ethanporcaro/eric-fulltext-meta huggingface dataset:
Attainment for All: Postsecondary Pathways. Reverse Transfers
Author: Siddiqi, Javaid
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Postsecondary Education,Reverse Transfer Students,College Credits,Student Certification,Academic Degrees,Transfer Policy,Barriers,Eligibility,State Policy,Articulation (Education)

As state leaders across the country seek strategies that will drive progress toward their postsecondary attainment goals, many have used data to analyze the current attainment levels of different segments of the state's residents. Reverse Transfer, sometimes referred to as degree reclamation, is a policy strategy that can be used to aggregate the learning experiences that postsecondary students have had across different institutions of higher education (IHEs) to determine whether they may already be eligible for a certificate or degree -- or to determine the remaining steps necessary for completion. The Hunt Institute released a series of policy briefs that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including recent high school graduates, first-generation students, and adult learners. This second policy brief, focused on reverse transfer, which ensures students who have earned credit across multiple institutions of higher education receive the certificates or degrees that they have earned or helps students determine the remaining steps necessary for completion. [For the first brief, see ED614430. For the third brief, see ED614426.]
Attainment for All: Postsecondary Pathways. The Early College High School Model
Author: Siddiqi, Javaid
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Postsecondary Education,High Schools,High School Students,Dual Enrollment,State Policy,College Preparation,Achievement Gap,Debt (Financial),College School Cooperation,Equal Education,Student Loan Programs

The early college high school (ECHS) model is a postsecondary attainment strategy with a uniquely robust evidence base of research that demonstrates its effectiveness. Despite the proven track record of success, many states either do not offer ECHS opportunities or have a limited number of programs. However, two states -- North Carolina and Texas -- have created a framework that has allowed for the widespread implementation of the ECHS model. Although the ECHS model is driven by partnerships between district leaders and presidents of institutions of higher education (IHEs), such agreements will only flourish in states where the right policy incentives and structures are in place. In many states, existing policies on dual enrollment funding, educator licensure, or credit transfer may pose barriers to the adoption of ECHS agreements. The Hunt Institute released a series of policy briefs that highlighted scalable state-level strategies to boost postsecondary attainment rates among specific student subpopulations including recent high school graduates, first-generation students, and adult learners. This first issue brief will serve as a guide for policymakers who are interested in identifying factors that may be preventing their state from adopting, strengthening, or scaling the ECHS model. [For the second brief, see ED614429. For the third brief, see ED614426.]
High-Quality Early Childhood Assessment: Learning from States&apos; Use of Kindergarten Entry Assessments
Author: Yun, Cathy
Date: 2021-08-00
Type: Reports - Research
Subjects: Educational Quality,Early Childhood Education,Developmentally Appropriate Practices,Student Evaluation,Kindergarten,School Readiness,Child Development,Evaluation Methods,Program Implementation,Screening Tests,Formative Evaluation,Educational Diagnosis

High-quality early childhood programs aim to foster children's learning through developmentally appropriate practices and environments. Early childhood assessments, when well designed and well implemented, can support developmentally appropriate early learning experiences by providing information to guide instruction and support whole child development. While some states use common early childhood assessments during preschool, most states begin assessing children's skills and knowledge with a kindergarten entry assessment (KEA). KEAs, administered in the early weeks of kindergarten, provide a snapshot of individual children's development. Some of these KEAs are part of assessment systems that begin before kindergarten and/or continue throughout the kindergarten year or into the primary grades. As of 2021, 38 states have a KEA--more than a fivefold increase in 10 years, which was spurred by federal policy that required states receiving Race to the Top--Early Learning Challenge grant funds to implement statewide KEAs. This report has examined prior research on assessing young children, scanned practices across states and districts, and highlighted promising examples to illuminate how KEAs can support equitable learning. It provides insights into how to choose high-quality assessments, the implications of different assessment choices, and how to effectively use KEAs as part of strong statewide early learning assessment systems. [For the research brief, see ED614432.]
High-Quality Early Childhood Assessment: Learning from States&apos; Use of Kindergarten Entry Assessments. Research Brief
Author: Yun, Cathy
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Performance Based Assessment,Developmentally Appropriate Practices,Student Evaluation,Kindergarten,School Readiness,Screening Tests,Educational Diagnosis,Formative Evaluation,Child Development,Program Implementation

Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments (KEAs), in particular, it is important that policymakers understand how to choose and use assessments wisely. This brief summarizes research showing how authentic assessments grounded in guided observation and well-chosen performance tasks can be used to chart children's progress in multiple domains of development and inform instruction. It provides recommendations for state policymakers about how to select, develop, and implement high-quality assessments that can both support instruction and inform policy to improve systems. [For the full report, see ED614431.]
San Diego County: Mobilizing Technical Assistance, Partnerships, and Data to Support School Reopening. Research Brief. School Reopening Series
Author: Leung, Melanie
Date: 2021-06-29
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Disease Control,Counties,School Districts,Elementary Secondary Education,Distance Education,Federal Aid,Federal Legislation,Summer Programs,Technical Assistance,Educational Administration,Public Schools,Private Schools,Partnerships in Education,Child Care Centers,Data Collection,Blended Learning,Attendance,School Policy,Scheduling,Ventilation,Sanitation,Hygiene,Student Transportation,Extracurricular Activities,Recreational Activities,Immunization Programs,School Personnel,Health Promotion

Since the COVID-19 pandemic emerged in the United States in March 2020, districts across the nation have faced the difficult task of reopening schools safely and keeping them open. It is useful to learn from the successes of districts that have used multilayered mitigation strategies to reduce the risk of in-school transmission. This brief describes reopening efforts in San Diego County, CA, where 98% of districts had reopened for in-person learning as of May 2021. The San Diego County Office of Education has mobilized technical assistance, leveraged partnerships, and gathered data to support districts as they have navigated initial school closure, distance learning, and planning for reopening. The brief also describes how the county supported the reopening of child care programs and highlights the reopening strategies adopted by Cajon Valley Union School District, the largest district in the county to resume in-person learning in fall 2020. It is part of a series of reopening profiles produced by the Learning Policy Institute to disseminate key public health research and reopening strategies to educators and policymakers.
An Analysis of Title III Funding in Support of Native American-Serving Nontribal Institutions&apos; Strengthening of American Indian/Alaska Native Postsecondary Attainment. WICHE Insights
Author: Falkenstern, Colleen
Date: 2021-05-00
Type: Reports - Research
Subjects: American Indian Students,Alaska Natives,Low Income Students,Federal Aid,Culturally Relevant Education,Academic Persistence,School Holding Power,Graduation Rate,Student School Relationship,Cultural Awareness,Grants,Minority Serving Institutions,Higher Education,Educational Legislation,Federal Legislation,Two Year Colleges,Institutional Characteristics,Success,Undergraduate Students,Racial Differences,Expenditures,Educational Quality,Distance Education,Curriculum Development,Language Maintenance,Tutors,Mentors,Academic Advising

This edition of &quot;WICHE Insights&quot; explores federal U.S. Department of Education Title III funding, which is used to enhance institutional capacity and educational opportunities for American Indian/Alaska Native and low-income students through the lens of the legislation's permissible activities, key themes across all projects; and dollars spent across each legislatively allowable activity. This &quot;WICHE Insights&quot; is part of WICHE's Native-Serving Institutions Initiative, which is committed to supporting American Indian/Alaska Native student educational attainment in higher education by working in partnership with two- and four-year institutions, tribal colleges and universities, tribal education offices, higher education organizations an state and federal policymakers to strengthen practices and policies that lead to successful outcomes of AI/AN students.
Tulsa Public Schools: Prioritizing Physical, Social, and Emotional Safety to Support Reopening and Recovery. Research Brief. School Reopening Series
Author: Bland, Jennifer A.
Date: 2021-08-18
Type: Reports - Descriptive
Subjects: Public Schools,School Closing,COVID-19,Pandemics,Social Emotional Learning,School Districts,Distance Education,Child Safety,Electronic Learning,Federal Aid,Federal Legislation,Virtual Classrooms,Wellness,School Schedules

Since the COVID-19 pandemic intensified in March 2020, districts nationwide have faced the difficult task of reopening schools safely and keeping them open. Now, districts must accelerate student learning and attend to the trauma and loss experienced by students and families. This brief describes reopening efforts in Tulsa Public Schools, which adopted a nimble and forward-looking recovery strategy encompassing social and emotional, as well as physical, safety. The district laid the groundwork for this strategy even before schools reopened to in-person instruction in late winter 2021, sustained these efforts through a safe and successful spring and summer, and plans to continue them into the fall. This brief is part of a Learning Policy Institute initiative to disseminate key public health research and reopening and recovery strategies to educators and policymakers.
COVID-19 in Child Care and Preschool Settings. Research Brief. School Reopening Series. Revised
Author: Melnick, Hanna
Date: 2021-04-20
Type: Information Analyses
Subjects: COVID-19,Pandemics,Child Care Centers,Preschools,Public Health,Safety,Hygiene,Literature Reviews

