ethanporcaro/eric-fulltext-meta huggingface dataset:
Disaster Recovery: School Districts in Socially Vulnerable Communities Faced Heightened Challenges after Recent Natural Disasters. Report to Congressional Committees. GAO-22-104606
Author: Nowicki, Jacqueline M.
Date: 2022-01-00
Type: Reports - Research
Subjects: Natural Disasters,Emergency Programs,School Districts,Economically Disadvantaged,Federal Aid,Grants,Elementary Schools,Secondary Schools,Trauma,Academic Achievement

Since 2017, over 300 presidentially-declared major disasters have occurred across all 50 states and all U.S. territories. Many of these disasters have had devastating effects on K-12 schools, including those in socially vulnerable communities for whom disaster recovery is more challenging. The Additional Supplemental Appropriations for Disaster Relief Act of 2019 included provisions for the Government Accountability Office (GAO) to audit issues related to certain recent disasters. This report reviews: (1) the extent to which school districts that received key federal disaster recovery grants served students from selected socially vulnerable groups; (2) the recovery experiences of selected K-12 school districts in socially vulnerable communities; and (3) the extent to which Education's Restart program supports school disaster recovery. GAO analyzed disaster-related data from the Federal Emergency Management Agency (FEMA) and Education including data on Restart grants and program documentation, and reviewed relevant federal laws and agency guidance. GAO also collected information from five school districts in three states, selected for demographic diversity, elevated rates of social vulnerability in their community, and receipt of Restart grants. In addition, GAO interviewed officials from FEMA and Education.
Impact of the COVID-19 Pandemic on the Skilled Trades: Canada Emergency Response Benefit. Education, Learning and Training: Research Paper Series
Author: Su, Sophia
Date: 2021-11-08
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,Skilled Occupations,Emergency Programs,Certification,Building Trades,Apprenticeships,Females,Blacks,Asians,Latin Americans,Males,Minority Groups,Employment Experience

Since the onset of the COVID-19 pandemic, several unprecedented government interventions related to COVID-19--including the closure of non-essential businesses, travel restrictions and public health measures limiting public interactions--have been put in place. These measures, implemented by public health officials across Canada, had a clear impact on the Canadian labour market, as businesses and institutions in a variety of industries announced layoffs, reduced employment hours and halted many on-the-job opportunities. In response, to support Canadians facing the labour market impact of the COVID-19 economic shutdown, the Government of Canada introduced a temporary benefit, the Canada Emergency Response Benefit (CERB). The CERB paid $500 a week to those who made at least $5,000 in the preceding 12 months and whose income was drastically reduced because of the pandemic. It was a temporary program introduced on March 15, 2020, and was replaced by Employment Insurance and other recovery benefits on September 27 of the same year. The COVID-19 pandemic had large impacts on many of those in the skilled trades, as these jobs often require hands-on and close-proximity interactions. However, journeypersons in different trades had different impacts. Some sectors deemed non-essential services were hit harder than sectors deemed essential services. In addition, geographic variations in easing and reinstating restrictions over time affected journeypersons and apprentices across regions differently. Using data from the Education and Labour Market Longitudinal Platform, this study examines the proportion of journeypersons who received the CERB among those who certified between 2008 and 2019. By examining the proportions across trades, geography and population groups, this study can provide further insight into how the early months of the pandemic affected those in the skilled trades and the differing impacts across trades and groups.
Language Used at Work by Graduates of English, French or Bilingual Postsecondary Institutions. Insights on Canadian Society
Author: Lemyre, Étienne
Date: 2022-04-05
Type: Reports - Research
Subjects: Language Usage,Bilingualism,English,French,Foreign Countries,Postsecondary Education,Work Environment,Native Language,Geographic Regions,College Graduates,Language Dominance

Postsecondary education in Canada is mostly provided in institutions that offer courses and programs in one of the two official languages, English or French. Is there a link between the language of instruction of the postsecondary institutions attended by students and the language choices they make in the workplace after their studies? Since the answer to this question may guide certain policies, it is the subject of much debate in Quebec and in minority French communities across the country. Using data from the 2016 Census of Population integrated with the Postsecondary Student Information System, this study examines the relationship between the language of postsecondary studies and the language that graduates use predominantly at work. Specifically, it examines the use of English in the workplace in Quebec and the use of French in the workplace outside Quebec.
The Increasing Physical Inactivity of Teenagers Aged 12-16 Years Old of Saint Joseph College
Author: Gula, Louie
Date: 2022-04-00
Type: Journal Articles
Subjects: Physical Activity Level,Secondary School Students,Obesity,COVID-19,Pandemics

