ethanporcaro/eric-fulltext-meta huggingface dataset:
The U.S. Department of Education&apos;s Guidance, &quot;State General Supervision Responsibilities under Parts B and C of the IDEA: Monitoring, Technical Assistance, and Enforcement&quot;
Author: The Center for Learner Equity
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Federal Programs,Guidance,Federal Legislation,Equal Education,Educational Legislation,Supervision,Students with Disabilities,Legal Responsibility,Accountability,School Districts,State Departments of Education,Charter Schools

On July 24, 2023, the Office of Special Education Programs (OSEP) of the U.S. Department of Education (US ED) released a Dear Colleague letter (DCL) and lengthy guidance related to the responsibilities states have to oversee the education of students with disabilities in their schools and to ensure that those students are afforded all of their rights under the Individuals with Disabilities Education Act (IDEA). This summary is an interpretation of the guidance and is intended to highlight portions most relevant to districts/schools and the organizations that support them. The guidance addresses the requirements of both Part B (related to school-aged children) and Part C (related to early-childhood services) of IDEA. This document will focus only on the guidance as to Part B.
Rethinking Dual Enrollment as an Equitable On-Ramp to a Career-Path College Degree Program after High School
Author: Fink, John
Date: 2023-10-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Career Readiness,High School Students,Program Effectiveness,College Attendance,At Risk Students,Disproportionate Representation,Access to Education,Outreach Programs,Alignment (Education),Postsecondary Education,Career Exploration,Educational Quality,Community Colleges,Racial Differences,Ethnicity,Elementary Secondary Education,Low Income Students,First Generation College Students,English Language Learners,Students with Disabilities

Dual enrollment (DE), in which high school students take college courses and earn both high school and college credit, has great potential to help make the high-school-to-college transition more effective and equitable--and to do so on a large scale. There is strong evidence that DE improves academic outcomes for students, including completing high school, enrolling in college, and completing college degrees. Some of the most compelling evidence comes from research on the impact of Early College High Schools (ECHSs), but these schools operate on a smaller scale than less intensive models of à la carte dual enrollment. The vast majority of high school students participating in DE take à la carte courses on a college campus, online, or in the high school. While there is evidence that this type of DE coursetaking benefits students, students of color, English learners, and students with disabilities are underrepresented in DE overall, and the laissez-faire approach to à la carte DE tends to exacerbate equity gaps in the high-school-to-college-transition. In this report, the authors present dual enrollment equity pathways (DEEP), a model for rethinking dual enrollment as a more equitable on-ramp to college degree programs that prepare underserved students for well-paying, career-path employment in their 20s. The authors draw on emergent efforts by early adopter institutions of whole-college guided pathways reforms and on additional research to outline and describe support for the DEEP model's four areas of practice: (1) outreach to underserved students and schools; (2) alignment to college degrees and careers in fields of interest; (3) early career and academic exploration, advising, and planning; and (4) high-quality college instruction and academic support. The DEEP model reflects a shift in mindset from conventional thinking about DE to a more strategic approach that requires significant changes on the part of both colleges and high schools. The authors conclude by pointing to growing incentives and opportunities for colleges, schools, and state systems to implement DEEP practices at scale and by identifying costs associated with DEEP implementation. [For the companion report, see ED631297.]
Expanding Student Access to Work-Based Learning: Federal Policy Recommendations
Author: Patrick, Susan
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Work Experience Programs,Education Work Relationship,Elementary Secondary Education,Career Pathways,Postsecondary Education,Vocational Education,Labor Force Development,Alignment (Education),Federal Government,Educational Policy

We know the importance of learning experiences that happen beyond the confines of a traditional classroom. But how might federal policy support such experiences to prepare young people for life after high school? That's where work-based learning comes in -- a strategy designed to help students connect what they learn in the classroom with what is expected in the workplace by integrating learning with real-world applications in partnership with industry professionals. While momentum is growing at the local and state levels to design and implement PK-12 through workforce pathways to support work-based learning, there is still much work to be done in creating truly supportive policy environments. This set of federal policy recommendations outlines how enabling policies could further incentivize and focus increased resources on pathways and work-based learning.
Deep Insights: Redesigning Dual Enrollment as a Purposeful Pathway to College and Career Opportunity
Author: Fink, John
Date: 2023-10-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,High School Students,Elementary Secondary Education,Community Colleges,At Risk Students,Alignment (Education),Academic Advising,Career Development,Partnerships in Education,Minority Group Students,Racial Differences,Ethnicity,Low Income Students,Student Motivation,College Readiness,Career Readiness,Outreach Programs,Student Needs

