ethanporcaro/eric-fulltext-meta huggingface dataset:
Making Education and Employment Work for High School Students: A Toolkit for Systems That Support Young People with Adult Responsibilities, with Benefits for All. Research Report
Author: Scott, Molly M.
Date: 2020-06-00
Type: Reports - Research
Subjects: High School Students,Vocational Education,Work Experience Programs,Employment Opportunities,Early Intervention,Educational Policy,Public Policy,School Schedules

Teens often feel compelled take on adult economic responsibilities when their families struggle to make ends meet. Our schools can make it incredibly difficult for young people to balance these responsibilities and stay on track to graduate. This toolkit provides practical recommendations for school systems, as well as state and federal policymakers, on how to identify young people before they fall behind; make mainstream educational systems more flexible and supportive; better align career and technical education (CTE) with paid work opportunities; and improve access to employment. These reforms are fundamentally an issue of equity, but they can also make education and employment more humane for all students.
Eroding Trust: The UK&apos;s PREVENT Counter-Extremism Strategy in Health and Education
Author: Open Society Foundations (OSF)
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Prevention,Terrorism,Violence,Civil Rights,Trust (Psychology),Alienation,Muslims,Program Effectiveness,Laws,Problems,Elementary Secondary Education,Adult Education,Higher Education,Health Services

Since the London bombings of July 7, 2005, the threat of terrorist violence in the United Kingdom has not abated. In the face of increased public fears about homegrown terrorism, the UK government has responded with a counter-extremism strategy known as Prevent. From its inception in 2003, the scope of the Prevent strategy has repeatedly been expanded, and its obligations enhanced. In 2015, the strategy imposed a legal duty on schools, colleges, universities, and health bodies to pay &quot;due regard to the need to prevent people from being drawn into terrorism&quot;--effectively requiring teachers, doctors, nurses, and other caregivers to report to the authorities any students and patients seen to be at risk of &quot;extremism&quot;. &quot;Eroding Trust&quot; assesses the human rights impact of the United Kingdom's current Prevent strategy in the health and education sectors. Through legal analysis and case studies, the report concludes that Prevent is flawed in both its design and application. Drawing on extensive interviews in towns and cities across Britain, it argues that Prevent is potentially undermining the battle against terrorism--by fueling distrust and feelings of alienation in Britain's Muslim communities.
College Students and Mid-Month Eating Adjustments: Balancing Budgets through Low Food Secure Behavior. Spotlight Report Brief
Author: Webster, Jeff
Date: 2020-02-00
Type: Reports - Research
Subjects: College Students,Student Needs,Eating Habits,Educational Finance,Student Attitudes,Money Management,Budgeting,Student Employment,Purchasing,Food,Hunger,Low Income Students,Nutrition,Parents,Financial Support,Poverty,Knowledge Level,Student Experience

In January 2017, Trellis launched the Financial Security Study (FSS) to shed light on a broad set of questions related to students' basic needs and academic experiences. Working with 11 institutions in Texas and Florida from late January to October of 2017, researchers interviewed 72 students every 30 days or so to discuss their recent experiences with academics, finances, work, meeting basic needs, and anything else identified as significant in their lives. This brief contains key findings and take-aways from these discussions as they relate to observed changes in students' mid-month financial and dietary habits.
International Students in BC&apos;s Education Systems: Summary of Research from the Student Transitions Project
Author: Heslop, Joanne
Date: 2018-12-19
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,Transitional Programs,Postsecondary Education,Student Characteristics,Enrollment Trends,Study Abroad,Profiles,Geographic Distribution,Institutional Characteristics,Undergraduate Students,Graduate Students,Educational Attainment,Academic Degrees,Credentials,Majors (Students),Outcomes of Education

