ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Monitoring Change Teacher Pedagogy and Student Outcomes? EdWorkingPaper No. 22-510
Author: Phipps, Aaron
Date: 2022-01-00
Type: Reports - Research
Subjects: Outcomes of Education,Public Schools,Teacher Evaluation,Accountability,Teacher Effectiveness,Scores,Feedback (Response),Classroom Techniques,Learner Engagement,Teaching Methods,Test Preparation,Risk,Instructional Effectiveness,Achievement Tests,Suspension,Educational Quality,Public School Teachers,Incentives,Contracts,Student Characteristics,Educational Change,Teacher Characteristics,Elementary Secondary Education,Value Added Models,Mathematics Achievement,Reading Achievement

Using administrative data from D.C. Public Schools, I use exogenous variation in the presence and intensity of teacher monitoring to show it significantly improves student test scores and reduces suspensions. Uniquely, my setting allows me to separately identify the effect of pre-evaluation monitoring from post-evaluation feedback. Monitoring's effect is strongest among teachers with a large incentive to increase student test scores. As tests approach, unmonitored teachers sacrifice higher-level learning, classroom management, and student engagement, even though these pedagogical tasks are among the most effective. One possible explanation is teachers &quot;teach to the test&quot; as a risk mitigation strategy, even if it is less effective on average. This is supported by showing teaching to the test has a smaller effect on student test score variance than other teaching approaches. These results illustrate the importance of monitoring in contexts where teachers have the strongest incentive to deviate from pedagogically sound practices.
Reducing Regulatory Barriers in the International Education Sector
Author: Australian Government Department of Education, Skills and Employment
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Barriers,International Education,Foreign Students,Educational Legislation,Job Skills,Employment Potential,School Business Relationship,Student Mobility,Foreign Countries,Educational Experience,Educational Policy,Educational Change,Compliance (Legal)

The Australian Government is moving to implement changes to the &quot;Education Services for Overseas Students Act 2000&quot; (ESOS Act) to allow some courses to be offered to international students without being registered on the Commonwealth Register of Institutions and Courses for Overseas Students (CRICOS). These courses are referred to as supplementary courses and are low-cost, short in duration and allow overseas students to gain pre-requisite industry qualifications that will enrich their Australian experience and also improve their skills and employability, making them less vulnerable to exploitation in the workplace. These changes permit more education providers to enter the market to deliver a wider range of supplementary courses to overseas students and assists Australian businesses to fill short-term skill shortages to deliver critically important goods and services.
Becoming a Better Mentor: Strategies to Be There for Young People
Author: Herrera, Carla, Ed.
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Mentors,Best Practices,Interpersonal Relationship,Self Esteem,Social Support Groups,Consciousness Raising,Goal Orientation,Behavior Change,Psychological Patterns,Empathy,Play,Computer Mediated Communication,Group Dynamics,Activism

One of the realities of being in a mentoring relationship is that, like all human relationships, it will have its ups and downs, moments of joy and moments of challenge. Mentors are not simply friends to young people, nor are they simply &quot;authority figures.&quot; They show up to these relationships with purpose and a desire to help that young person explore possibilities, have conversations of learning and healing, set a course for their future, and overcome any challenges that pop up along the way. Because this is a complex role to play, there are skills and approaches mentors may need to bring to a mentoring relationship to enable that young person to get what they need from the experience. This resource will teach the reader about several key aspects of being a mentor: (1) the mindsets and attitudes that lay the foundation for a strong mentoring relationship; (2) basic information about youth development and the typical relationship cycle that might be experienced while mentoring; and (3) critical skills and competencies needed to grow and refine to meet the needs of the young people. All of these are explained in detail in this report. This information will help to fill a mentoring &quot;toolbox&quot; with the skills and attitudes that can help a young person (often referred to as a &quot;mentee&quot; in these types of relationships) on their journey. Because every mentoring relationship is unique, it is likely all of these skills won't apply to every relationship. But the topics highlighted in this resource are the ones that research suggests are extremely valuable in a wide variety of mentoring contexts.
Can Schools Change Religious Attitudes? Evidence from German State Reforms of Compulsory Religious Education. EdWorkingPaper No. 22-508
Author: Arold, Benjamin W.
Date: 2022-01-00
Type: Reports - Research
Subjects: Compulsory Education,Religious Education,Educational Change,Foreign Countries,Religion,Behavior Change,Attitude Change,Sex Role,Marriage,Children,Employment,Wages,Ethics,Political Attitudes,European History,Social Attitudes,Influences,Catholics,Protestants,Values

