ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Libraries: A Community&apos;s Connection for Career Services
Author: Holcomb, Stephanie
Date: 2019-09-00
Type: Reports - Research
Subjects: Public Libraries,Library Services,Career Centers,Library Role,Agency Cooperation,Barriers,Data Collection,Supply and Demand,Information Dissemination

Public libraries serve an important role in the U.S. workforce development system by offering a wide range of free career services and job-seeking activities for job seekers and the general public (U.S. Department of Labor, Employment and Training Administration, 2017). During the Great Recession, over 30 million people, roughly 10% of the total U.S. population at that time, reported using computers in public libraries for employment-related activities (Becker et al., 2010; U.S. Department of Education, Office of Career, Technical, and Adult Education [OCTAE], 2014). While public libraries have historically been involved in the workforce development system, today, they offer critical supports in advancing employment and education at over 16,500 public library outlets in the United States (Perez &amp; Duncan, 2015). This role has increased since the Great Recession and became formalized through changes in the Workforce Innovation and Opportunity Act of 2014. Public libraries offer a range of career services, including résumé and cover letter support, job application assistance, interview preparation, training, and referrals to American Job Centers/other support services. The purpose of this study is to chronicle the extent to which public libraries across the United States are providing these career services. Researchers used three strategies to address the research questions for this study: a literature review and data collection from library websites, a national survey of state library staff that included open-ended responses, and structured telephone interviews with local library staff. The research team used descriptive statistics and rigorous qualitative coding methods to analyze the data. While data are not nationally representative, researchers collected data from 42 states.
Accessible Educational Materials and Technologies in the IEP. Revised
Author: Carl, Diana
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Instructional Materials,Individualized Education Programs,Assistive Technology,Students with Disabilities,Academic Accommodations (Disabilities),Access to Education,Educational Legislation,Federal Legislation,Equal Education,Academic Achievement,Student Needs,Special Education,Testing Accommodations,Postsecondary Education,School Districts,State Departments of Education,Goal Orientation

Questions often arise about how accessible educational materials (AEM) and technologies might be included in individualized education programs (IEPs). This resource discusses a number of locations in the IEP where it might be appropriate to refer to a student's use of AEM. The right to accessible educational materials when needed is an inherent component of the obligation of SEAs [state education agencies] and LEAs [local education agencies] to ensure that students with disabilities receive a free appropriate public education (FAPE). There is no specific requirement in IDEA [Individuals with Disabilities Education Act] regarding where to include the consideration and documentation of AEM in developing the IEP. However, to promote clarity and consistency across IEP teams, SEAs and LEAs are encouraged to provide guidance related to considering a student's need for accessible materials and technologies in the IEP.
Five Things Educators Can Do to Buy Accessible
Author: Curry, Cynthia
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Instructional Materials,Accessibility (for Disabled),Educational Technology,Students with Disabilities,Purchasing,Contracts,Electronic Publishing,Printed Materials,Assistive Technology,Student Recruitment,Users (Information),Usability,Guidelines

A digital educational material or technology is accessible when a learner with a disability &quot;is afforded the opportunity to acquire the same information, engage in the same interactions, and enjoy the same services as a learner without a disability in an equally effective and equally integrated manner, with substantially equivalent ease of use&quot; (U.S. Department of Education, Office for Civil Rights). Edtech developers have been making significant advances in accessibility in response to states and districts that have made buying accessible a priority. As a result, all learners are experiencing benefits. Customization features, options for physical interaction, and multiple modes of output are assets of accessible design. This one-page document outlines five actions educators can take to ensure the procurement of accessible materials.
Open Educational Resources: Designing for All Learners
Author: Hashey, Andrew
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Open Educational Resources,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Educational Resources,Barriers,Costs,Student Needs,Students with Disabilities,Access to Education,Standards,Alignment (Education)

This document has been designed to provide an overview of open educational resources (OERs) for elementary and secondary education personnel involved in the selection, acquisition, and/or use of instructional materials--general and special education teachers, administrators, assistive technology (AT) specialists, technology and curriculum coordinators, and creators of curriculum resources. These and other stakeholders need information about how OERs can--and are--being leveraged in K-12 educational contexts to meet the needs of all students, including those students with disabilities. Situated at the intersection of where the OER field meets accessibility issues, this Guide details a variety of resources useful for evaluating and selecting appropriate and accessible OERs. Such resources can help decision-makers choose open educational resources that will be usable by the broadest range of learners present in their schools and classrooms. Lastly, the Guide outlines design challenges related to the creation of accessible OERs and points to useful approaches for creating OERs that are accessible for the widest possible range of users.
Procuring Accessible Digital Materials and Technologies for Teaching and Learning: The What, Why, Who, and How
Author: Curry, Cynthia
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Teaching Methods,Students with Disabilities,Accessibility (for Disabled),Student Needs,Technology Integration,School Responsibility

