the workplace is accompanied by related training, typically provided by an educational institution such as a community college or a trade organization such as a union. This report explores how community colleges could play a more active role in growing the number of apprenticeships nationwide, a role that would contribute to resolving the current mismatch between what postsecondary institutions produce and what employers need. It begins with a brief summary of the past and current state of apprenticeships and the role apprenticeships play in other countries. The report then turns to the challenges faced by community colleges interested in sponsoring apprenticeship programs and what reforms might help community colleges overcome the internal and external obstacles in their way to expansion. It concludes with the role private apprenticeship service providers may play as competitors to community colleges interested in apprenticeship programs.
American Indian/Alaska Native Adolescent Suicide: Risk Factors, Protective Factors, and Prevention Opportunities in Education Settings. An Annotated Bibliography
Author: Espel, Emma
Date: 2015-10-00
Type: Reference Materials - Bibliographies
Subjects: American Indian Education,Alaska Natives,Adolescents,Suicide,At Risk Persons,Prevention,Resilience (Psychology),Intervention,Community Programs,Health Promotion,Clinics,Hospitals,School Role,Mental Disorders,Health Services,Tribes,Rural Areas,Males,Reservation American Indians,Alcohol Abuse,Trauma,Depression (Psychology),Drug Abuse,Violence,Gender Differences,Delinquency,Urban Areas,Ethnicity,Pacific Islanders,Psychological Patterns,College Students

This document provides abstracts from a sample of studies that examine risk and/or protective factors or suicide prevention programs for American Indian/Alaska Native youth. Prior to the individual literature summaries, the document includes a section called &quot;From the Literature: Overview of Risk and Protective Factors.&quot; The exhibits in this section list risk and protective factors found at the individual, family, and community levels and the associated articles summarized in this annotated bibliography. The 31 articles are clustered into the following categories: (1) Reviews of Suicide and Suicide Behavior Rates, Risk and Protective Factors, and Prevention Programs; (2) Risk and Protective Factors; (3) Prevention and Intervention Programs: Community Health; (4) Prevention and Intervention Programs: Emergency and Medical Centers; and (5) Prevention and Intervention Programs: Education Settings. The document concludes with a list of resources for practitioners.
Dropout Prevention Strategies for Native American Students: Abstracts from the Literature
Author: Withington, Amanda
Date: 2014-09-00
Type: Reference Materials - Bibliographies
Subjects: Dropout Prevention,American Indian Students,Intervention,Failure,Family Role,Community Involvement,Resilience (Psychology),Academic Persistence,Higher Education,Teacher Education,College Athletics,Tribes,Academic Achievement,Alaska Natives,Navajo (Nation),White Students,Comparative Analysis,Racial Differences,Urban American Indians,Cultural Influences,Social Support Groups,Rural Areas,Developmentally Appropriate Practices,Early Adolescents,High School Students,Elementary Secondary Education

The purpose of this bibliography is to examine factors that may help prevent Native American students from dropping out of school. This document draws from the literature that describes best and promising practices that may address the needs of this vulnerable population. The 30 articles whose abstracts are included in this publication represent a sampling of research studies and writings on the topic of Native American student dropout prevention strategies. The following six subheadings are used to categorize articles: (1) Effective and Promising Interventions; (2) Factors Contributing to School Failure; (3) Family and Community Support; (4) Resilience and Protective Factors; (5) Retention Strategies in Higher Education; and (6) Teacher Preparation and Support. Each entry features the name of the publication, bibliographical information, content abstract, and, if available, a website link to the publication itself.
Generation Work: Equipping Young People with In-Demand Employment Skills and Credentials
Author: Annie E. Casey Foundation
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Job Skills,Skill Development,Employment Potential,Credentials,Mentors,Work Experience Programs,Education Work Relationship,Young Adults,Partnerships in Education,Advocacy,Job Training,Youth Programs

A decade after the Great Recession, millions of job seekers in their late teens and twenties--especially young people of color and youth from low-income families--are still struggling to land and keep meaningful work, even as the economy improves. Traditional education and training models are failing to equip them with the skills and credentials necessary to secure good jobs that put them on a path to earning family-sustaining wages. The Annie E. Casey Foundation launched Generation Work in 2016 to explore new ways of connecting these young people with the knowledge and experience they need to succeed in the job market. This multiyear, multicity initiative weaves together best practices from the adult education and training field--in particular, a focus on demand-driven workforce development strategies--with positive youth development practices, such as mentoring and work-based learning, to better prepare young people ages 18-29 for work. The Foundation is investing in local partnerships in five cities--Cleveland, Hartford, Indianapolis, Philadelphia and Seattle--as they plan, convene, build evidence and conduct the advocacy work needed to connect and scale promising practices across different education, training and human service platforms. This report presents Generation Work. The program uses employer engagement with positive youth development strategies to offer young people learning opportunities targeted toward the skills and abilities employers are looking for; emotional and motivational supports like mentoring programs; and work supports such as transportation subsidies and child care.
Creating More Effective, Efficient, and Equitable Education Policies with Human-Centered Design
Author: Weeby, Jason
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Policy,Delivery Systems,Instructional Design,Policy Formation,Political Attitudes,Design,Empathy,Criticism,Power Structure,Participative Decision Making,Workshops,Capacity Building,Brainstorming,Innovation,Bias

Human-centered design is an approach to creating solutions for problems and opportunities through a focus on the needs, contexts, behaviors, and emotions of the people that the solutions will serve. More recently, public agencies have begun to use human-centered design methods to define problems, generate solutions, and test them to improve the services that they deliver. Designers and public leaders are beginning to take human-centered design methods upstream from service delivery to the creation of the actual policies and regulations that dictate those services. This report provides: (1) a brief overview of the evolution of human-centered design; (2) catalogs examples of its use in the education sector; (3) explores how its methods and processes might be added to the policy research toolkit; and (4) outlines limitations, risks, and potential for next steps.