ethanporcaro/eric-fulltext-meta huggingface dataset:
What Do Teacher Job Postings Tell Us about School Hiring Needs and Equity? Working Paper No. 282-0323
Author: Goldhaber, Dan
Date: 2023-03-00
Type: Reports - Research
Subjects: Job Application,Personnel Selection,Equal Education,School Administration,Public Schools,Equal Opportunities (Jobs),Job Applicants

Several decades of research using school administrative data show that teacher quality is inequitably distributed across schools. But these estimates may understate teacher-related inequities if they do not account for how teacher vacancies or late hires are distributed across schools. We investigate these hiring issues using data on a direct proxy of school hiring needs: teacher job postings collected from public school district websites. These data allow us to document how, over the course of the school year, hiring needs vary across districts, schools, and subject areas. We find that schools serving more students of color have greater hiring needs throughout the hiring cycle. We also find that hiring needs for special education and STEM positions are consistently higher than hiring needs for elementary positions. Schools with growing enrollments, as well as schools and subjects with higher prior attrition rates, also tend to have more job postings. Postings for schools in towns and rural areas tend to stay open longer than for schools in suburban and urban areas. Finally, we validate that job postings, which can be obtained quickly and inexpensively, are a good indicator of school and district needs in that they closely line up with eventual teacher hires.
Equity and Diversity: Defining the Right to Education for the 21st Century
Author: Sciarra, David G.
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Equal Education,Diversity,Civil Rights,Barriers,Educational Finance,School Segregation,State Action,School District Spending,School Safety,School Buildings,Preschool Education,School Districts,Attendance,Magnet Schools,Special Schools,Educational Change

In the United States, the right to education resides in the states. Every state constitution affirmatively requires state legislatures to maintain and support a system of elementary and secondary schools open to all resident children. Although the language of these constitutional provisions varies, in all cases they mandate states, through their elected officials, to guarantee all children access to a free public education. The states, and not the federal government, are constitutionally obligated to provide education to the nation's school children. In striking down state laws that compelled racially segregated schools, the United States Supreme Court in its 1955 &quot;Brown v. Board of Education II&quot; ruling made clear that the opportunity for an education provided by the states &quot;is a right which must be made available to all on equal terms.&quot; Yet consensus on a working definition of the &quot;right&quot; to &quot;equal educational opportunity&quot; and what is essential to deliver it has been elusive. Lacking a common understanding, civil and education rights advocates often fragment into separate camps: those pushing for equity in segregated schools and those calling for school desegregation as the only feasible road to equal opportunity. This brief proposes a way to move past the dichotomy of equity or diversity as the path to equal educational opportunity.
Addressing Confidence in Elementary Art by Modifying Language We Use about Abilities
Author: Drissel, Tara Marie
Date: 2022-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Elementary Education,Art Education,Ability,Language Usage,Self Esteem,Elementary School Students,Self Concept,Art Activities,Metacognition,Educational Practices,Cognitive Processes,Behavior Patterns,Safety,Inner Speech (Subvocal)

The goal of this study was to explore how young students' use of language to talk about their abilities affects their perceptions of self in the elementary art classroom. After observing reticence and low self-esteem reported among elementary-aged students while in the process of creating works of art, the exploration, discovery, and implementation of an individualized, self-affirming strategy for recognizing and renegotiating negative internal dialogue and maladaptive behaviors occurred. The strategy, Self-Instruction (SI) refers to training focused on self-reflection and redirection of negative thinking to influence performance and self-concept (Meichenbaum, 1975). Four participants who exhibited signs of significant levels of self-doubt and the use of negative self-talk during artmaking experiences received intervention in the form of SI training. Over thirteen weeks, participants attended general art classes and weekly individual sessions. Participants were given the opportunity to practice using self-scripted language to influence problem-solving behaviors and self-concept while creating art. Data collected through observation, reflection, audio recording, documentation of artifacts, and semi-formal interviews were coded and used to analyze changes in participants' thought processes and behavior patterns over time. Attention was given to the display of confidence, independence, and perceptions of capability. It was concluded that thoughtful use of language about oneself and a supportive environment was influential in developing independence and confidence in young learners' perceptions of success in the art room.
How Is Evidence Use Enacted in Schools? A Mixed Methods Multiple Case Study of &quot;Deep-Use&quot; Schools
Author: Farley-Ripple, Elizabeth N.
Date: 2022-06-01
Type: Reports - Research
Subjects: Evidence Based Practice,Theory Practice Relationship,Educational Research,Educational Practices,Influences,Elementary Secondary Education,Educational Environment

