ethanporcaro/eric-fulltext-meta huggingface dataset:
School Segregation Then &amp; Now: How to Move toward a More Perfect Union
Author: Wagner, Chandi
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: School Segregation,Racial Discrimination,Poverty,Academic Achievement,School Desegregation,Socioeconomic Influences,School Districts,Educational Policy,Educational Finance,Financial Support,Race,Achievement Gap,African American Students,Hispanic American Students,White Students,Asian American Students,At Risk Students,Peer Influence,Educational Quality,Equal Education,Desegregation Litigation,Federal Legislation,Civil Rights Legislation,Elementary Secondary Education,Educational Legislation,Court Litigation,American Indian Students,Alaska Natives,Pacific Islanders,Multiracial Persons,Racial Composition,School Choice

In 1954, &quot;Brown v. Board of Education&quot; struck down state laws that required schools to be segregated by race, which then existed in 17 southern states. Yet in 2016, many schools across the country are still segregated along largely racial and socioeconomic lines. There are many reasons schools aren't better integrated. School district boundaries coupled with the legacy of discriminatory housing policies and practices that influence where families live are chief among them. But even though schools can no longer exclude students on the basis of race, many public schools still do not reflect the diversity of the nation. This report examines the effects that racial and economic segregation have on students and communities. The report presents data that describes what enrollments in American schools look like now and show trends that contribute to &quot;de facto&quot; segregation. The author also discusses outcomes in integrated schools, and offers best practices and policies, such as controlled choice, that can bring these benefits to more students. The goal of this report is to shine light on the issue with the hope that readers will find this report a good place to begin when planning how they can improve diversity in local schools, districts, and communities.
Analyzing Antecedents and Consequence of Job Crafting
Author: Saragih, Susanti
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Early Childhood Teachers,Elementary School Teachers,Job Development,Professional Autonomy,Teaching Conditions,Employer Employee Relationship,Teacher Behavior

The purpose of this study was to investigate the antecedents and consequence of job crafting in the context of education sector and high-power distance societies, such as Indonesia where most people seem hesitant to seize on job crafting due to their appreciation to organizational hierarchies. Specifically, we examined perceived organization support, job demand, and job autonomy as the antecedents to job crafting. Further, we tested the effect of these associations on job engagement as the consequence. According to job demand resources theory, employees voluntarily modify their job aspects (job crafting) when they perceive organization support, experience high work demand, and satisfy with the degree of autonomy. Consequently, this leads to the enhancement of employee's engagement level. To investigate these relationships, a survey was conducted among 287 early childhood and primary school teachers working in 16 schools in Bandung, West Java, Indonesia. We used path analysis to test the hypothesized models. The results indicate that perceived organization support, job demand, and job autonomy are positively associated to job crafting. In addition, we found that when job crafting is present, it increases the level of employee engagement. This study highlights the importance of job crafting for early childhood and primary school teachers working in the high-power distance societies.
A Systematic Review of Research on Reading in English on Screen and on Paper
Author: Çetin, Kenan
Date: 2019-00-00
Type: Journal Articles
Subjects: Reading Processes,Telecommunications,Handheld Devices,Printed Materials,Student Behavior,Reading Research,Trend Analysis,Research Reports,Comparative Analysis,Student Attitudes,Reading Skills,Reading Comprehension,Second Language Learning,Second Language Instruction,English (Second Language),Computer Use,Preferences,Computer Assisted Instruction,Teaching Methods,Elementary Secondary Education,Higher Education,Electronic Publishing,Books

The introduction and wide use of devices, especially mobile ones, has changed the way learners read and do research for a variety of reasons, and this trend has attracted a number of studies conducted regarding reading on screen and on paper in addition to those dealing with the students' behavior in using online resources to print ones. This paper aims at identifying the major findings and trends in reading research by describing the current state of knowledge and practice in the studies comparing reading on screen and on paper and to provide guidance for practitioners by analyzing and summarizing the existing research. The current review adopted a systematic review as the research methodology as well as the article selection and screening process. The articles published between 2009 and 2017 were reviewed, and 37 articles were included in the analysis. The review revealed that the research on onscreen and paper-based reading focused on comparing the learners' performances in reading activities in both contexts and sharing preliminary findings and students' views. However, the findings are inconclusive as mixed findings were produced as to the effects of reading on screen and on paper. Moreover, the review also indicates that practitioners are also interested in examining the factors and affordances in reading on screen. As a result, there is still further research needed to establish the factors affecting reading and comprehension while reading on screen and on paper.
State Education Agency Considerations for CARES Act Funding as Related to Digital Learning
Author: State Educational Technology Directors Association (SETDA)
Date: 2020-05-26
Type: Reports - Descriptive
Subjects: COVID-19,Federal Aid,Pandemics,Federal Legislation,State Departments of Education,Educational Finance,Electronic Learning,Elementary Secondary Education,Technology Integration,Educational Planning,State Aid,Competency Based Education,Access to Education,Individualized Instruction,Access to Computers,Internet,Blended Learning,Faculty Development,Instructional Materials,Well Being