This research review summarizes what is known about the extent to which COVID-19 spreads in child care and preschool programs. It synthesizes findings from 11 studies that measure transmission in these settings, both in the United States and internationally. The available evidence suggests that early learning programs are not associated with increased risk of contracting COVID-19 when health and safety precautions are in place. [Brief originally published April 13, 2021.]
A Restorative Approach for Equitable Education. Research Brief
Author: DePaoli, Jennifer L.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Social Justice,Equal Education,Racial Bias,COVID-19,Pandemics,African American Students,Hispanic American Students,Evidence Based Practice,Educational Environment,Social Emotional Learning,Developmentally Appropriate Practices,Student Needs,Student Experience,Inclusion,Culturally Relevant Education,Trust (Psychology),Home Visits

The compounding effects of systemic racism and the coronavirus pandemic have posed significant challenges to students, practitioners, and schools, particularly for Black and Latinx students who have borne the brunt of structural inequities. But these events have also created an opportunity for educational leaders to rethink school structures to better address the needs and nurture the assets of young people in the short and long term. This brief describes how schools can ameliorate--rather than exacerbate--racial inequities with research-based practices that advance a restorative approach to schooling and make learning environments more supportive, equitable, and anti-racist.
Design Principles for Schools: Putting the Science of Learning and Development into Action
Author: Darling-Hammond, Linda
Date: 2021-06-04
Type: Reports - Descriptive
Subjects: Design,Transformative Learning,Critical Thinking,Creative Thinking,Problem Solving,Transfer of Training,Interpersonal Competence,Self Esteem,Decision Making Skills,Empathy,Evidence Based Practice,Elementary Secondary Education,Social Emotional Learning,Educational Environment,Safety,Sense of Community,Inclusion,Culturally Relevant Education,Learning Experience,Access to Education,Active Learning,Inquiry,Skill Development,Educational Strategies,Student Development,Executive Function,Metacognition,Resilience (Psychology),Social Support Groups

Because researchers know so much more about the brain and development than they did when the 20th-century U.S. education system was designed, this knowledge can now be used to design a system in which all individuals are able to take advantage of high-quality opportunities for transformative learning and development. This playbook suggests a set of engineering principles that were developed by a group of educators, practitioners, scientists, and parents, building on the knowledge we have today and the contributions of many in the field to nurture innovations, new models, and new enabling policies. At their foundation, the design principles are intended to advance the following goals for youth learning and development: (1) Learners can think critically and creatively to solve complex problems; (2) Learners deeply understand content and can apply their knowledge beyond the classroom; (3) Learners are self-aware and engage meaningfully with others; (4) Learners hold a positive sense of identity, self-potential, purpose, and direction; (5) Learners make healthy life choices; and (6) Learners are empathetic, ethical, and proactive in contributing to the welfare of their communities. The playbook includes a set of design principles--informed by the Guiding Principles for Equitable Whole Child Design--to achieve these goals, along with recommendations for evidence-based structures and practices that further these aims in k-12 learning settings. The Guiding Principles for Equitable Whole Child Design is the organizing framework to guide transformation of learning settings for children and adolescents and is reflected in five elements: (1) Positive Developmental Relationships; (2) Environments Filled with Safety and Belonging; (3) Rich Learning Experiences and Knowledge Development; (4) Development of Skills, Habits, and Mindsets; and (5) Integrated Support Systems. The desired result of the playbook's design principles is to have increasingly robust innovations, new collaborations aligned with the resources for positive growth found in children's communities and cultures, and a commitment to the redesign of education and learning systems in both formal and informal learning settings. [This report was co-published by Turnaround for Children and prepared in association with the Science of Learning and Development (SoLD) Alliance.]
Providing an Equal Opportunity for a Sound Basic Education in North Carolina&apos;s High-Poverty Schools: Assessing Needs and Opportunities. Sound Basic Education for All: An Action Plan for North Carolina
Author: Oaks, Jeannie
Date: 2019-12-00
Type: Reports - Research
Subjects: Equal Education,Disadvantaged Schools,Poverty,Court Litigation,Access to Education,Educational Policy,State Policy,Early Childhood Education,Barriers,Community Schools,Evidence Based Practice,Teacher Supply and Demand,Educational Finance,Technical Assistance,Low Income Students,Minority Group Students,Disproportionate Representation,At Risk Students,Outcomes of Education,Counties,Hunger,Health,Housing,Services,Preschool Education,Charter Schools,Racial Differences,Ethnicity,Students with Disabilities,English Language Learners,Teacher Qualifications,Labor Turnover,Principals,Administrator Qualifications,Family Characteristics,Elementary Secondary Education,Public Schools,Academic Achievement,Educational Resources

