ethanporcaro/eric-fulltext-meta huggingface dataset:
Beyond Articulation Agreements: Five Student-Centered Principles to Improve Transfer. A Tackling Transfer Report
Author: LaViolet, Tania
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,College Transfer Students,Educational Finance,Educational Change,Community Colleges,College Credits,Transfer Policy,Risk,Educational Attainment,Outcomes of Education,Articulation (Education),Higher Education,Specialists,Universities,Partnerships in Education,Student Centered Learning,Time to Degree,Academic Advising,Bachelors Degrees,Equal Education,Goal Orientation,Educational Experience,Educational Planning

The COVID-19 pandemic and resulting financial crisis are forcing millions of students to reconsider their educational plans--a development that's likely to increase the number of students transferring among institutions in the years ahead. Affordable and close to home, community colleges in particular are now poised to attract more students seeking bachelor's degrees. But unless institutions improve their policies for transferring credits, especially those earned at community colleges, many of the 550,000 students who move between two-year and four-year schools each year will lose both time and money, increasing their risk of leaving college without a degree. Transfer outcomes for community college students are stubbornly weak. Only 12 percent of students who entered community college in 2003 completed within six years; the rate had increased to only 14 percent for those who entered in 2013. Articulation agreements, which have traditionally been used by higher education institutions to improve transfer student success, have substantial limitations. They are costly and time-consuming to develop and maintain, and they do not provide the clarity or assurance that transfer students need to complete their programs without costly delays. This study summarizes the benefits and limitations of articulation agreements and offers new student-centered approaches colleges can take to improve transfer student outcomes. The research is based on a review of the literature on articulation agreements and effective transfer practice, as well as on ten interviews with national, state, and institutional experts on community college transfer. The brief also showcases partnerships that consistently achieve strong transfer results. [The brief was prepared with HCM Associates and Sova.]
Language Counts: Supporting Early Math Development for Dual Language Learners
Author: Lewis, Brandon
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematics Skills,Young Children,Preschool Education,Early Childhood Education,Access to Education,English Language Learners,Low Income Students,At Risk Students,Mathematics Achievement,Equal Education,Teaching Methods,Family Role,Family Involvement,Student Needs,Student Characteristics,Minority Group Students,Parent Background,Educational Attainment,Achievement Gap,Language Usage,Culturally Relevant Education,Educational Legislation,Federal Legislation

In recent years, a new movement to raise awareness about early math learning has been growing in the U.S., driven by research showing that foundational math knowledge is more predictive of later success in school than nearly any other indicator, including literacy. This awareness of the importance of early math has led to an increasing focus among funders, researchers, and educators on understanding how to effectively promote development of math skills in early childhood -- both in educational settings and in the home. Any effort to improve opportunity gaps in U.S. education must include attention to the needs of dual language learners (DLLs), defined as young children between the ages of 0 and 8 with at least one parent who speaks a language other than English at home. Many DLLs are faced with socioeconomic opportunity gaps and an education system designed for monolingual students. These factors likely contribute to the disparities in early math achievement for DLLs that are evident as early as kindergarten and persist throughout the academic career and beyond. This report sets out to begin addressing the gap in knowledge about effective strategies to promote early math learning for DLLs in educational settings and at home. The report begins with an overview of the importance of early math learning, followed by an overview of math achievement among DLLs nationally and in California. Next, the authors examine existing evidence about effective and promising practices for supporting DLLs' early math learning in school and for engaging DLL families in early math at home, including profiles of two organizations that embody the lessons they identify for supporting DLLs' early math achievement. The following section highlights research, policy, and practice gaps and opportunities related to promoting early math for DLLs. Finally, the authors offer recommendations for opportunities for improving support for DLLs' early math achievement in research, policy, and practice.
Delivering Real-World Experiences through Work-Based Learning
Author: Diemer, Kelli
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Career Development,Work Experience Programs,Job Shadowing,Internship Programs,Apprenticeships,Partnerships in Education,School Business Relationship,Career Exploration,Released Time