This report highlights key research findings from a recent analysis of international students studying in the B.C. secondary and post-secondary education systems. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and post-secondary institutions. In light of the continued importance of international students in British Columbia, the STP undertook this study to provide an update on the education pathways and achievements of international students studying in the B.C. secondary and postsecondary systems. The study updates a similar study conducted in 2014, but with more recent STP 2017 data, to address a number of research questions about the programs, pathways and education outcomes of international students who enrolled in B.C.'s secondary or public postsecondary system. [For the 2014 version of this report, see ED583051.]
Strategic Litigation Impacts: Roma School Desegregation
Author: Zimová, Adriána
Date: 2016-00-00
Type: Reports - Research
Subjects: School Desegregation,Desegregation Litigation,Educational Discrimination,Social Change,Foreign Countries,Minority Group Children,Ethnic Groups,Migrants

Using strategic litigation to effect social change can be stunningly effective, capable of breaking down longstanding injustices and opening new paths of human rights protection and enforcement. But strategic litigation can be complex, time-consuming, expensive, and risky. It may fail outright. Or it may succeed, but engender a powerful backlash against the very values and protections it seeks to enshrine in law. This study is the first in a four-part series examining strategic litigation impacts. It seeks to contribute to emerging thinking about strategic litigation by exploring--in all their complexity--specific efforts to end discrimination against Roma school children. Based on over 100 interviews with litigants, members of affected communities, government officials, litigators, judges, rights advocates, and others, this volume looks at strategic litigation as a social change agent. It examines the impacts of strategic litigation, with an emphasis on the social, political, and legal change it can generate. It also seeks to consider the context in which the litigation took place, and the factors that propelled or hindered it. Six significant cases lie at the heart of this study. Those cases are taken from three countries--the Czech Republic, Greece, and Hungary--and all focus on Roma school desegregation. Strategic litigation on the six cases has resulted in groundbreaking judicial rulings and significant changes in policy and practice. But it has also led to disillusionment with the courts and new manifestations of discrimination, including against some of the very people who--at least in theory--stand to benefit from the judgments. As this study explores, strategic litigation can be pathbreaking but also frustrating, powerful but also marred by unintended consequences. Above all, this study shows that strategic litigation is neither a panacea nor an invitation to disaster. Rather, it is one tool among many, a tactic that--under the right circumstances and in combination with other efforts-- can contribute to positive social change.
Student Transitions into BC Public, BC Private and Non-BC Institutions. STP Research Results
Author: Heslop, Joanne
Date: 2020-05-07
Type: Reports - Research
Subjects: High School Graduates,Public Colleges,Private Colleges,Enrollment,Student Characteristics,Regional Characteristics,Differences,Enrollment Trends,Student Mobility,Foreign Countries,Academic Achievement,Qualifications,Grade Point Average,College Programs,Out of State Students

This report from the Student Transitions Project (STP) features selected research findings on the transitions of high school graduates into B.C. public, B.C. private and non-B.C. post-secondary institutions. This study was enabled by a linkage of encrypted Personal Education Numbers (PENs) between the STP 2018 enrollment table to two other data sources: applicants for Student Financial Assistance (SFA) and recipients of Passport to Education (PTE) tuition fee credits. This report examines the post-secondary enrollment destinations, patterns and trends of the grade graduates of 2001/2002 to 2014/2015 into any B.C. public, B.C. private or non-B.C. institution in 2002/2003 through 2015/2016. This current study is a refresh of the 2010 research, but uses a larger and more recent data set comprised of fourteen cohorts of grade 12 graduates from 2001/2002 to 2014/2015. [For the 2010 report, &quot;Student Transitions into Post-Secondary Education Sectors -- B.C. Public, B.C. Private and Non-B.C. Institutions: Ten Research Questions. Research Results from the Student Transitions Project,&quot; see ED592246.]
Reopening Washington Schools 2020: District Planning Guide
Author: Miller, Michaela W.
Date: 2020-00-00
Type: Guides - General
Subjects: Disease Control,Disease Incidence,Prevention,Educational Facilities,School Closing,Educational Environment,Guidance,School Safety,Public Health,Crisis Management,Elementary Secondary Education,Preschool Education,Symptoms (Individual Disorders),Sanitation,Hygiene,Online Courses,Electronic Learning,School Schedules,Access to Computers,Risk Management,Dining Facilities,Food Service,Occupational Safety and Health,Educational Policy,COVID-19,Pandemics

