ethanporcaro/eric-fulltext-meta huggingface dataset:
Hawaii Department of Education Data Book, 2020. 31st Annual Report
Author: Hawaii State Department of Education, Office of the Superintendent
Date: 2021-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Trends,Enrollment Trends,Academic Achievement,School Demography,Educational Finance,Elementary Secondary Education,Public Schools,Private Schools,Special Needs Students,Credentials,Safety,Well Being,Academic Standards,State Standards,Language Arts,Mathematics Achievement,Science Achievement,Graduation Rate,Dropout Rate,High School Graduates,Honors Curriculum,Recognition (Achievement),Student Certification,Advanced Placement Programs,Budgets,National Competency Tests,Reading Achievement

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of resources is provided. [For &quot;Hawaii Department of Education Data Book, 2019. 30th Annual Report,&quot; see ED625495.]
Hawaii Department of Education Data Book, 2021. 32nd Annual Report
Author: Hawaii State Department of Education, Office of the Superintendent
Date: 2022-04-00
Type: Numerical/Quantitative Data
Subjects: Educational Trends,Enrollment Trends,School Demography,Elementary Secondary Education,Public Schools,Private Schools,Special Needs Students,Credentials,Educational Finance,Budgets,Safety,Well Being,State Standards,Academic Standards,Academic Achievement,Language Arts,Reading Achievement,Mathematics Achievement,Science Achievement,Graduation Rate,Dropout Rate,High School Graduates,Honors Curriculum,Recognition (Achievement),Advanced Placement Programs,Expenditure per Student,National Competency Tests

This data book profiles noteworthy academic events, trends and outcomes at the state and complex-area level. It includes tables, figures and narrative sections related to demographic, financial and educational performance. A list of resources is provided. [For &quot; Hawaii Department of Education Data Book, 2020. 31st Annual Report,&quot; see ED625497.]
IDRA Newsletter. Volume 49, No. 6
Author: Goodman, Christie L., Ed.
Date: 2022-00-00
Type: Collected Works - Serial
Subjects: School Safety,Police,Police School Relationship,Educational Policy,Restorative Practices,Discipline Policy,Student Behavior,Minority Group Students

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Strengthening School Safety.&quot; Contents include: (1) The Facts about School-Based Police (Morgan Craven); (2) A Policy Roadmap -- School Safety for All Students (Makiah Lyons, Paige Duggins-Clay and Morgan Craven); (3) Implementing Restorative Practices to Strengthen School Communities (Paige Duggins-Clay); and (4) Alternative Responses to Student Behavior -- Steps for Teachers, Administrators and School Staff (Paula Johnson).
IDRA Newsletter. Volume 49, No. 7
Author: Goodman, Christie L., Ed.
Date: 2022-08-00
Type: Collected Works - Serial
Subjects: Family Involvement,Community Involvement,Parent Rights,Equal Education,Parent School Relationship,School Community Relationship,Leadership,Models,STEM Education,Student Rights,Educational Legislation,Educational Policy

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Authentic Family &amp; Community Engagement.&quot; Contents include: (1) Recent Campaigns for &quot;Parents' Bill of Rights&quot; Designed to Marginalize Majority of Families (Terrence Wilson); (2) Parents Already Have Rights to Expect an Equitable and Just Education: Four Ways Schools Can Constructively Engage with Families (Aurelio M. Montemayor); (3) IDRA Parent Leadership in Education Model; and (4) STEM Ecosystems Foster Community Engagement for a Strong Future: Partner with a STEM Learning Ecosystem Near You! (Stephanie García).
Finishing the Last Lap: Experimental Evidence on Strategies to Increase College Completion for Students at Risk of Late Withdrawal. EdWorkingPaper No. 21-488
Author: Bettinger, Eric P.
Date: 2021-11-00
Type: Reports - Research
Subjects: College Students,At Risk Students,School Holding Power,Academic Persistence,Withdrawal (Education),Dropout Prevention,Handheld Devices,Written Language,Telecommunications,Disadvantaged,Colleges,Admission Criteria,Graduation Rate

Nearly half of students who enter college do not graduate. The majority of efforts to increase college completion have focused on supporting students before or soon after they enter college, yet many students drop out after making significant progress towards their degree. In this paper, we report results from a multi-year, large-scale experimental intervention conducted across five states and 20 broad-access, public colleges and universities to support students who are late in their college career but still at risk of not graduating. The intervention provided these &quot;near-completer&quot; students with personalized text messages that encouraged them to connect with campus-based academic and financial resources, reminded them of upcoming and important deadlines, and invited them to engage (via text) with campus-based advisors. We find little evidence that the message campaign affected academic performance or attainment in either the full sample or within individual higher education systems or student subgroups. The findings suggest low-cost nudge interventions may be insufficient for addressing barriers to completion among students who have made considerable academic progress.
Need Analysis of Indonesian Teaching Materials at Islamic Religious Universities
Author: Firman
Date: 2022-02-00
Type: Journal Articles
Subjects: Needs Assessment,Instructional Materials,Islam,Religious Colleges,Foreign Countries,College Students,College Faculty,Learning Processes,Student Attitudes,Teacher Attitudes,Religious Factors