Comprehensive, high-quality career development includes work-based learning (WBL) experiences such as workplace tours, job shadowing, school-based enterprises, internships, and apprenticeships. In addition to the activities themselves, WBL is often best defined by a strong partnership between an education program, an employer, and a motivated student. While many work experiences from previous years allowed students release time from school to go to work, these opportunities were often limited and did not provide for a robust career-exploring opportunity required to build essential skills. Today's WBL is different since it is purposeful and includes the following characteristics: (1) aligns learning with the CTE program of study outcomes; (2) serves the student's interests and goals for developing specific skills and career exploration; and (3) meets a need for an employer who also understands. This document highlights foundations of WBL, promising practices, and beginning steps to ensure successful relationship-building with employers and a range of other issues important to the success of a WBL program. It concludes that establishing relevant and engaging WBL experiences does not happen by chance; it requires thoughtful leadership and perseverance, strong business partnerships, alignment between education and workplace learning, and much more. But the rewards can be impactful, providing students a &quot;real world&quot; experience that better prepare them to make a transition from the classroom to a career. More WBL is needed so that all students can benefit from these meaningful opportunities. [This report was sponsored by Xello.]
Starting Early: Career Development in the Early Grades
Author: Akos, Patrick
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Career Development,Career Awareness,Elementary School Students,Intervention,Partnerships in Education,Teaching Methods

Self and career awareness breeds purpose and meaning, enhancing the self-direction and hope of youth. Early career and skill development also enable more harmonious curricular, postsecondary and future career plans. Career and technical education (CTE) leaders have an important responsibility to inform and influence elementary school systems related to promotion of early career development. This document highlights background, promising practices and the beginning steps to extend CTE efforts into early grades. [This report was sponsored by Xello.]
Truly Universal: Overcoming Barriers to School Choice for Youth in Foster Care
Author: Trinidad, Justin
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Barriers,School Choice,Equal Education,Access to Education,Foster Care,At Risk Students,Transportation,Access to Information,Educational Policy,Educational Practices,Charter Schools,Magnet Schools,Private Schools,Virtual Schools,Educational Legislation,Elementary Secondary Education,Federal Legislation,Student Rights,Enrollment,Urban Schools,Partnerships in Education,Child Welfare

School choice was intended to expand options and equity, and it holds promise for many students with unique needs. But it is clear that no choice system can be equitable until all students have real access to those choices. More than 400,000 youth are currently in foster care in the United States, many of whom experience significant obstacles in their lives, ranging from frequent transitions between homecare placements and schools to unmet physical and mental health needs. Youth in foster care experience a number of common obstacles in accessing school choice: lack of transportation to remain in their school of origin, narrow definitions of sibling preference that leave out children in foster care, and insufficient information available to adults in their lives. As a result, children in foster care are less likely to participate in their city's school choice opportunities, including charter schools, magnet schools, online schools, private schools, and in-boundary schools. Many states, cities, and districts have adopted strategies to more equitably provide access to school choice options for youth in foster care. To shed light on what these policies look like in practice, this report takes a close look at Washington, D.C., Denver, New York City, and Los Angeles, detailing their school choice landscapes and lessons in improving access to school choice for youth in foster care. Based on these city studies, it provides recommendations for states as well as cities and local education agencies.
Baltimore College Fact Book: Data Digest of College Access Outcomes
Author: Durham, Rachel E.
Date: 2020-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: Urban Schools,College Readiness,Postsecondary Education,College Attendance,Access to Education,High School Graduates,Two Year Colleges,Graduation,Academic Degrees,College Applicants,Student Financial Aid,Federal Aid,Grade 9,High School Students,Time to Degree,Institutional Characteristics,Grade Point Average,College Entrance Examinations,College Freshmen,Enrollment,Dual Enrollment,Student Characteristics,Racial Differences,Gender Differences,Special Education,African American Students

This report is a compendium of college access-related data that is intended to provide a detailed overview of Baltimore City Schools (City Schools) students' experiences preparing for, enrolling in, and completing postsecondary education. Although constrained in its scope, this report is offered in light of the fact that, more and more, postsecondary education imparts adults an advantage in the labor force and for upward social mobility. The hope is that the information contained in this report can help practitioners and policymakers make data-informed decisions concerning college access supports for Baltimore youth. As with prior Baltimore Education Research Consortium (BERC) college access products, this report details the percent of graduating students who enrolled in college during the first fall after high school graduation, the share going to 2-year and 4-year colleges, and the share who completed degrees. The report also presents information regarding graduates' college applications, Free Application for Federal Students Aid (FAFSA) completions, and summer melt. In addition, the current report features college enrollment and degree completion rates for first-time 9th grade cohorts, providing a look into a 10-year timeframe from high school entry to on-time college degree completion. [This project received additional support from the France-Merrick Foundation.]
College and Career Readiness, or a New Form of Tracking?
Author: Graziano, Lynne
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: College Readiness,Career Readiness,Track System (Education),High School Students,Minority Group Students,Equal Education,Racial Bias,Ethnicity,Gender Bias,Program Effectiveness,Accountability,State Standards,Advanced Placement Programs,Vocational Education,Work Experience Programs,Educational Legislation,Elementary Secondary Education,Federal Legislation,Dual Enrollment,Military Schools,Postsecondary Education,College Entrance Examinations