Accessibility of digital materials and technologies for all learners, including students with disabilities, has captured the attention of stakeholders on both sides of the education marketplace -- consumers and developers. To help consumers take advantage of this moment, this resource explains what accessibility means, why it's important, who requires it, and how educational agencies can meet their responsibilities.
Audio-Supported Reading and Students with Learning Disabilities
Author: Jackson, Richard
Date: 2015-03-09
Type: Reports - Descriptive
Subjects: Assistive Technology,Audio Equipment,Reading Instruction,Learning Disabilities,Students with Disabilities,Educational Technology,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Educational Benefits,Reading Difficulties

This paper provides an introduction to the concept of audio-supported reading (ASR) for students with specific learning disabilities. In a previous paper written for the National Center on Accessible Instructional Materials (AIM Center), Jackson (2012) defined ASR as a technology-based technique for reading in which individuals read digital text &quot;in conjunction with&quot; listening to the text in an audio format such as text-to-speech (TTS). A video demonstration of ASR with computers, tablets, and smartphones can be viewed on the Audio-Supported Reading page. While this earlier work focused on ASR in relation to students who are blind or have low vision, here we expand the discussion to include students with specific learning disabilities. Part I of this paper describes the evolution of the concept of &quot;specific learning disability&quot; under the Individuals with Disabilities Education Act (IDEA) of 2004. Part II discusses the ways in which accessible educational materials (AEM) can be used to support specific reading-related needs of students with learning disabilities. Part III provides a summary of ASR technique and examines the limited research pertaining to ASR and students with learning disabilities. Finally, Part IV presents key considerations for future work in this area.
Building on a Firm Foundation: Supporting Students with More Intensive Support Needs in UDL Environments
Author: Zabala, Joy Smiley
Date: 2016-07-29
Type: Reports - Descriptive
Subjects: Access to Education,Student Needs,Equal Education,Barriers,Academic Support Services,Academic Accommodations (Disabilities),Students with Disabilities,Student Characteristics,Instructional Materials,Assistive Technology

Universal Design for Learning is the firm foundation for the education all students. Some students with more intensive support needs also require individualized services based on their unique needs in order to participate in and benefit from learning environments built and maintained according to the principles and practices of UDL. A student scenario is used to illustrate the complementary nature of UDL and individualized supports and services.
Foundational Digital Skills for Career Progress
Author: Hecker, Ian
Date: 2019-08-00
Type: Reports - Research
Subjects: Basic Skills,Career Development,Computer Literacy,Adults,Out of School Youth,Labor Needs,Skill Development,Training

The digitization of work has changed the nature of the skills that jobs require. The increasingly technological nature of jobs means that digital skills are necessary for workers to thrive in the modern workplace and will become even more important. Even occupations that have not traditionally required technology are increasingly demanding it. Much attention is paid to specialized digital skills such as programming and information technology (IT) work, but less specialized (or foundational) digital skills--the ability to use digital tools to complete tasks in various settings--are worthy of attention given their place in nearly all aspects of work. Research shows, however, that many workers and job seekers lack foundational digital skills. Closing this gap requires digital training, especially for adult learners and workers displaced from occupations. Training and education providers need to develop programs that teach job seekers and workers foundational digital literacy. This brief synthesizes research on the rising demand for foundational digital skills and how many adults and out-of-school youth have these skills. We supplement this using interviews with organizations teaching digital skills to people who lack them. This work seeks to inform programs offering job training and employment assistance of the importance of foundational digital skills and that many people lack these skills. We hope this brief will lead to the adoption of foundational digital skills training and a better understanding of the strategies and challenges involved. [This report was prepared by Urban Institute's Income and Benefits Policy Center.]
How Restricting Categorical Eligibility for SNAP Affects Access to Free School Meals
Author: Blagg, Kristin
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Eligibility,Welfare Services,Welfare Recipients,Lunch Programs,Costs,Poverty,Public Schools