Nothing in these past three months was in the training manual. Not in formal education, probably not in lived experience, and certainly not faced by the system as a whole. This document contains the initial fall reopening guidance by the Washington Office of Superintendent of Public Instruction (OSPI). This guidance is grounded first and foremost in the public health science and data provided by the state Department of Health (DOH). DOH is providing the regulatory framework when it comes to hygiene, physical distancing, and other public health considerations. OSPI is complementing the DOH guidelines with reopening guidance derived from the 120+ person Reopening Washington Schools Workgroup--the listening and learning we have engaged in with educators, education leaders, policymakers, parents, students, community-based organizations; the international and national research done by our partner Kinetic West; and the expertise of our staff in their respective fields. As such, the guidance both addresses public health science and data and provides consideration for how reopening schools can further the call to transform K-12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators.
Continuous Learning 2020
Author: Miller, Michaela W.
Date: 2020-00-00
Type: Guides - General
Subjects: Communicable Diseases,Disease Control,School Closing,Elementary Secondary Education,Access to Education,Child Care,Lunch Programs,Breakfast Programs,High School Seniors,Student Needs,Faculty Development,Salaries,School Districts,Emergency Programs,Instructional Materials,Educational Technology,Distance Education,Administrator Role,Online Courses,Equal Education,Planning,At Risk Students,Family Needs,School Role,Board of Education Role,Parents as Teachers

To slow the spread of the novel coronavirus (COVID-19) in Washington state, Governor Jay Inslee announced on March 13 that all public and private K-12 school facilities in the state were to close through April 24. On April 6, he extended the directive through the remainder of the school year. Although school facilities are closed to traditional in-person instruction, education must continue. The Office of Superintendent of Public Instruction's (OSPI's) guidance is grounded in compassion, communication, and common sense rather than the traditional compliance measures all are familiar with in the educational community. The schools are the backbone of the democracy and structures, routines, and ongoing learning opportunities will create the calm connection our students and families need at this critical time in the state. The March 17 letter from Superintendent Chris Reykdal to school district superintendents and labor leaders identified the following priorities: (1) Ensure the provision of school meals, including breakfast and lunch, to young people who need them; (2) Develop plans to be a childcare provider of last resort in response to the Governor's call to action; (3) Provide graduating seniors the content they need to meet their graduation requirements and support their post-secondary transition; (4) Offer learning opportunities for students and continued professional learning for educators; and (5) Continue payroll for all employees as you develop meaningful work and professional development plans. Districts and school communities have responded to these five priorities in an unparalleled manner and are building their capacity to provide equitable services during school building closures. Districts and communities are in varying states of readiness to do this, and this guidance presented in this report is intended to be used as a guide to assist districts and their stakeholders as they develop and refine their services. Assuming that continuity of education outside of a typical school building can only occur through online means should be avoided. Districts will likely provide instruction using printed learning materials, phone contact, email, technology-based instruction, or a combination of these to meet student needs. Throughout this, educators are attending to the social and emotional well-being of their students and educators.
Supporting Migrant Students under Title I, Part C during School Closures
Author: Gallardo, Veronica Maria
Date: 2020-04-00
Type: Guides - General
Subjects: Immigrants,School Closing,Elementary Secondary Education,Federal Legislation,Educational Legislation,Inclusion,Student Needs,Barriers,Academic Support Services,Parent School Relationship,Advocacy,Family School Relationship,Social Services,Health Services,Supplementary Education,Student Personnel Services,Emotional Adjustment,Social Adjustment,Student Recruitment,Early Childhood Education,Child Care,Graduation,Out of School Youth,Access to Education,Delivery Systems,State Programs,Migrant Education,Migrants,Eligibility,High School Graduates