This study aims to identify the following factors that affect the physical inactivity of the students in saint joseph college aged 12-16 years old. It aims to understand the impact of this crisis and how to address this pressing issue. A descriptive- survey research design was utilized to document the respondents' behavior, demographics, and experiences correlated to the questions provided. The questionnaire includes 15-item questions that seek to gather information on their basic profile, current experiences, and behavior towards physical activities. The study discovers that teenagers aged 12-16 years old are inactive in physical activities and sports due to some reasons like exposure to too much time to gadgets, whether the activity provides a fun and offers socialization, lack of motivation, occupied schedules for other matters, the COVID-19 pandemic, costly sports equipment on the sports of their interest, the unavailability of playing area, and lastly health concerns. Therefore, physical inactivity only alleviates certain issues, physically, mentally, spiritually, and socially. Physical inactivity is the result of demotivated individuals, physical illiteracy, prolonged screen time, and health issues.
Opening the Black Box: Overcoming Obstacles to Studying Causal Mechanisms in Research on Reducing Inequality
Author: Alegría, Margarita
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Research Methodology,Causal Models,Equal Education,Financial Support,Educational Research,Barriers,Disproportionate Representation,Influences,Qualitative Research,Mixed Methods Research,Questioning Techniques

Identifying causal mechanisms is an essential aspect of disparities research. Rigorous investigations of mechanisms can open the black box and clarify linkages in the causal chain, indicating how effects occur. Studies of mechanisms can also illuminate novel ways to reduce inequality when intervention at the root cause of unequal outcomes is not feasible. Still, research on mechanisms can present challenges for researchers and funders alike. In this essay, the authors summarize the necessary trade-offs and inherent tensions of research on causal mechanisms, and discuss challenges and opportunities for future studies. By explicating the complexities of disparities mechanisms research and exploring ways to address these challenges, the authors hope to help researchers propose work that is both rigorous and novel. The authors also aim to help research funders understand how best to support this work in ways that align with existing interests and resources.
English Learners Longitudinal STAAR Performance Report, Dual Language Cohort 2, 2014-2018. Publication 17.43
Author: Jensen, Mishan
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Second Language Programs,School Districts,Language Tests,Longitudinal Studies,Bilingual Education Programs,Reading Tests,Mathematics Tests,Scores,State Standards,Comparative Analysis,Test Results,Program Effectiveness

This report summarizes the longitudinal performance of Austin Independent School District bilingual and English as a second language programs' students on state academic reading and math assessments by examining scores across 5 school years, from 2013-2014 through 2017-2018. Students' performance is summarized by program.
Why Doesn&apos;t Everyone Get a Bus? Understanding Inequities in School Bus Transportation across Schools and Students in New York City
Author: Cordes, Sarah A.
Date: 2020-08-00
Type: Journal Articles
Subjects: Student Transportation,Urban Schools,Public Schools,Racial Differences,Ethnicity,Socioeconomic Status,Poverty,Proximity,Eligibility,Barriers,Disproportionate Representation,Racial Bias,Social Bias,Bus Transportation,Elementary School Students,Middle School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6

This article explores inequity in access to and provision of bus service across student sociodemographic groups and examines possible barriers to bus access and utilization. To so do, we use administrative data on New York City K-6 public school students from 2011-2017, including information on race/ethnicity, poverty status, distance from home to school, and eligibility for and utilization of the school bus and multiple regression analysis. We find that while Black students are more likely to be eligible for bus service than White students, both Black and Hispanic students are less likely to be assigned bus service than their White peers who live similarly far from school. When we examined barriers to access and utilization, we find that district-level routing restrictions may disproportionately affect Black students who tend to live further from school than their peers. However, the largest barrier to bus use is that not all schools offer the bus and Black and Hispanic students are more likely to attend schools that do not. Bus service can be a powerful tool for districts to address racial and socioeconomic gaps in educational outcomes and ensure all students access to a high-quality education, and therefore, it is important for districts and school leaders to consider potential inequities in policies governing who is eligible for and ultimately receives bus service.
Summary of Elementary Principals&apos; Comments on Bilingual and English as a Second Language Program Choices for School Year 2018-2019. Publication 17.06
Author: Doolittle, Martha
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Elementary Schools,Principals,Administrator Attitudes,Bilingualism,Bilingual Education,Second Language Learning,English Language Learners,School Districts,Program Development,Program Implementation,Enrollment,Bilingual Teachers,Teacher Recruitment,Parent Participation

This report summarizes Austin Independent School District elementary principals' comments from a December 2017 discussion about the process for choosing bilingual and English as a second language programs for their schools in the 2018-2019 school year.
Developing Effective Principals: What Kind of Learning Matters?
Author: Darling-Hammond, Linda
Date: 2022-05-00
Type: Information Analyses
Subjects: Principals,Administrator Effectiveness,Management Development,Access to Education,Professional Development,Educational Policy,Educational Quality,Equal Education,Internship Programs,Experiential Learning,Mentors,Coaching (Performance),State Policy,Personnel Selection,Program Implementation