We study whether compulsory religious education in schools affects students' religiosity as adults. We exploit the staggered termination of compulsory religious education across German states in models with state and cohort fixed effects. Using three different datasets, we find that abolishing compulsory religious education significantly reduced religiosity of affected students in adulthood. It also reduced the religious actions of personal prayer, church-going, and church membership. Beyond religious attitudes, the reform led to more equalized gender roles, fewer marriages and children, and higher labor-market participation and earnings. The reform did not affect ethical and political values or non-religious school outcomes. [This report was supported by the Leibniz Competition.]
Student Misconduct and Learning Outcomes Evidence from Pennsylvania&apos;s K-12 Building Records: 1999-2018. EdWorkingPaper No. 21-505
Author: Strauss, Robert P.
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Behavior Problems,Comparative Analysis,School Violence,Law Enforcement,Public Schools,School Buildings,School Safety,School Districts,Low Income Students,Poverty,Achievement Tests,Scores,Institutional Characteristics,Mathematics Tests,Language Arts,Correlation,Student Characteristics,Socioeconomic Status,Educational Legislation,Federal Legislation,Records (Forms),Kindergarten,Elementary Secondary Education

This paper compares and contrasts two required building level school violence measures under NCLB, arrests and incidents of well-defined school misconduct acts, across 20 years of Pennsylvania's approximately 3,000 public school buildings. Generally, both arrests for school violence and incidents of school violence are rare events. Over 20 years, the third quartile arrest rate was zero and, the third quartile incident rate was 3.3%. Relatively few, 4.1% overall, of Pennsylvania's school buildings were &quot;persistently dangerous&quot; as defined and reported pursuant to Pennsylvania's state plan to the US Department of Education; however, these buildings represented about 7.8% of the student population statewide. When we measure whether or not a school building is dangerous based on reported school violence incidents, that is without an arrest requirement, fully 36.9% of Pennsylvania's school buildings were dangerous, and they represented 46.7% of the students statewide. Both Philadelphia and Pittsburgh public school buildings were disproportionately unsafe and among the top 20 districts in the state which were unsafe over the 20 year study period. Exploratory regression analysis of mean building scale scores for math and language arts explained about 58% of the variation in such learning outcome measures. As expected, household poverty, holding all else constant, has very strong, negative effects on learning outcomes. A school building composed entirely of low income students will score about 240 scale points lower, about 1.24 standard deviations lower, than a school building without any low income students. A school building at the 90th percentile in terms of student misconduct and poverty rates, would have lower student test scores by about 1 to 1.28 standard deviations. Were a school administrator to reduce student misconduct rates from the 90th percentile to the 50th percentile, our regression coefficients predict learning gains on the order of (100-43) = 2/3 of a standard deviation in mean scale scores.
TEQSA Annual Report 2020-21
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2021-10-06
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Academic Standards,Accountability,Accreditation (Institutions),Administrative Organization,Financial Audits,Educational Finance,Disabilities,Diversity,Educational Innovation,Educational Policy,Educational Resources,Governance,Educational Quality,Institutional Mission,Compliance (Legal),Human Resources,Grievance Procedures,Needs Assessment,Profiles,Quality Assurance,Risk Assessment,Reputation,Higher Education,Budgets,Partnerships in Education,Portfolios (Background Materials),Access to Information,Sustainable Development

This report informs The Hon Alan Tudge MP, Minister for Education and Youth; the Parliament of Australia; the Australian higher education community; and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the agency) during the financial year ending 30 June 2021. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the objectives and actions set out in the &quot;TEQSA Corporate Plan 2020-24&quot; and in &quot;TEQSA's 2020-21 Portfolio Budget Statements.&quot; This is the tenth annual report setting out the performance and achievements of the Tertiary Education Quality and Standards Agency (TEQSA) for which the Commissioners, as the accountable authority within the meaning of the &quot;Public Governance, Performance and Accountability Act 2013&quot; (PGPA Act), are responsible. This annual report covers a period of significant change for TEQSA, both in terms of the leadership and administration of the agency, and in the external and regulatory environment. [For the 2019-20 report, see ED610462.]
&quot;BackPack&quot; Food Programs Linked to Higher Test Scores for School Children. National Issue Brief #155
Author: Kurtz, Michael D.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Food,Security (Psychology),Hunger,Economically Disadvantaged,Program Evaluation,School Community Relationship,Correlation,Academic Achievement,Outcomes of Education,Reading Tests,Mathematics Tests,Scores,Elementary School Students,Achievement Gains,Eligibility