Dual enrollment equity pathways (DEEP) is a research-based framework for rethinking dual enrollment as a more equitable on-ramp to college programs of study that lead to family-supporting, career-path jobs for students who might not otherwise pursue education after college. The DEEP approach involves community colleges and K-12 schools partnering in four practice areas to (1) conduct outreach to underserved students and families to encourage their participation in dual enrollment, (2) align dual enrollment course offerings to career-technical associate and bachelor's degree programs in high-opportunity fields, (3) advise students in the exploration of their interests and the development of post-high school education and career path plans, and (4) support students by delivering high-quality instruction to build their confidence as college learners. In this report, the authors describe what they learned through field research at six promising community college--K-12 partnerships in Florida and Texas that have begun to extend guided pathways practices to dual enrollment offerings and that have achieved strong results using dual enrollment to expand college access and opportunities for Black, Hispanic, and low-income high school students. For each of the four practice areas, the authors highlight the problems or shortcomings of the conventional dual enrollment approach and explain what the partnerships are doing to rethink and reform dual enrollment in ways that motivate and prepare students from underserved groups to pursue postsecondary pathways to careers after high school. The authors then discuss two multifaceted DEEP leadership strategies that emerged from their fieldwork for (1) establishing a shared DEEP mindset and (2) enabling DEEP practices at scale. They also provide a set of discussion questions for college leaders to ask their K-12 schools in order to develop a strong partnership and shared vision. [For the companion report, see ED631291.]
Making General Education Meaningful
Author: Watkins, Shannon
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: General Education,Learning Processes,Skill Development,Program Design,Higher Education,Educational History,Western Civilization,Universities

Higher education serves many purposes. One purpose dominates, however: to students, their parents, future employers, government officials, and many academic administrators, higher education is all about preparing students for the professional workforce. Other requirements, such as general education programs, are considered to be of lesser importance. In many cases, they are designed solely to support the primary goal of training professionals, providing generalized skills that can be translated to many professions. Yet treating general education programs as secondary constitutes a great loss of opportunity, as well-designed programs have the potential to help students become better citizens, deeper thinkers, and more moral people. In this report, the author explores actual learning processes at a primary level and shows why a tightly crafted general education that deliberately connects various types of knowledge and learning is vastly superior to one that that allows students wide latitude to choose among unconnected courses that may appear to be interesting at the time but offer little long-term insight. And is also preferable to one that attempts to teach skills without bothering with the content involved. This report should be read--and acted upon--by all policymakers, administrators, and academics who are truly concerned with the quality of education that colleges and universities provide.
2023-2024 School System Planning Guide. Vision for Success
Author: Louisiana Department of Education
Date: 2022-11-22
Type: Guides - Non-Classroom
Subjects: Educational Planning,Strategic Planning,Budgeting,Educational Finance,Elementary Secondary Education,Educational Legislation,Federal Legislation,Funding Formulas,Early Childhood Education,Grants,Educational Quality,Check Lists,Federal Aid,State Aid

Each year, school systems and lead agencies plan for how to improve student learning in the coming year. This process involves reviewing student achievement and progress data, establishing priorities, aligning budgets to these priorities, and using all available funding sources. Ensuring children receive the supports they deserve will require ongoing data driven decision making that responds to community needs. School systems and lead agencies will use four resources to create and submit successful applications: (1) the Louisiana 2023-2024 School System Planning Guide (SSPG), a resource for LEAs and lead agencies to plan and budget resources; (2) strong school system planning tools, resources, and activities to develop and/or update their multi-year strategic plans to drive funding requests for Super App and budget modifications in the Achieve! application; (3) School System Planning Framework and Funding Guidance to identify their own evidence-based priorities for student improvement; and (4) an editable Strategic Planning and Budgeting Workbook for school systems to use in preparation to submit Super App. [For &quot;2022-2023 School System Planning Guide,&quot; see ED615264.]
Going beyond the Traditional: Next Gen Credentials and Flexible Learning Pathways
Author: Gagnon, Laurie
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Transfer of Training,Credentials,High Schools,Foreign Countries,Academic Records,State Policy,Competency Based Education,Global Approach,Education Work Relationship