In the context of heightened policy expectations for research use, there is a need to better understand how schools enact these expectations. However, normative models for research use do not fit with longstanding empirical evidence about research use. This a) means that schools are likely to implement evidence use expectations in diverse ways that do not necessarily fit with policy expectations, b) creates challenges for developing meaningful guidance on improving research use in schools, and c) makes it difficult to assess the outcomes of, and ultimately improve, evidence use policy. This work is part of a unique, national study of schools' use of research conducted by an IES-funded knowledge utilization center, the Center for Research Use in Education. Through the purposeful selection of cases that engage in what the authors call &quot;deep use&quot; of research (see Farley-Ripple, et al, 2018), the present study links the Center's large scale, national survey data with interview data to explore how research use expectations are enacted in schools. The guiding research questions for this work are: (1) What does deep use of research look like in schools?; and (2) What conditions support deep use of research and how do those conditions come to exist?
What Is Dual Enrollment? A Brief Guide for Students and Families = ¿Qué es la inscripción dual? Una breve guía para estudiantes y familias
Author: Education Trust-West
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: High School Students,Dual Enrollment,College Credits,Advanced Placement,Advanced Placement Programs,Educational Benefits,Enrollment,Information Sources,Time to Degree,College Bound Students

Dual enrollment (DuE) is an opportunity for high school students to take college-level courses. Participation in dual enrollment allows students to earn high school and college credit simultaneously; thus, decreasing students' time to complete a college degree and saving them tuition costs. Other questions answered in the guide include: (1) How does dual enrollment differ from Advanced Placement (AP) courses and International Baccalaureate (IB) courses? (2) What are the benefits of DuE courses? (3) How can students enroll in DuE courses? (4) What types of DuE programs are available? and (5) With whom should students and families connect to learn more about DuE?
Knowledge Mobilization in the Production of Education Research: A Mixed Methods Study
Author: Farley-Ripple, Elizabeth
Date: 2023-02-01
Type: Reports - Research
Subjects: Correlation,Theory Practice Relationship,Educational Policy,Policy Formation,Governance,Advocacy,Public Agencies,Educational Research,Decision Making,Knowledge Management,Researchers,Barriers,Evidence Based Practice,Kindergarten,Elementary Secondary Education,College Faculty,Participant Characteristics,Measures (Individuals),Guidelines,Networks,Capacity Building,Research Methodology,Information Dissemination

Calls to improve relationships between research and practice abound, among them efforts to help researchers to work in partnership with and communicate more effectively with policy and practice audiences, informing those that govern and design educational policies and those charged with implementation in schools and classrooms, respectively. These calls range from advocacy for participatory models of research to revisions to academic incentives that presently prioritize contributions to literature above impact on policy or practice. Most recently, the National Academies of Science, Engineering, and Medicine report, &quot;The Future of Education Research at the Institute of Education Sciences in the U.S. Department of Education&quot; (2022), emphasizes that the largest federal funder of education research should include knowledge mobilization among its core areas of work. The end goal of these efforts is to have a more impactful research enterprise, one that both meets the needs of and is taken up in decisions made by policymakers and practitioners. The Center for Research Use in Education (CRUE) seeks to better understand how to strengthen the relationships between research and practice to the same ends--increasing the impact of research by better meeting the needs of policy and practice and by producing work that is useful and used in decision-making. CRUE has approached this work with attention to bidirectionality--focusing on both decision-processes in the practice space and the role of research in them (Farley-Ripple et al., 2022a, 2022b), as well as research production and the strategies used to increase its impact (Van Horn et al, 2023). In this paper the authors describe the work on the latter, presenting results of a mixed methods inquiry into the knowledge mobilization practices of researchers.
Academic Mobility in U.S. Public Schools: Evidence from Nearly 3 Million Students. Working Paper No. 227-0323-3
Author: Austin, Wes
Date: 2023-03-00
Type: Reports - Research
Subjects: Academic Achievement,School Districts,Public Schools,Socioeconomic Status,Elementary Secondary Education,Geographic Regions,Educational Mobility,Social Mobility,Scores