In the past few years, there has been a surge of interest in expanding the scope of high schools. Shifting away from an earlier era that focused primarily on graduation rates and achievement tests, states have built a range of college- and career-readiness measures to track things like whether students are taking and passing advanced courses, completing industry certifications, or pursuing other work-based learning opportunities. It is not enough for states to promote high school college and career preparation in &quot;general&quot;; they also need to ensure that the promise and potential economic gains of the path they follow are being shared &quot;equally.&quot; Across the country, Black and Hispanic students have much less access to rigorous academic preparation and course offerings than their white peers. Differences also exist across gender lines. While female students enroll in advanced coursework tracks at higher rates than male students, female students still risk being &quot;tracked&quot; into lower-paying areas such as education and nursing. As states seek to expand college and career readiness in their high schools, they can take steps to mitigate against these inequities. In late 2019 and early 2020, the authors set out to examine whether states are alert to the potential lack of economic opportunity students face when not equitably prepared for postsecondary success. The results represent a particular snapshot in time, before the COVID-19 pandemic forced schools and businesses to close all across the country. This paper walks through a short description of the promise of college and career preparation coursework and programs, explains what was found about how states are measuring and weighing these options in their accountability equations, and then concludes with a set of recommendations for state leaders seeking to improve opportunities for students through data, clear guidance, and accountability measures.
Default Settings: How Ohio Can Nudge Teachers toward a More Secure Retirement
Author: Aldeman, Chad
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Public School Teachers,Teacher Retirement,Teacher Employment Benefits,Retirement Benefits,Teacher Salaries,Decision Making,Money Management,Compensation (Remuneration)

For the last two decades, Ohio has given its new public school teachers choices among retirement plans. Early in their employment, they are handed a form that allows them to opt for a traditional pension plan, a 401(k)-style defined-contribution (DC) plan, or a plan that combines elements of each. If they make no affirmative decision at all--that is, if they don't return the form with a choice clearly indicated within their first 180 days--state law dictates that they be automatically enrolled in the first option, the defined-benefit (DB) plan. As might be expected, many new Ohio teachers--about three-quarters of them in recent years--take no action and thus end up in the DB plan. Ohio deserves credit for giving its teachers choices on their retirement plan, but the stakes for teachers to make the right decision are high. If they enroll in the DB plan--or default into it--educators cannot reverse their decision. And because the Buckeye State is one of fifteen states that do not cover teachers under social security, the plan that workers choose will provide their only retirement benefits while working in Ohio public schools. This brief explains the three choices available to teachers and models out how workers would earn retirement benefits under each plan. That analysis shows that Ohio educators would be better off under one of the alternatives than under the DB plan. If state policymakers intend to provide the greatest retirement benefits to the most workers, they should be open to changing the default option. [Foreword by Aaron Churchill.]
Removing Barriers to Effective Distance Learning by Applying the High-Leverage Practices: Tips and Tools
Author: Herburger, Debra
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Distance Education,Barriers,Access to Education,Educational Practices,Student Diversity,Student Needs,Student School Relationship,Social Development,Emotional Development,Self Management,Learning Strategies,Skills,Student Experience,Educational Technology,Technology Uses in Education,Family Involvement,Direct Instruction,Cognitive Ability,Metacognition,Teaching Methods,Feedback (Response)