The new world of work demands not only academic knowledge and skills but also transferable skills such as communications, creativity, and collaboration--skills that are rarely captured formally. Meeting that demand will require a new approach to the high school diploma. The opportunity is ripe to redesign credentials to enable competency-based pathways and learning. The transcript for the next generation (&quot;next gen&quot;) of learning and work will better represent what individuals have actually learned, what they know, and what they can do. It's time to explore how all learners (adults and youth) could record and communicate their learning from a variety of powerful learning experiences using the next generation of credentials. The goal of this report is to deepen state policy makers' understanding of the changes needed to facilitate meaningful next gen credentials and advance state policy to support those changes. This includes building support to modernize education, opening pathways for learning and reskilling, and providing value for lifelong learning to both individuals and employers. Students, families, employers, and organizations focused on education and employment, as well as nations around the globe, are exploring how to ensure students receive a world-class education that builds knowledge and skills needed for the future. New models of credentialing knowledge, skills, and qualifications are emerging to help achieve this goal. [Funding was provided by the Stand Together Trust.]
Quality Education with the Planet in Mind: Towards a Climate-Responsive and Nature-Positive Framework for the Education System of Lower-Income Countries
Author: Kagawa, Fumiyo
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Educational Quality,Environmental Education,Developing Nations,Low Income,Guidance,Climate,Teaching Methods,Partnerships in Education,Conservation (Environment),Childrens Rights,Risk Management,School Community Relationship,Educational Finance,Educational Policy,Curriculum Development

This background paper to the working paper, &quot;Toward Climate-Smart Education Systems: A 7-Dimension Framework for Action&quot; (ED631326), lays out a conceptual framework for a climate-responsive and nature-positive education system for the lower-income countries that the Global Partnership for Education (GPE) and its sectoral partners support. An overall thrust of the conceptual framework is to bring together diverse communities of practice working at the nexus of climate change, environmental conservation and protection, and education to delineate a more systemic and joined-up approach to maximize complementary between currently siloed approaches and initiatives. This paper features noteworthy examples primarily from lower-income countries that GPE supports, both in the main text and in appendix 1. An annotated list of selected tool kits and guidance documents forms appendix 2. [This report was written with David Selby.]
Toward Climate-Smart Education Systems: A 7-Dimension Framework for Action
Author: Harper, Renata, Ed.
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Climate,Low Income,Developing Nations,Educational Change,Futures (of Society),Sustainability,Environmental Education,Educational Quality,Guidelines,Comparative Education,Educational Objectives,Educational Policy,Teaching Methods,Learning Processes,Educational Finance,Educational Planning,Elementary Secondary Education

As governments try to navigate education system reform amid an increasingly uncertain future, it has become urgent to articulate how they can better maximize the co-benefits of efforts to build climate resilience, advance environmental sustainability and achieve quality education for all. This paper proposes a seven-dimension framework to leverage potential entry points and address gaps within national education systems to strengthen the resilience and relevance of education to climate change and environmental degradation. [For the background paper, &quot;Quality Education with the Planet in Mind: Towards a Climate-Responsive and Nature-Positive Framework for the Education System of Lower-Income Countries,&quot; see ED631325.]
Lessons from the Dana Center&apos;s Corequisite Research Design Collaborative Study. Research Brief
Author: Cerna, Oscar
Date: 2023-09-00
Type: Reports - Research
Subjects: Remedial Instruction,College Preparation,Undergraduate Students,Noncredit Courses,Equal Education,Models,Partnerships in Education,Feedback (Response),Institutional Cooperation,Research Design,Holistic Approach,Student Attitudes,Student Surveys,Course Content,Learner Engagement,College Faculty,Teacher Student Relationship,Peer Relationship,College Readiness,English Instruction,Community Colleges,Mathematics Instruction,Algebra,Course Descriptions,Teacher Attitudes