Nationwide, over half a million children live in households that report very low food security among children, meaning a child is not eating enough, going hungry, skipping a meal, or not eating for a full day because the household can't afford food. School meals fill an important gap in meeting household food demand during the week but cannot meet needs outside of school hours. To mitigate food insecurity on days when free school meals are unavailable, foodbanks have partnered with schools to create weekend feeding, or &quot;BackPack,&quot; programs that provide children with a bag of nonperishable food to nourish them over the weekend. This brief summarizes a recently published article which aimed to understand how these BackPack programs relate to academic success. This research uses data from Northwestern North Carolina tracking the first adoptions and subsequent rapid growth of the BackPack program across schools there. Participation data is combined with restricted administrative student and school data, which allowed the authors to observe how economically disadvantaged students in schools with and without such programs performed on end-of-grade tests in reading and mathematics. Results provide strong evidence that the introduction of the BackPack program resulted in increased end-of-grade reading test scores for economically disadvantaged primary school students. [This brief presents findings from: Kurtz, M. D., Conway, K. S., &amp; Mohr, R. D. (2020). Weekend feeding (&quot;BackPack&quot;) programs and student outcomes. &quot;Economics of Education Review,&quot; &quot;79.&quot;]
Forward Impact of COVID-19 on Australian Higher Education
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,COVID-19,Pandemics,Educational Trends,Futures (of Society),Higher Education,Foreign Students,College Students,Financial Problems,Educational Finance,Educational Policy

This report provides an analysis of future impact of the COVID-19 pandemic on Australia's higher education sector. The main driver of these impacts is the closure of Australia's international border, preventing the movement of international students into Australia. This has had a significant impact on total enrolments across the sector, and subsequent reduction in revenue for higher education institutions. The analysis confirms the understanding of the role that the pandemic has played in accelerating many of the trends and changes that were already occurring in Australia's higher education system, in particular the shift to blended and online delivery of programs. These trends and other issues discussed in the report, including impacts on the short to mid-term ongoing financial viability of providers, highlight emerging and additional risks to the quality of higher education and the integrity of the sector. This report presents a number of core insights to support consideration of what the impact of COVID-19 will be, and discusses how this might alter Australian higher education from a sector perspective. [This report was produced with Wells Advisory.]
Inequities in Job Recovery during the COVID-19 Pandemic: A Year Later. National Issue Brief #156
Author: Sáenz, Rogelio
Date: 2021-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Employment Level,Unemployment,At Risk Persons,Educational Attainment,Racial Differences,Ethnicity,Gender Differences,Place of Residence,Racial Bias,Gender Bias,Individual Characteristics,Responsibility,Hunger,Public Policy,Job Training,Retraining,Adjustment (to Environment),Minority Groups,Hispanic Americans,African Americans,Whites

In this brief, authors Rogelio Sáenz, Corey Sparks, and Asiya Validova report that in April 2020, after the first two months of significant spread of COVID-19 in the United States, nearly 25 million fewer people had a job. In June 2021, there were still 5.9 million fewer people employed, representing a drop of 3.7 percent in workers since before COVID. Workers of color, women, and those with lower levels of education have consistently had the highest unemployment rates, a trend that persisted through June 2021. The recovery of the workforce has not been equal, with dramatic differences based on race/ethnicity, gender, nativity, and level of education. During COVID, working from home has been a highly segregated opportunity, limited mostly to persons with college degrees. White workers are approximately 1.5 times more likely to be able to work from home than are Blacks and Latinos. While the employment situation has improved noticeably since the economic abyss of the shutdown of the economy in April 2020, the United States is still a long way from job recovery. The authors' findings have important policy implications for the short- and long-term as, and after, the pandemic recedes. Many people are still without employment due to the loss of jobs that have not yet returned, the obligations they have for child care and elder care, and other situations. Many are on the verge of losing their homes as eviction bans expire. Many families continue to face hunger. There is a major need for the creation of policy to ensure that people have their basic necessities met and that they are able to make necessary adjustments, including job retraining, to begin the process of rebuilding their lives in the coming months and years.
Student-Teacher Ethnoracial Matching in the Earliest Grades: Benefits for Executive Function Skills. EdWorkingPaper No. 22-511
Author: Gottfried, Michael
Date: 2022-01-00
Type: Reports - Research
Subjects: Racial Factors,Ethnicity,Racial Composition,Minority Group Teachers,Minority Group Students,Executive Function,Short Term Memory,Cognitive Processes,Academic Achievement,Elementary School Students,Racial Differences,Race,Elementary School Teachers,Student Characteristics,Family Characteristics,Classroom Environment,Teacher Characteristics