A substantial and growing body of research suggests that strong school leadership is critical for shaping productive learning environments, supporting high-quality teachers and teaching, and influencing student outcomes. But what characteristics contribute to high-quality principal preparation programs and learning experiences? And to what extent do principals have opportunities to participate in these experiences? This report reviews the research literature (2000-2017) to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes, including principals' sense of preparedness, efficacy, and reported practices, staff perceptions of school climate, teacher retention, and student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them. Through this review, key findings, research implications, and policy implications related to principal preparation and training emerge. [For the technical supplement, see ED620193.]
Developing Effective Principals: What Kind of Learning Matters? Technical Supplement
Author: Leung-Gagné, Melanie
Date: 2022-05-00
Type: Reports - Research
Subjects: Principals,Administrator Effectiveness,Administrator Education,Management Development,Professional Development,National Surveys,Administrator Surveys,Data Collection,Sample Size,Institutional Characteristics,Elementary Secondary Education,Instructional Leadership,Educational Improvement,Internship Programs

This technical supplement provides details on the survey methodology and results presented in the report &quot;Developing Effective Principals: What Kind of Learning Matters?&quot; The full report shows that principals' access to high-quality learning opportunities varies across states and by school poverty level. To draw these conclusions, the authors present findings from several related survey efforts through which they were able to compare principals' preparation and professional development experiences. The supplement provides background information on the three survey efforts brought together in the full report. It then discusses the methodology and samples for each survey effort and presents each survey's full results. [For the full report, see ED620192.]
English Language Learners&apos; Performance on the Evaluacion del Desarrollo de la Lectura: School Years 2012-2013, 2013-2014, 2014-2015. Publication 15.49
Author: Orr, Aline
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: School Districts,English Language Learners,Spanish,Reading Ability,Elementary School Students,Reading Tests,Reading Achievement

This report summarizes Austin Independent School District (AISD) English language learner (ELL) students' performance on the Evaluación del Desarrollo de la Lectura, an assessment of Spanish reading ability, over three consecutive school years. It includes only ELLs who joined AISD in kindergarten in 2012.
English Language Learners&apos; 2015 STAAR Reading and Writing, Grades 3-5, and 2015 TELPAS English Language Acquisition, Grades KG-5. DRE Publication 14.134 RB
Author: Doolittle, Martha
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: English Language Learners,Elementary School Students,English (Second Language),Second Language Learning,Reading Achievement,Writing Achievement,Scores,Spanish Speaking

Austin Independent School District's English language learner students' (ELLs) results for the state's academic tests (STAAR) 2015 in reading and writing, grades 3 through 5, and the state's English language proficiency test (TELPAS) 2015, grades kindergarten through 5, are summarized.
Special Education: DOD Programs and Services for Military-Dependent Students with Disabilities. Report to Congressional Committees. GAO-22-105015
Author: Nowicki, Jacqueline M.
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Military Personnel,Public Schools,Students with Disabilities,Special Education,Student Needs,School Districts,Severe Disabilities,Educational Finance,Educational Legislation,Equal Education,Federal Legislation,Federal Aid,Access to Education,Armed Forces,Preschool Education,Elementary Secondary Education

Children in U.S. military families may transfer schools nine times, on average, before they graduate from high school. These moves may be especially challenging for children with disabilities and their families, as special education services provided under the Individuals with Disabilities Education Act--the primary federal special education law--must be reestablished with each new school. Sections 589G and 589H of the William M. (Mac) Thornberry National Defense Authorization Act (NDAA) for Fiscal Year 2021 include provisions for GAO to examine and report on a range of military children's education issues. This report provides information on two broad topic areas: (1) DOD programs that offer support to military families having children with disabilities; and (2) DOD programs that support school districts that serve military families. GAO analyzed data on DOD Impact Aid programs. GAO also (1) held four discussion groups with DOD officials, representing all four military services, responsible for providing support to military families with children with disabilities; (2) interviewed officials at six school districts, selected based on their proximity to military installations and eligibility for certain federal funds; and (3) interviewed officials from DOD and representatives of national advocacy groups for military children. GAO also reviewed relevant federal laws, regulations, and guidance.
Difficulties in Learning English Plural Formation by EFL College Students
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: Difficulty Level,Learning Processes,Second Language Learning,Second Language Instruction,English (Second Language),Morphemes,Translation,Undergraduate Students,Teaching Methods,Textbooks,Language Tests,Computational Linguistics,Error Analysis (Language),Interference (Language),Foreign Countries