The Coronavirus Aid, Relief and Economic Security (CARES) Act, signed into law on March 27, provides flexible funding for states to respond to the COVID-19 emergency in K-12 schools. CARES Act funds allow state and district funds to be spent on resources such as technology tools, professional development for educators, sanitation of buildings, and broadband access for students and teachers. Overall, these funds provide an opportunity for state educational agencies (SEAs), eligible local educational agencies (LEAs), and schools to develop digital learning plans and processes to support remote learning for emergency situations as well as long term digital learning opportunities. With planning, policies and practices, state leaders can demonstrate to districts and schools a commitment to quality digital learning opportunities which also support the personalized needs of all learners. SETDA has developed this document to provide a resource for state leaders regarding considerations for expenditures. The following topics are included: (1) Background and Definitions; (2) SEA Comprehensive Planning; (3) Equitable Access to Devices and Broadband On-Campus and Off-Campus; (4) State Leadership for Professional Learning Opportunities; (5) Digital Instructional Materials: State Leadership for the Selection and Implementation of Quality Content; and (6) Well-being Support.
2020-21 Tuition and Fees at Virginia State-Supported Colleges and Universities
Author: State Council of Higher Education for Virginia
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Undergraduate Students,In State Students,Tuition,Fees,State Aid,Paying for College,Out of State Students,Financial Support,Graduate Students,Institutional Characteristics,Colleges,Community Colleges,Public Colleges,Geographic Location,Income,Costs,Grants,Student Financial Aid,COVID-19,Pandemics

The Appropriation Act directs the State Council of Higher Education for Virginia (SCHEV) to submit an annual report to the Governor and the chairs of the House Appropriations and Senate Finance and Appropriations Committees documenting the annual change in total charges for tuition and fees approved by the boards of visitors at Virginia public institutions of higher education (Item 4-2.01.b.4.b). In addition, the Governor and the General Assembly passed legislation in 2019 requiring SCHEV to report on &quot;any deviation in the increase in undergraduate tuition and mandatory fees from the increase projected in the institutional six-year plan&quot; (Code 23.1-307.G). This annual report contains 2020-21 tuition and fee information for Virginia pubic higher education institutions. In order to help students and their families prepare for the 2020-21 academic year that starts in fall 2020, institutions' boards of visitors had to make the tuition and fee decisions in spring and early summer during the COVID-19 pandemic -- a time of unprecedented challenges for higher education with campus closures and all public institutions switching to remote learning. [For the previous report &quot;2019-20 Tuition and Fees: Tuition and Fees at Virginia State-Supported Colleges and Universities,&quot; see ED599479.]
School Choice: What the Research Says. Updated
Author: National School Boards Association, Center for Public Education (CPE)
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: School Choice,Public Schools,Magnet Schools,Charter Schools,Educational Vouchers,Board of Education Role,Grade 4,Grade 8,Elementary Secondary Education,Mathematics Achievement,Reading Achievement,Tax Credits,Program Effectiveness,Home Schooling,Virtual Schools

Giving parents and students the ability to choose their school is promoted by supporters as the key to improving American education overall. On the surface, the idea has great appeal. Who, after all, opposes having choices? Indeed, both Democratic and Republican policymakers, including President Trump, have embraced school choice as a reform strategy, whether it's limited to alternatives within the public school system or provides taxpayer dollars to students to take to private schools or providers. For this reason alone, American voters should be asking: does school choice live up to its supporters' claims? In 2015, the National School Boards Association's (NSBA's) Center for Public Education sought to answer this question in an at-a-glance overview of school choice in all its permutations: choice within the public school system (traditional public schools, magnet and charter schools); choice outside the public schools (private schools, vouchers and tax credits, homeschooling); and virtual schools which can be either public or private. This edition has been updated in order to include the results of new studies that shed more light on the impact of schools of choice. As before, the hope is that this report will inform the ongoing conversation about the efficacy of school choice in the nation's efforts to assure every child is prepared for college, careers and citizenship. [This publication was originally published in October 2015.]
EPSO Strategic Growth Plan: Achieving Equity, Access, and Success through a Portfolio Approach to Early Postsecondary Opportunities
Author: Tennessee Department of Education
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Academic Achievement,State Departments of Education,Alignment (Education),Postsecondary Education,Higher Education,High School Students,Barriers,Strategic Planning,Educational Planning,Educational Attainment,Educational Legislation,Federal Legislation,Elementary Secondary Education,Trend Analysis,High School Graduates,Educational Opportunities,College Credits,Dual Enrollment,School Districts,Benchmarking,Access to Education,Equal Education,Advanced Placement,College Readiness,Accountability,Tests,Vocational Education