Corequisite remediation involves placing students who have been designated as underprepared directly into college-level courses with concurrent supports--such as in-class tutoring, online learning labs, or a supplemental class--rather than making them take non-credit-bearing developmental courses first. Despite the growing number of studies on corequisite remediation, there are still questions about which practices can address the needs of and advance equity for diverse groups of students, particularly students who struggle with basic math or English skills. CAPR researchers partnered with the Charles A. Dana Center to study and offer formative feedback about the implementation of corequisite course models at four colleges participating in the Corequisite Research Design Collaborative, the Dana Center's initiative for implementing equity-minded, holistic corequisite course models. CAPR researchers partnered with the Charles A. Dana Center to study and offer formative feedback about the implementation of corequisite course models at four colleges participating in the Corequisite Research Design Collaborative, the Dana Center's initiative for implementing equity-minded, holistic corequisite course models. This research brief and the supplement highlight the findings on the design and implementation of corequisite courses at the four colleges, as well as findings from a survey administered to students who were enrolled in these courses in fall 2021 and spring 2022. The researchers found that the implementation of corequisite support courses helped students understand course content and increased their engagement with their coursework. In general, students appeared more comfortable engaging in support courses than in the paired college-level courses. This suggests that support courses can play an important role in improving student engagement by providing an additional space for students to interact with the course content, their peers, and faculty. [This report was written with Ellen Wasserman. For the supplement, see ED631329.]
Student Survey Data for the Fall 2021 and Spring 2022 Semesters. A Supplement to &quot;Lessons from the Dana Center&apos;s Corequisite Research Design Collaborative Study.&quot; Research Brief Supplement
Author: Cerna, Oscar
Date: 2023-00-00
Type: Reports - Research
Subjects: Student Attitudes,Student Surveys,Remedial Instruction,Models,College Readiness,Community Colleges,Mathematics Instruction,English Instruction,Undergraduate Students,Noncredit Courses,Institutional Cooperation,Research Design,Partnerships in Education,Academic Support Services,Course Content,Holistic Approach,College Faculty,Student Characteristics,Teacher Student Relationship

Corequisite remediation involves placing students who have been designated as underprepared directly into college-level courses with concurrent supports--such as in-class tutoring, online learning labs, or a supplemental class--rather than making them take non-credit-bearing developmental courses first. There are multiple corequisite course models; the Corequisite Research Design Collaborative (CRDC) colleges used a support corequisite model and an embedded corequisite model. The support corequisite model involved enrolling corequisite students in a college-level math or English course that also included students who placed out of developmental education; the corequisite students were also enrolled in a separate, supplementary support course that was offered before, after, or on different days than the college-level course. Students conceptualized these as two courses paired together. The support courses had smaller class sizes and they provided students additional time to become familiar with the content taught in their paired college-level courses. The embedded corequisite model involved enrolling the same group of students (or a cohort) in a college-level course and a developmental course that were taught back to back; this combination of courses is referred to as an &quot;embedded course&quot; in this supplement. Students conceptualized these back-to-back courses as a single course. During the fall 2021 and spring 2022 semesters, a student survey was distributed to every CRDC college except Houston Community College, which is located in Texas.2 The other three CRDC colleges--Fond du Lac Tribal and Community College (FDLTCC), St. Cloud Technical and Community College (SCTCC), and St. Cloud State University (SCSU)--are located in Minnesota. The survey was intended to evaluate students' experiences in their corequisite courses. [This report was written with Ellen Wasserman. For the full report, see ED631328.]
False Promises: Food Service Contractors Don&apos;t Save Pennsylvania School Districts Money
Author: Polson, Diana
Date: 2023-06-00
Type: Reports - Research
Subjects: Food,Nutrition,Public Schools,School Districts,Food Service,Contracts,Educational Finance,Elementary Secondary Education,Outsourcing

Meeting students' basic food and nutrition requirements is an essential role of public schools and critical to student learning. Yet as with other support services in schools -- such as transportation and janitorial services -- school boards or school administrators who are worried about the bottom line may turn to outside companies to manage or replace in-house district school food programs. In 2004, about 70% of Pennsylvania school districts self-operated their food service programs. But by 2019, that number dropped to 47%, as more districts chose management companies to run their school food programs. This report relies on a mix of rigorous statistical analysis and interview-based qualitative research and finds that contracting out food services -- their management or the entire operation -- does not yield the financial benefits school districts are promised by contractors.