We use administrative panel data from seven states covering nearly 3 million students to document and explore variation in &quot;academic mobility,&quot; a term we use to describe the extent to which students' ranks in the distribution of academic performance change during their public schooling careers. On average, we show that student ranks are highly persistent during elementary and secondary education--that is, academic mobility is limited in U.S. schools as a whole. Still, there is non-negligible variation in the degree of upward mobility across some student subgroups as well as individual school districts. On average, districts that exhibit the greatest upward academic mobility serve more socioeconomically advantaged populations and have higher value-added to student achievement.
CTE Teachers and Non-Test Outcomes for Students with and without Disabilities. Working Paper No. 278-0123
Author: Theobald, Roddy
Date: 2023-01-00
Type: Reports - Research
Subjects: High School Students,High School Teachers,Students with Disabilities,Outcomes of Education,Vocational Education,Vocational Education Teachers,Teacher Certification,Teacher Qualifications,Attendance,Discipline,Grade Point Average,Educational Attainment,Teacher Characteristics

We use data on high school students and teachers from Washington state to connect the observable characteristics of career and technical education (CTE) teachers to various non-test outcomes (absences, disciplinary incidents, grade point average, grade progression, and on-time graduation) of students with and without disabilities in their classrooms. We find that students participating in CTE tend to have better non-test outcomes when they are assigned to a CTE teacher from the state's Business and Industry pathway--designed for CTE teachers with 3 years of industry experience but no formal teacher preparation--relative to being assigned to a traditionally prepared CTE teacher. These results can inform efforts in Washington and across the country to develop and support similar alternative routes to CTE teacher licensure.
Research Brokerage: How Research Enters and Moves through Schools. A Research Brief from the Center for Research Use in Education
Author: Farley-Ripple, Elizabeth
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Educational Research,Information Dissemination,Theory Practice Relationship,Organizational Communication,Evidence Based Practice,Teacher Behavior,Sharing Behavior,Access to Information,Elementary School Teachers,Middle School Teachers,High School Teachers,Information Sources

Dr. Elizabeth Farley-Ripple, co-Principal Investigator at the Center for Research Use in Education, has addressed two questions as a means of seeking strategies for promoting engagement between research and practice--&quot;How educators connect with research information?&quot; and &quot;How that information moves within schools?&quot; In &quot;Research Brokerage: How Research Enters and Moves through Schools,&quot; Dr. Farley-Ripple reports on the resources educators use, who the brokers of research information are, how educators connect with research information, and how that information moves within schools.
5 Questions to Ask District and School Leaders about Access to Advanced STEM Coursework in High School
Author: Education Trust
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: STEM Education,High School Students,Disproportionate Representation,Equal Education,Educational Opportunities,African American Students,Hispanic American Students,Advanced Placement,Biology,Educational Policy,Educational Practices,Access to Education,Minority Groups,Career Choice,STEM Careers,School Districts,Academic Achievement,Identification,Student Recruitment,School Community Relationship