The administration has proposed significant changes to broad-based categorical eligibility (BBCE) in the Supplemental Nutrition Assistance Program (SNAP), which allows states to reduce some of the administrative burden associated with enrolling someone in SNAP. These changes will also affect the National School Lunch Program, which interacts with SNAP to determine free lunch eligibility for both individual students and entire schools. The US Department of Agriculture (USDA) calculates that the proposed revision to BBCE could cause 982,000 students to lose their automatic eligibility for free lunch. However, this estimate only relates to individual students. Because of the participation requirements of the Community Eligibility Provision (CEP), the BBCE revisions could result in entire schools losing their ability to provide free lunches to all students. Thus, students not participating in SNAP will also lose free meals. This brief explores this impact, which the administration's original analysis omitted. We estimate that roughly 142,000 students (1.1 percent of students at schools with community eligibility) attend schools that could lose community eligibility entirely. As stated, if a school loses community eligibility, it loses the ability to provide free lunch to all of its students. Enrollment at a CEP school has proven health, educational, and behavioral benefits for all students, not just those who qualify for free lunch because of their family's income. Additionally, we estimate that 1.05 million students, 7.7 percent of students at CEP schools, could see their schools lose full reimbursement for school meals. The federal government reimburses schools for the cost of free lunch based on the percentage of students who are directly certified for free meals through their participation in SNAP or other safety net programs. If the share of students identified as free lunch eligible through an administrative match dips below 62.5 percent, each student not directly certified represents an additional financial cost-imposed on the school. This increased financial burden could lead schools to opt out of CEP. Despite several unknowns that limit our analysis, we find compelling evidence that the potential nutritional and financial impact of this rule change is greater than the administration originally reported. The proposed restrictions on BBCE would put many more students at risk of losing universal free meals at their school, despite the substantial associated benefits.
Measuring Student Poverty: Developing Accurate Counts for School Funding, Accountability, and Research. Research Report
Author: Greenberg, Erica
Date: 2019-12-00
Type: Reports - Research
Subjects: Poverty,Measurement Techniques,Accuracy,Accountability,Educational Finance,Low Income Students,Administrators,Researchers,Data Use

Since 2010, the Community Eligibility Provision (CEP) has expanded access to free school meals while jeopardizing a key measure of student poverty used across the field of education: free and reduced-price lunch (FRPL) status. States and school districts are pioneering alternative measures of student poverty, which vary in their composition and policy contexts. This framing paper identifies key issues surrounding the use of alternative measures of student poverty. Stakeholders are divided into two groups: administrators and data users. Administrators collect and report data on students' socioeconomic status. They are tasked with: (1) identifying and implementing measures of student poverty; (2) communicating changes to measures; and (3) improving existing measures. Data users rely on student poverty data for research, programmatic, and related purposes. Their challenges include: (1) interpreting communications from administrators; (2) making adjustments to align longitudinal or multisite data; and (3) specifying and testing alternative measures of student poverty. The authors expand on these issues before looking at developments in the field and new questions emerging in the post-CEP era.
Young Parents Making Their Way: Combining Education and Work While Parenting. Research Report
Author: Sick, Nathan
Date: 2019-10-00
Type: Reports - Research
Subjects: Child Rearing,Parents,Student Responsibility,Young Adults,Early Parenthood,Family Work Relationship,Access to Education,Adolescents,Employed Parents,Low Income Groups,African Americans,Hispanic Americans,Females,Educational Attainment,Barriers,Disadvantaged Youth,Socioeconomic Status

In 2013, as many as 4.6 million Americans were young parents, defined as ages 18 to 24 (Sick, Spaulding, and Park 2018). And approximately 43 percent of children in the United States are born to parents who had their first child when they were young (Sandstrom et al. 2019). Many of these young parents work and participate in school or training to advance their career prospects and improve their family's economic security. Managing those responsibilities is challenging, and parents may need support to succeed. The goal of this report is to provide information about the patterns of work and education young parents engage in from the birth of their first child until they are approximately 30 years old. The authors also see how those activities are associated with later outcomes, such as early adulthood earnings. The analysis follows these parents through age 30. The authors examine the types of education they engage in, trends in income, and interruptions to school and employment caused by child-related needs. Finally, they conduct an analysis of how both initial characteristics and patterns of work and education are associated with outcomes at age 30, namely family and individual income. The authors find that a higher cumulative share of time spent combining work and education is associated with positive increases in earnings at age 30. They conclude that supports that help young parents balance work and education are important, as are those that enable parents not engaged in those activities to engage in them. Targeting parents while they are young is important, as is supporting parents who are also steadily engaged in the combination of work and education from ages 25 to 30.
Balancing Work with School and Training While Raising Young Children: A National Portrait of Young Parents, Their Schedules, and Children&apos;s Care Arrangements. Research Report
Author: Sandstrom, Heather
Date: 2019-10-00
Type: Reports - Research
Subjects: Early Parenthood,Family Work Relationship,Young Children,Child Care,Scheduling,Individual Characteristics,Employed Parents,Family Characteristics,Education,Training