The division of college, career and technical education (CCTE) of the Tennessee Department of Education established the office of postsecondary coordination and alignment in 2012 for the purpose of expanding and promoting early postsecondary opportunities (EPSOs) for all high school students across the state. The office is also charged with collecting data and disseminating information related to these opportunities to students, parents, and educators. Over the past four years, the state has made great strides in creating and expanding early postsecondary opportunities for students and ensuring vertical alignment between secondary and postsecondary courses and programs. This report takes a comprehensive look at the successes and challenges over the past four years in order to update the strategic growth plan in alignment with our goals for postsecondary attainment as outlined in the department's strategic plan, &quot;Tennessee Succeeds,&quot; and &quot;Every Student Succeeds Act (ESSA) State Plan.&quot; In examining the available data on early postsecondary course enrollment and testing outcomes for the graduating class of 2015, the most recent cohort for which there is comprehensive data, several important trends were identified. First despite nearly universal access with 92 percent of high schools offering at least one EPSO, only 41 percent of the cohort enrolled in an early postsecondary opportunity. Second, additional drop-offs in success in both testing and credits earned are seen; however, some strong numbers in matriculation show that students who successfully earn EPSO credit in high school are highly likely to articulate that credit when they enter into postsecondary. Finally, observations also reveal large gaps between student subgroups despite increased access to EPSOs across districts. This plan explores strategies and identify key benchmarks that will focus on expanding access for all students and creating equitable access and success across student subgroups.
Busting the Myth of &apos;One-Size-Fits All&apos; Public Education
Author: Barth, Patte
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: School Choice,Equal Education,Public Education,Misconceptions,Elementary Secondary Education,National Surveys,Incidence,Educational Trends,Private Schools,Individualized Instruction,Social Emotional Learning,School Counselors,Counselor Role,School Size,School Location,Poverty

The Center for Public Education has been examining the research and data related to school choice in hopes of informing the conversation about effective policies. This report turns from looking at the impact of school choice to examining access to options within the public education system. It first estimates how many students are able to choose which public school to attend, regardless of whether or not they take advantage of the opportunity. Using data from the federal Schools and Staffing Survey, it then documents the prevalence of various program choices inside public schools and, where possible, compares these to private schools. It concludes with a discussion of growing efforts by public schools to personalize learning, which show a lot of promise for aligning students' different interests and needs with effective pathways toward success.
E-rate Schools
Author: National School Boards Association, Center for Public Education (CPE)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: School Libraries,Educational Finance,Educational Technology,Internet,Telecommunications,Access to Education,Electronic Learning,Lunch Programs,Costs,Resource Allocation,School Districts,Federal Aid

With the nationwide school closures caused by the coronavirus pandemic, districts are seeking more technology support to connect every student online and continue teaching and learning with the help of digital devices. This data brief provides school leaders with a national picture of the E-rate program, which can help schools to decrease by as much as 90% the cost of internet access.
Reading Comprehension
Author: Butterfuss, Reese
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Models,Information Sources,Individual Differences,Difficulty Level,Text Structure

The aim of this article is twofold. First, it provides a general overview of reading compre­hension by outlining classic models of single-text comprehension and more recent models of multiple-text comprehension and sourcing during reading comprehension. Second, the article highlights important sources of individual differences in reading comprehension with a particular focus on identifying sources of comprehension difficulty. The article con­cludes with open questions and potential future directions. [Printed from the Oxford Research Encyclopedia, Education.]
Eight Characteristics of Effective School Boards
Author: Dervarics, Chuck
Date: 2019-00-00
Type: Information Analyses
Subjects: Public Schools,Boards of Education,High Achievement,Low Achievement,Poverty,Disadvantaged Schools,Board of Education Role,Goal Orientation,Progress Monitoring,Needs Assessment,Collegiality,Values,Accountability,Cooperation,Data Collection,Alignment (Education),Faculty Development,Organizational Effectiveness,Teamwork