Freshman students at the College of Languages and Translation received direct instruction in plural formation. Instruction covered regular plural nouns, irregular plural nouns, plural formation of words ending in -f, and -o, nouns that have the same plural and singular form, and words with Latin and foreign plurals. The students did all the exercises in the textbook, then took an immediate test a week after instruction and a delayed test at the end of the semester (3 months later). Responses were scored and a corpus of 3099 errors was collected from both tests. No significant differences were found in the amount and types of errors made by the students in the immediate and delayed tests. Results revealed that freshman students tended to regularize English plural formation and overgeneralize regular English plural morphemes (63.28%), i.e., they deleted the regular plural suffix from nouns ending in an -s or -es (35.37%) or tended to add the regular plural suffix to words that do not have it (27.91%). They also confused singular and plural endings of Latin words (15.07%). They either confused the singular and plural forms of the same Latin word or added a faulty Latin suffix to a Latin word or even a non-Latin word such as &quot;criterium,&quot; &quot;*curriculon,&quot; &quot;*natia,&quot; &quot;*salma,&quot; &quot;*petrolea.&quot; In other cases, they thought the singular and plural forms of a word were the same (7%). In addition, findings showed that the most difficult plurals to master were those of words that end with an -s or -es but have no singular form such as measles, news, pajamas, means, linguistics (28.85%); words with Latin plurals (21.85%); non-count nouns such as &quot;information,&quot; &quot;electricity,&quot; &quot;petroleum,&quot; &quot;salmon&quot; with no plural form (21.4%), and words that have a plural, but they thought they have no plural form such as &quot;nation,&quot; &quot;illness,&quot; &quot;infection,&quot; &quot;African&quot; (8.55%). Interference among the English plural morphemes themselves and confusing plural formation rules caused most errors. No interference from Arabic pluralization was found. Recommendations for improving students' English plural formation competence are given.
Bowling Green State University: Expanding Programs and Addressing Barriers to Serve More Students with Some College, but No Degree. Degrees When Due: Case Study
Author: Rubin, Paul G.
Date: 2022-02-00
Type: Reports - Research
Subjects: Adult Students,Dropouts,Stopouts,Universities,Educational Attainment,Reentry Students,Academic Persistence,Equal Education,Career Readiness,Data,Labor Needs,Program Implementation,Audits (Verification),Learner Engagement,College Credits

Situated in the northwestern corner of Ohio, Bowling Green State University (BGSU) is reengaging adult students with &quot;some college, but no degree&quot; (SCND), promoting equitable attainment, and improving students' workforce outcomes. BGSU is a residential four-year university with a vibrant campus culture, NCAA Athletics, and over 200 undergraduate and graduate programs across eight academic colleges. The university has also distinguished itself through the creation of programs and policies that serve veterans and active-duty service members as well as the surrounding community. After joining the second cohort of IHEP's?Degree When Due, BGSU has aligned degree reclamation with existing institutional goals and secured and used data to support credit flexibility. This case study about BGSU, offers insights into how, even with limited resources amidst a global pandemic, an institution of higher education can integrate a data-informed degree completion effort.
Targeting the Technical: Prioritizing Analysis of Student Transcripts in Degree Reclamation Efforts to Improve Student Completion Outcomes
Author: Taylor, Jason L.
Date: 2022-01-00
Type: Reports - Research
Subjects: Community Colleges,Stopouts,Reentry Students,Academic Records,Time to Degree,Two Year College Students,Audits (Verification),Transfer Students,Associate Degrees,Technical Education,Academic Persistence,Graduates,Dropouts,Credits,Educational Attainment

As the economy struggles to recover amidst ongoing uncertainty, adults across the country could benefit from earning a degree and opening the door to new careers. Colleges and universities recognize the importance--but also the challenge--of getting &quot;some college no degree&quot; (SCND) students back on track and supporting them, along with currently enrolled students, across the degree finish line. Degree reclamation is a proven strategy to capture the momentum of existing credits and put SCND students back on track to a degree. To identify best practices and areas of potential to improve student outcomes through degree audits, researchers from the University of Utah and the Council for Adult and Experiential Learning (CAEL) examined transcript data from Oakland Community College (OCC), a community college in Bloomfield Hills, Michigan that implemented degree reclamation strategies for several years' worth of transcripts with a focus on the potential of expanding auditing efforts to include technical and applied associate's degrees, which can yield more immediate employment gains after graduation. As outlined in this brief, targeting resources and efforts toward reviewing transcripts against the technical field in which each student began his or her studies, combined with auditing for transfer-oriented credentials, can maximize the return on institutional degree reclamation efforts. [Edited by Leanna Davis.]