The benefits of student-teacher ethnoracial matching on student outcomes--ranging from academic achievement to postsecondary attainment--are well documented. Yet, we know far less about the role of student-teacher ethnoracial matching in the earliest grades school and on less about effects on non-academic outcomes. The purpose of this study is to advance our understanding of student-teacher ethnoracial matching in early elementary school by exploring two executive function outcomes--working memory and cognitive flexibility. Drawing on data from the Early Childhood Longitudinal Study--Kindergarten Class of 2011, our findings suggest student-teacher ethnoracial matching benefits on working memory skills, though not cognitive flexibility. Observed associations for working memory are of similar size to those for academic achievement outcomes and are largest for Black and Latinx students.
Priced out of Public Schools: District Lines, Housing Access, and Inequitable Educational Options. Shortchanged: A Series on Funding Inequity in Schools
Author: Spurrier, Alex
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Public Schools,School Districts,Access to Education,Equal Education,Housing,At Risk Students,Socioeconomic Influences,Expenditure per Student,School District Reorganization,School Location,Low Income Groups,Correlation,Poverty,Educational Policy,Geographic Location

Public schools have long been considered a public good in America. But that ideal is far removed from the lives of millions of schoolchildren. Public school district doors are not always open to every student in a community. Instead, geographic boundaries of school districts mostly determine who is eligible to attend district schools -- limiting access to those who can afford to live within those boundaries. The public school system should provide every student with a fair chance to achieve the American dream. However, in far too many communities, the structure of district boundaries and the market for rental housing limit options for the highest-need students while simultaneously providing added advantages for their affluent peers. Unless policymakers address the interrelated problems of school district boundaries and housing affordability, millions of families will continue to find themselves priced out of their preferred public school systems. This brief examines the relationships among rental housing access, per-pupil funding, and school district boundaries in the country's 200 largest metropolitan areas by exploring three core questions: (1) How much access do low-income families have to housing in each public school district?; (2) What is the relationship between the accessibility of rental housing in school districts and per-pupil funding?; and (3) How do school district boundaries affect low-income families' access to public schooling options within their broader communities? [This report was supported by EdBuild.]
The Pandemic as a Portal: On Transformative Ruptures and Possible Futures for Education. Occasional Paper Series 46
Author: Boldt, Gail, Ed.
Date: 2021-10-00
Type: Collected Works - General
Subjects: Pandemics,COVID-19,Minority Group Students,Futures (of Society),Educational Change,Researchers,Minority Group Teachers,Hispanic Americans,Asian Americans,American Indians,African Americans,Whites,Student Attitudes,Distance Education,Teacher Education Programs,Preschool Teachers,Online Courses,Feminism,Literacy,Parenting Styles,Teacher Attitudes,Equal Education,Elementary Secondary Education

This issue of the Bank Street &quot;Occasional Paper Series&quot; is authored by an allgirl/womxn cast who brilliantly offers insights into possible futures, considering opportunities to rethink education and abolish the patterns of harm too-often enacted in and by schooling as it currently exists. This special issue begins with four articles authored by Black and South East Asian women who describe researchers' reimaginations of education that center the humanity and ingenuity of Black, Indigenous, and other communities of Color. Next, the issue turns to 10 teachers who identify as Black, Indigenous, and of Color (Latinx and Asian American), as well as a White co-conspirator. They reflect on their practices, identities, and priorities through a North Star logic. In the final section of this issue, five children--Amelia, Fiona, Jojo (Johana), Lela Joy, and Sara--offer their thoughts on what it was like to be schooled during the pandemic. Their work demonstrates that authoring extends to numerous dimensions and modalities beyond letters, words, and other symbols typically associated with literacy in schools and schooling.
Window of Opportunity: How States and Localities Can Use Federal Rescue Plan Dollars to Diversify Their Teacher Workforce
Author: Rotherham, Andrew J.
Date: 2021-07-00
Type: Reports - Research
Subjects: Federal Aid,Financial Support,Educational Finance,Diversity (Faculty),Federal Legislation,COVID-19,Pandemics,Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Public School Teachers

Research shows that a diverse teacher workforce benefits all students -- especially historically underserved students in American education, in particular Black students. With a historic pool of federal education funds now available to help address the effects of the pandemic, school districts and states have a unique window of opportunity to transform education -- including by diversifying their workforce through recruiting, training, and retaining more Black and Hispanic teachers. This report considers the recruitment and retention strategies that states and districts can implement today. It is a road map for local education agencies (LEAs) and state education agencies (SEAs) to use American Relief Plan Elementary and Secondary School Emergency Relief III (ARP ESSER III) funds to build and sustain a high-quality teacher workforce that not only reflects all of America's public school students, but is also better equipped to meet their educational needs and raise academic achievement.