In this research brief, the National School Boards Association's Center for Public Education looks at indicators of school board effectiveness. From this research, it is clear that school boards in high-achieving districts exhibit habits and characteristics that are markedly different from boards in low-achieving districts. In the most dramatic examples from this research, scholars compared districts with similar levels of poverty and disadvantage to determine factors that separate high-performing districts from those with low performance. In many cases, these differences included the approaches taken by local school boards. Much of the research cited in this research brief focuses on school board/district practices and approaches gleaned through interviews, surveys, observations and qualitative measures rather than in-depth quantitative information. Several studies also date back to the early 2000s or earlier; as a result, the data have limitations. Taken together, these reports provide a sound basis to explore the role played by school boards in student achievement. The pertinent studies for this paper fall into three general areas: (1) meta-analyses of education research, with a focus on the practices of boards, superintendents, and other school leaders; (2) case studies of high-achieving districts, with a focus on the evolving role of school boards; and (3) studies that compare school board practices in districts with similar demographics but substantially different student outcomes as reflected by annual assessments and other factors.
The Path Least Taken: A Quest to Learn More about High School Graduates Who Don&apos;t Go to College, 2014-2016. A Three-Part Series
Author: Hull, Jim
Date: 2016-00-00
Type: Reports - Research
Subjects: High School Graduates,Noncollege Bound Students,Career Readiness,Career Planning,Student Characteristics,Expectation,Credentials,Wages,Employment Patterns,Racial Differences,Socioeconomic Status

High school graduates are defined as those students who graduated high school on time with a standard high school diploma or higher. It does not include students who earned a general education diploma (GED), a certificate of completion, vocational diploma, special education diploma or any other credential that illustrates student accomplishments but not satisfaction of high school requirements. This analysis does not include students who dropped out of high school. Non-college enrollees are high school graduates who had not attended a two- or four-year college, but may have enrolled in a non-academic institution like a trade school. Policymakers pour a lot of resources into making sure students graduate ready to enter college but not necessarily the workforce. In order to better understand how non-college goers fared in the years after graduation, this report, comprised of three parts, investigated how best to prepare them for success, finding that rigorous academics benefit all students. [This report was written with contributions by Jordan Belton, Patricia Campbell, and Naomi Dillon.]
Out of the Loop: Rural Schools Are Largely Left out of Research and Policy Discussions, Exacerbating Poverty, Inequity, and Isolation
Author: Lavalley, Megan
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Rural Schools,Poverty,Student Diversity,Barriers,Teacher Qualifications,Educational Policy,Leadership Responsibility,Minority Group Students,Racial Bias,Literacy,Advanced Courses,College Attendance,High School Graduates,Place Based Education,Rural Education,Faculty Development,School Districts,Governance,Equal Education,Rural Urban Differences,Educational Finance,Public Schools,Racial Differences,Elementary Secondary Education,Grade 8,High Schools

American discourse is often accused of neglecting the interests and values of rural citizens, and this is particularly true when it comes to education. Rural students and the schools they attend receive little attention in either policy or academia. This report attempts to shed badly needed light on the challenges, and point to policies and practices that can effectively address the distinctive needs of rural schools. The author begins by describing the diversity and poverty of rural students. The author then discusses the academic hurdles they face, among them the difficulty in finding qualified teachers, and looks at how policies, like school choice, designed for densely populated areas may not work in non-metropolitan settings. The report ends with questions for rural school leaders to consider in their efforts to make sure their youth can compete with the best of their urban and suburban peers. By raising awareness of the problems faced by rural schools, the hope is to focus the attention of policymakers and communities on the solutions.
An Application of a Random Mixture Nominal Item Response Model for Investigating Instruction Effects
Author: Choi, Hye-Jeong
Date: 2016-00-00
Type: Reports - Research
Subjects: Item Response Theory,Instructional Effectiveness,Test Items,Models,Mathematics Tests,Error Patterns,Learning Disabilities,Mathematics Instruction,Middle School Students,Test Construction

The purpose of this study was to apply a random item mixture nominal item response model (RIM-MixNRM) for investigating instruction effects. The host study design was a pre-test-and-post-test, school-based cluster randomized trial. A RIM-MixNRM was used to identify students' error patterns in mathematics at the pre-test and the post-test. Instruction effects were investigated in terms of students' transitioning in error patterns. That is, we compared students' error patterns in the Enhanced Anchored Instruction (EAI) condition with students' error patterns in a business-as-usual (BAU) instructional condition following each instruction. We also compared error patterns of students with math disabilities and students without math disabilities following the two types of instruction. [This paper was published in: L. A. van der Ark, D. M. Bolt, W.-C. Wang, J. A. Douglas, M. Wiberg (Eds.), &quot;Quantitative Psychology Research: The 80th Annual Meeting of the Psychometric Society, Beijing, 2015&quot; (pp. 39-48). Proceedings in Mathematics &amp; Statistics 167. Cham, Switzerland: Springer International Publishing.]