This guidance is designed as a companion resource to the Office of Superintendent of Public Instruction's (OSPI's) &quot;Continuous Learning 2020&quot; (ED606046) publication, issued April 2020, which states: &quot;Continuous learning&quot; means establishing and maintaining connections with students and families to provide learning materials and supports using a variety of modalities (e.g., email, phone, printed learning materials, and available online platforms). The purpose of this guidance is to provide strategies and information on how districts may provide supports and services during school closures. This is not considered to be a complete list of suggestions and recommendations, but rather some ideas for providing supplemental supports to migratory students during school facility closures.
Supporting Multilingual/English Learners during School Closures
Author: Gallardo, Veronica M.
Date: 2020-00-00
Type: Guides - General
Subjects: Bilingual Education,Bilingual Students,English Language Learners,School Closing,Distance Education,Educational Strategies,Best Practices,Educational Planning,Family Involvement,Student Participation,Learner Engagement,Access to Education,Individualized Instruction,Social Development,Emotional Development,Elementary Secondary Education,Resources,COVID-19,Pandemics

The sudden closure of educational facilities due to the novel coronavirus (COVID-19) pandemic has brought about many trials and struggles. For families and students, it means the loss of structure, connection, and valuable instructional time. For administrators, educators, and support staff, it means a sudden shift in the way teaching and learning happens. For everyone, the closure of school facilities presents an opportunity to connect to students in new and innovative ways to continue providing them with high-quality English language development services and meaningful access to content instruction. This publication from the Washington Office of Superintendent of Public (OSPI) is intended to provide guidance and strategies for providing continuous learning to multilingual/English learners. Instruction Professional development and learning resources are included in the appendices. These resources include technology-based options and others that are not technology dependent. Developing alternative plans for continuous learning is a monumental challenge for local systems with limited resources and it is the hope that this guidance will assist those efforts.
All Hands on Deck: Initial Guidance Regarding Reopening School Buildings
Author: National Education Association
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Disease Control,Disease Incidence,Prevention,Educational Facilities,School Closing,Educational Environment,School Safety,Public Health,Crisis Management,Elementary Secondary Education,Preschool Education,Symptoms (Individual Disorders),Sanitation,Hygiene,Teacher Attitudes,Occupational Safety and Health,Equal Education,Social Justice,Evidence Based Practice,Higher Education,School Schedules,Planning,Educational Policy,Students with Disabilities,Professional Development,COVID-19,Pandemics

The COVID-19 pandemic has brought unprecedented challenges to the schools, the economy, and the nation's families, exacerbating racial inequities and placing a disproportionate burden on communities of color throughout the country. While physically opening schools at the beginning of the 2020--2021 school year is the goal of most districts, the decision of when to reopen school buildings must be rooted in health and safety and not based on an arbitrary start date or any other priority. However, COVID-19 has also brought an opportunity to reimagine and reengineer the policies and processes that have benefited some students while not prioritizing other students, specifically under-resourced students, Black and Brown students, and students with disabilities. The document, &quot;All Hands On Deck: Initial Guidance Regarding Reopening School Buildings,&quot; is a preliminary step toward reimagining the schools as environments that are moving from equity to justice so that students and educators are safe and healthy, and they are able to teach and learn regardless of school, community, race, class, or ability. This guidance is rooted in four basic principles: (1) Health Expertise: Health and safety of all as advised by science is fundamental; (2) Educator Voice: Educators' voices and expertise are front and center as part of decision-making and implementation; (3) Access to Protection: Educators and students need consistently funded access to personal protective equipment (PPE) and the ability to disinfect surfaces regularly; and (4) Leading with Equity: Achieving racial and social justice is imperative and not an expendable aspiration.
PLUS Borrowing in Texas: Repayment Expectations, Experience, and Hindsight by Minority-Serving Institution Status
Author: Fletcher, Carla
Date: 2020-01-00
Type: Reports - Research
Subjects: Minority Group Students,College Students,Parents,Educational Finance,Knowledge Level,Student Financial Aid,Age Differences,Institutional Characteristics,Loan Repayment,Retirement,Parent Financial Contribution,Money Management,Family Income,Paying for College,Costs,Federal Legislation,Student Loan Programs,Minority Groups,Loan Default,Federal Aid