When Black and Latino students are given advanced opportunities, they thrive alongside their peers. However, only a fraction of eligible students is enrolled in Advanced Placement (AP) Biology, Chemistry, and Physics courses, which means that most Black and Latino students are being denied vital learning opportunities that can set them up for success in college and careers. In a report by Education Trust and Equal Opportunity Schools (EOS) found that only a fraction of eligible students is enrolled in AP Biology. Local school boards, district leaders, and school leaders have the power to implement policies and practices that can enable or inhibit access to advanced coursework for Black and Latino students, which is essential for increasing the number of people of color in STEM careers. This document has five key questions that students, families, community members, and advocates can ask their district and school leaders to make sure they are creating equitable opportunities for Black and Latino students to engage and succeed in advanced STEM coursework. [For the report, &quot;Shut Out: Why Black and Latino Students Are Under-Enrolled in AP STEM Courses,&quot; see ED622840.]
TVET Country Profile: Ecuador
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Profiles,Statistical Data,Educational Policy,Comparative Education,Governance,Alignment (Education),Global Education,International Organizations,Educational Finance,Sustainable Development,General Education,Secondary Education,Higher Education,Informal Education,Gender Differences,Elementary Education,Labor Market,Literacy,Socioeconomic Status,Laws,Strategic Planning,Policy Analysis

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.
TVET Country Profile: Albania
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Profiles,Statistical Data,Educational Policy,Comparative Education,Governance,Alignment (Education),Global Education,International Organizations,Educational Finance,Sustainable Development,General Education,Secondary Education,Higher Education,Informal Education,Gender Differences,Elementary Education,Labor Market,Literacy,Socioeconomic Status,Laws,Strategic Planning,Policy Analysis

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.
TVET Country Profile: Bahamas
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Profiles,Statistical Data,Educational Policy,Comparative Education,Governance,Alignment (Education),Global Education,International Organizations,Educational Finance,Sustainable Development,General Education,Secondary Education,Higher Education,Informal Education,Gender Differences,Elementary Education,Labor Market,Literacy,Socioeconomic Status,Laws,Strategic Planning,Policy Analysis

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.
TVET Country Profile: Central African Republic
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Profiles,Statistical Data,Educational Policy,Comparative Education,Governance,Alignment (Education),Global Education,International Organizations,Educational Finance,Sustainable Development,General Education,Secondary Education,Higher Education,Informal Education,Gender Differences,Elementary Education,Labor Market,Literacy,Socioeconomic Status,Peace,Laws,Strategic Planning,Policy Analysis

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.
TVET Country Profile: DPR Korea
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Profiles,Statistical Data,Educational Policy,Comparative Education,Governance,Alignment (Education),Global Education,International Organizations,Educational Finance,Sustainable Development,General Education,Secondary Education,Higher Education,Informal Education,Gender Differences,Elementary Education,Labor Market,Literacy,Socioeconomic Status,Laws,Strategic Planning,Policy Analysis

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.
TVET Country Profile: Fiji
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Profiles,Statistical Data,Educational Policy,Comparative Education,Governance,Alignment (Education),Global Education,International Organizations,Educational Finance,Sustainable Development,General Education,Secondary Education,Higher Education,Informal Education,Gender Differences,Elementary Education,Labor Market,Literacy,Socioeconomic Status,Laws,Strategic Planning,Policy Analysis

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.
Effects of Large-Scale Early Math Interventions on Student Outcomes: Evidence from Kentucky&apos;s Math Achievement Fund. Working Paper No. 279-0323
Author: Xu, Zeyu
Date: 2023-03-00
Type: Reports - Research
Subjects: Mathematics Instruction,Outcomes of Education,Mathematics Achievement,Early Intervention,State Programs,Primary Education,Elementary School Students,Race,Ethnicity,Socioeconomic Status,Minority Group Students,Program Costs,Program Effectiveness,Cost Effectiveness,Attendance,Reading Achievement,Discipline

Reading has been at the forefront of early-grade educational interventions, but addressing the educational needs of students in math early on is also critical given that early gaps in math skills widen further over the course of schooling. In this study, we examine the effects of Kentucky's Math Achievement Fund -- a unique state-level program that combines targeted interventions, peer-coaching, and close collaboration among teachers to improve math achievement in grades K-3 -- on student outcomes and the costs associated with this policy. We find significant positive effects of the program not only on math achievement, but also on test scores in reading and non-test outcomes including student attendance and disciplinary incidents. The benefits exist across racial/ethnic groups and students from different socioeconomic statuses, and they are slightly higher for racial minorities. These findings, along with the cost estimate of the program, suggest that this program could provide a cost-effective blueprint to address the educational needs of students in math in early grades.