To inform the &quot;Leandro v. State of North Carolina&quot; Action Plan, the Learning Policy Institute examined the within-school and out-of-school barriers to obtaining a sound basic education facing students who attend North Carolina's high-poverty schools. High-poverty schools are schools where 75% or more students are at risk because their families' low incomes qualify them for federally subsidized free or reduced-cost meal programs at school. Because of the concentration of at-risk students at high-poverty schools, these schools deserve focused attention as the state seeks to remedy its failure to provide all students with a constitutionally required opportunity for a sound basic education. The primary goal of this study is to understand the experiences of students attending high-poverty schools. This report provides dozens of findings about the challenges to obtaining a sound basic education experienced by students attending high-poverty schools in North Carolina. Several overarching themes emerge from these findings that form a coherent narrative into which the specific findings and recommendations should be placed and interpreted. [For the research brief, &quot;Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina,&quot; see ED614422.]
States Start Here: How States Can Empower Schools to Effectively Vary Time &amp; Attention for Academic Recovery
Author: Molfino, Tomas
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Federal Legislation,Federal Aid,State School District Relationship,School District Autonomy,Educational Finance,Elementary Secondary Education,Educational Change,State Policy,Time on Task,Individualized Instruction,Accountability,Outcomes of Education,Class Size

Childrens' learning has been massively disrupted by the COVID-19 pandemic, bringing the need for more opportunities for differentiated, high-quality learning, stronger relationships with the adults in their school, and streamlined access to social-emotional support -- especially for the country's lowest-income students, Black and Latinx students, English language learners, and students with disabilities. To support these redesign efforts, especially in light of the $122 billion in Elementary and Secondary School Emergency Relief (ESSER II and ESSER III) provided by the American Rescue Plan, we have identified five &quot;power strategies&quot; (Empowering, Adaptable Instruction, Time &amp; Attention, The Teaching Job, Relationships &amp; Social-Emotional Supports, and Family &amp; Community Partnerships) to accelerate equity-focused recovery and redesign. Our Start Here Series features emerging examples of districts and schools around the country putting the power strategies to work. As district leaders begin to plan the use of their federal ESSER funding, state leaders must support state education policies that offer sustainable, long-term solutions that enable districts to fundamentally alter how they provide instruction, especially for students with the most need. &quot;States Start Here&quot; builds on the Start Here Series by detailing how state leaders can empower districts with the flexibility to implement and invest in the kinds of changes driven by our power strategies -- especially in Time &amp; Attention. While state policies play a critical role across all the power strategies, policy areas related to instructional time and class size are particularly critical. We urge states to revisit current policies around amount of instructional time, class size limits, seat time, and more to enable districts to expand and vary the time and individualized attention students receive, while still holding districts accountable for strong student outcomes. In this paper, we discuss what strategic practice around instructional time and attention looks like, what the state role could be to enable these practices, and what other strategies state leaders might consider as they promote learning acceleration.
Do Now, Build Toward: 7 Principles for Investing Federal ESSER Funds in Recovery &amp; Redesign
Author: Education Resource Strategies
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Federal Aid,Federal Legislation,Educational Change,Educational Development,Elementary Secondary Education,Needs Assessment,Student Needs,Evidence Based Practice,Equal Education

As students and educators conclude a school year like no other, district leaders are looking ahead to 2021-2022. Planning has already been underway for months, and now, with an infusion of Elementary and Secondary School Emergency Relief (ESSER) funding, district leaders are faced with key decisions about how to invest those funds strategically. Navigating these challenges and opportunities is best approached with a &quot;do now, build toward&quot; mindset. This means addressing critical student needs now &quot;and&quot; laying a sustainable foundation for lasting improvement. In this brief, we detail seven crucial principles for investing ESSER funds with a &quot;do now, build toward&quot; approach, highlight key considerations for each, and share resources to help your district realize its vision.
7 Principles for Investing ESSER Funds: Overview--Plan Spending for Long-Term Sustainability
Author: Education Resource Strategies
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,Sustainability,Elementary Secondary Education,Cost Effectiveness,Curriculum Implementation,Educational Finance

Districts across the country are planning how to invest huge influxes of one-time ESSER funds -- targeting funds toward meeting urgent academic and social-emotional recovery needs, as well as redesigning better, more equitable approaches to teaching and learning. But short-term investments are often not enough to generate meaningful long-term change, and many districts will want to sustain the changes they are funding with ESSER dollars beyond the three-year period. Therefore, district leaders will need to begin planning &quot;and investing&quot; for sustainability. In this brief, we outline four considerations to help district teams plan their ESSER spending with long-term sustainability in mind.