To provide greater understanding, Trellis Research recently conducted a mixed-methods, outcomes-based study of parent PLUS borrowers in Texas. The study, &quot;PLUS Borrowing in Texas: Repayment Expectations, Experience, and Hindsight by Minority-Serving Institution Status,&quot; provides a rare look into the repayment behavior of Parent PLUS borrowers of both MSI [minority serving institutions] and non-MSI students, shedding light on the borrowers' goals and financial trade-offs concerning saving, major purchases, and retirement. The study also focuses on both the level of knowledge they possess about the PLUS loan and the differences between their initial expectations and the actual amount of the debt.
Establishing Culturally Responsive Pedagogical Practices via &apos;Storytelling&apos;. Feature on Research and Leadership. Vol. 5, No. 3
Author: Georges, Colvin T., Jr.
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Culturally Relevant Education,Story Telling,Minority Group Students,Teaching Methods,Social Bias,Racial Bias,Educational Environment,English Language Learners,Activism,Power Structure,College Faculty,College Students

American predominantly white institutions (PWIs) of higher education have become unsafe and inequitable spaces for students of color nationwide, especially for those holding multiple intersecting social identities that are underrepresented. In a 2019 report examining uncivil hate and bias incidents on college campuses, 67.65% of respondents reported experiencing occurrences that were racially motivated (e.g., finding nooses and Nazi symbols on campus and bias-based bullying) (Jones &amp; Baker, 2019). Additionally, 54.41% of respondents reported experiencing hate speech that offended them based on race, sexual identity, religion, disability, and other traits (Jones &amp; Baker, 2019). These unsafe and troublesome environments have impacted the psychological and physiological well-being of students of color, along with their ability to persist toward graduation (Gorski, 2019; Hurtado, 1992). This brief discusses the critical need for leaders within higher education to adopt &quot;storytelling&quot; as a culturally responsive pedagogical practice to promote student success. Classrooms have become places where students holding multiple minoritized social identities feel invisible, excluded, and lack trust toward faculty (Parmegiani, 2014; Combs, Penn, Cassisi, Michael, Wood, Wanner, &amp; Adams, 2006). Research has shown that storytelling is a useful practice to promote learning, relationships with faculty, a sense of belonging, independence, and a space for self-reflection (Cleverley-Thompson, 2018; Pour-Khorshid, 2018; Parmegiani, 2014; Camainotti &amp; Gray, 2012; Anderson, 2004). Introduced in this brief are various studies that validate these claims, which conclude with recommended strategies for best practices.
Elementary/Secondary School Register, School Year 2020-2021. Revised
Author: Vermont Agency of Education
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Public Schools,Enrollment,Transfer Students,Dropouts,Graduation,Admission (School),Part Time Students,Attendance,Courses,Student Records,Drills (Practice),School Security,Emergency Programs,Public School Teachers,Students,Infants,Toddlers,Preschool Education,Kindergarten,Truancy,Adults

The Vermont School Register is a student record-keeping document required by Vermont Statute. The purpose of the school register is to document each Vermont school's continuous year-to-year cycle of enrolling students, to record daily attendance, to report dropouts and graduates, and to report year-end attendance to the Agency of education. It is the source document for calculating Average Daily Membership, which is a critical aspect in the state funding system. [For the 2019-2020 edition of this report, see ED595730.]