Parents who have children at a young age often face an interruption in their schooling, their plans for career training, and overall life trajectory. But a growing number of young parents are seeking education and training to achieve better opportunities for their families, and many work while attending school. In this report, we use the 2012 National Survey of Early Care and Education to examine the prevalence of children born to young parents (under age 25) who are currently working while in education or training, the characteristics of these children and their families, and the implications for child care when young parents balance work with advancing their skills and education to get ahead. We find that although children with young parents balancing work with education or training constitute a small share of the child population, they are more likely than all children under 13 to live in low-income households, have single parents, and have parents with lower levels of education. Their parents spend long hours at work, education, or training, including during nontraditional hours. These children are more likely to be in nonparental care, especially the care of unpaid relatives, and to be in that care for more hours than children whose parents only work. The median child care burden for these families is 14 percent--twice the federal government recommendation that child care cost no more than 7 percent of household income. Our findings highlight the unique situations of young student-parents who may need greater support and resources to access and pay for child care than they currently have.
Covering the Costs of Dual Credit for Students and Families. Report to the Legislature
Author: Miller, Michaela
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,College Credits,High School Students,Student Costs,Access to Education,Equal Education,Low Income Students,Advanced Placement Programs,Acceleration (Education),Minority Group Students,Students with Disabilities,Achievement Gap,Articulation (Education),Transfer Policy

Students earning college credit while meeting the requirements of Washington's high school diploma are basic education students. Yet every year in Washington, students and their families pay out-of-pocket for the fees, books, and supplies that are required for participation in dual credit programs. This creates inequity by only allowing students who can afford the additional costs to have access to these courses. Dual credit programs allow students to earn high school and college credit at the same time. There are two main types of dual credit programs: exam-based dual credit and concurrent enrollment dual credit. Research is clear: participation in dual credit courses increases high school and postsecondary success for students. The 2019 Legislature (House Bill 1109) directed the Office of Superintendent of Public Instruction (OSPI) to &quot;study and make recommendations for how Washington can make dual credit enrollment cost-free to students ... within existing basic education apportionments.&quot; This report provides a high-level overview of the different types of dual credit available to Washington's students, an examination of persistent opportunity gaps, discussion of the costs of dual credit, and recommendations for eliminating costs for students and their families while increasing equitable access.
Social Emotional Learning in Washington&apos;s K-12 Public Schools. Report to the Legislature
Author: Johnson, Mona M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,Social Development,Emotional Development,Skill Development,Interpersonal Competence,Alignment (Education),Developmentally Appropriate Practices,Learning Modules,State Legislation,Benchmarking,Financial Support,Educational Finance,Outreach Programs,Stakeholders

Social emotional learning (SEL) is broadly understood to be a process through which people build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions. Research highlighted in this report demonstrates that the effective integration of SEL in school systems creates a foundation for students' increased school and life success. [This report's 17 appendixes are available individually on the Washington Office of Superintendent of Public Instruction's web site.]
Update: Educational Technology Assessments. Report to the Legislature
Author: Small, Dennis
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Elementary Secondary Education,State Standards,Computer Assisted Testing,Teaching Methods,School Districts,Technology Integration

Educational technology assessments developed by the Office of Superintendent of Public Instruction (OSPI) are voluntarily administered in the elementary, middle, and high school grades. Educators use the assessments to determine if students meet Washington's standards for educational technology. The assessments integrate standards from science, math, health, English language arts, social studies, and the arts. In the 2018-19 school year, school districts provided data on classroom-level use of educational technology assessments. Districts also reported data about instructional opportunities in educational technology at the elementary, middle, and high school levels. This update shares the results.