Distance learning offers a unique opportunity to individualize and personalize instruction and establish inclusive learning environments for the range of diverse learners in every district, school, and virtual classroom. Applying high-leverage practices (HLPs) to lesson design and delivery, both in-person and virtually, empowers educators to provide the enabling conditions that ensure diverse learners are provided equitable access to high-quality instruction, across all grade levels and in all content areas. Taking advantage of digital technologies can increase and improve opportunities for building in supports and scaffolds to help all students understand, navigate, and engage in distance learning environments. This special issues brief from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR Center) and the National Center for Systemic Improvement (NCSI) outlines how HLPs can be employed to strengthen distance learning instruction for a diverse range of students by providing strategies to address common challenges students experience. This brief is designed to support all teachers who are striving to ensure students of all backgrounds and abilities are provided equitable access to high-quality instruction in distance learning environments. It is organized around six primary barriers teachers often face with distance learning. Each barrier includes two corresponding HLPs that can be used to address each barrier.
Washington Community College Baccalaureate Students: How Life Experiences Shape Baccalaureate Education, Employment and Economic Security. Data Note 10. New Baccalaureate Series
Author: Wetzstein, Lia
Date: 2020-10-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Bachelors Degrees,Student Experience,Outcomes of Education,Educational Attitudes,Employment Potential,Employment Opportunities,Education Work Relationship,Job Security,COVID-19,Pandemics,Minority Group Students,College Graduates

This data note presents results from qualitative interviews with Community College Baccalaureate (CCB) students in Washington state. We use in-depth, longitudinal interview data to describe three CCB students' experiences prior to CCB-program enrollment and through their programs to graduation and employment. The three students we profile credit community colleges with giving them an option to complete a baccalaureate degree that was previously unavailable to them, and they perceive that their CCB degrees contribute to improved employment and career opportunities. They also attribute to their CCB degrees greater economic and personal stability, particularly as many workers face long-term unemployment and financial insecurity during the COVID-19 pandemic. [This report was prepared by the Center on Education and Labor at New America (CELNA). For Data Note 9, see ED608164.]
State Policy Landscape: K12 Climate Action
Author: Katz, Emily
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: State Policy,Elementary Secondary Education,Climate,Conservation (Environment),Environmental Education,Sustainability,Public Schools,Resilience (Psychology),Adjustment (to Environment),Student Transportation,Food,Electronic Learning,Vocational Education,State Standards,Academic Standards,Sciences,Social Studies,Energy Conservation,School Buses,Federal Programs,Breakfast Programs,Lunch Programs

&quot;A State Policy Landscape: K12 Climate Action&quot; looks at key areas where states have policies that can support schools in moving toward climate action. This report highlights opportunities for growth by focusing on state-level policy in the following focus areas: (1) mitigation; (2) adaptation; and (3) education. In this report, the authors examined state policy in all 50 states and the District of Columbia. Primary and secondary sources were utilized, including, but not limited to: legislation, regulations, mitigation settlements, state standards, academic papers, reports, and news articles. The findings show that some states have started to work toward climate action, but there is more work to be done. Policymakers, school leaders, and educators can learn from the policy initiatives currently occurring across the country. The differences across states, the need to support schools in transitioning to environmental sustainability, and leadership from America's youth create an opportunity to further advance policy to support schools in addressing climate change. [Cover title varies: &quot;State Policy Landscape 2020: K12 Climate Action.&quot;]
Standardized or Customized? How Charter School Authorizers Can Better Support Diverse, High-Quality School Options
Author: LiBetti, Ashley
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,Models,Student Needs,Accountability,Educational Quality,Institutional Evaluation,Standards,Nontraditional Education,COVID-19,Pandemics,Diversity,Barriers,Governance,Interpersonal Relationship,Performance Based Assessment,Stakeholders,Family Involvement,Elementary Secondary Education

One of the greatest promises of the charter school movement has been the potential to create diverse school models to meet the varied needs of children, families, and communities. As policy makers and charter leaders have recognized the need to hold charters accountable for strong performance, however, there has been a move towards more standardized ways of evaluating the potential and performance of schools. More consistent standards have elevated quality in the sector, but also created potential obstacles for nontraditional schools, including dual language, inquiry-based, and competency-based models. And now, COVID-19 has upended how charter schools across the country are operating and how authorizers hold schools accountable for outcomes. Since authorizers and school leaders are still responsible for ensuring that students and families have access to high-quality school options, they must work together to uphold each end of the charter bargain. This report sheds light on what authorizing looks like in practice when fostering a diversity of school models and holding them accountable for quality. The authors describe how some authorizers are navigating the tension between maintaining consistent standards and fostering diverse models. The report offers recommendations for how authorizers and other stakeholders can work to find the optimal balance. Four charter authorizers are profiled in this work: Colorado Charter Schools Institute, DC Public Charter School Board, State Charter Schools Commission of Georgia, and State University of New York Charter Schools Institute. [For the accompanying toolkits, see ED610383, ED610384, and ED610385.]