The instructional materials have a significant impact on the learning process. This study aimed to determine the demand for Indonesian language teaching materials in Indonesian Islamic religious colleges. This study was conducted at the Palopo State Islamic Institute with the participation of 2018 madrasah ibtidaiyah teacher education program students who had attended Indonesian language lectures the previous semester. This study included 84 students and six instructors of the Indonesian language. This survey-based study employs a qualitative descriptive design. In the form of questionnaires, observations, and interview guidelines, data collection instruments. The data were analyzed qualitatively and descriptively. According to a study, students and professors require textbooks incorporating Islamic perspectives. Therefore, the curriculum includes Islamic history texts, lectures or sermons, Quranic and Hadith verse quotations and translations, articles, and Islamic literary works. These findings can be considered when developing Indonesian language instructional materials for IAIN Palopo and other Indonesian Islamic religious universities.
Guns on College Campuses. 50-State Comparison: Postsecondary Campus Safety 2022
Author: Education Commission of the States (ECS)
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: Campuses,School Security,School Safety,Weapons,State Regulation,Educational Policy,Postsecondary Education,State Policy

This resource includes state statutes and regulations that explicitly allow concealed firearms on campus, explicitly prohibit firearm possession on campus, and statute or regulations that allow guns in locked vehicles on college campuses. In some states, court cases have overturned or altered statewide or systemwide policies related to guns on campus. For the purposes of this 50-State Comparison, Education Commission of the States only looked at policies in state statute or regulations and does not provide legal interpretation of specific circumstances in states with court rulings. [View the full &quot;50-State Comparison: Postsecondary Campus Safety,&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-campus-safety-2022/.]
Campus Police Forces. 50-State Comparison: Postsecondary Campus Safety 2022
Author: Education Commission of the States (ECS)
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Campuses,Police,Police School Relationship,School Security,School Safety,State Policy,Educational Policy,State Regulation,Personnel Selection

This resource describes whether and how states and the District of Columbia have used statute and/or regulations to allow institutions or systems of higher education to create their own campus police forces. As presented, at least 35 states and the District of Columbia address the creation of police forces and/or employment of police officers in statute and/or regulation. [View the full &quot;50-State Comparison: Postsecondary Campus Safety,&quot; here: https://www.ecs.org/50-state-comparison-postsecondary-campus-safety-2022/.]
Educating for the Future. 2022 Update
Author: Sisaket, Lesley
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Educational Objectives,Postsecondary Education,Adults,State Action,Achievement Gap,Blacks,African Americans,Indigenous Populations,Minority Groups,College Graduates,Academic Degrees,Certification,Educational Certificates

In 2015, the Minnesota Legislature enacted a goal that 70% of Minnesota adults (ages 25-44) will have attained a postsecondary certificate or degree by 2025. In recognition of existing gaps in attainment, the law also sets 30% and 50% educational attainment benchmarks for all races and ethnicities as interim goals. Current estimates show that 63.0% of Minnesotans aged 25-44 years completed a postsecondary credential. This percentage increased as compared to 2015 estimates (57.5%). This yearly report provides an update on where Minnesota is at in their state postsecondary educational attainment goal. While Minnesota is making progress towards the 70% educational attainment goal, attainment gaps persist among Black, Indigenous, and persons of color. In order for Minnesota to maintain economic growth and ensure continued prosperity, the state and its colleges must engage communities of color and American Indian communities in postsecondary education. [For the 2021 report, see ED616056.]
IDRA Newsletter. Volume 49, No. 8
Author: Goodman, Christie L., Ed.
Date: 2022-09-00
Type: Collected Works - Serial
Subjects: LGBTQ People,Inclusion,Equal Education,Student Needs,Affordances,Success,Dress Codes,Student Diversity,Minority Group Students,Mental Health,Access to Health Care,At Risk Students,Mexican Americans,Hispanic American Students,United States History,School Safety,Critical Race Theory,Racism,Gender Bias,School Policy,Board of Education Policy

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Student Voice for the New School Year.&quot; Contents include: (1) LGBTQ+ Inclusive Education is Not Dangerous, Nor is it a Difficult Feat (Manav Lund); (2) School Support Systems Help Students Succeed (Shreya Selvaraju); (3) Policing Students Through Dress Codes Needs to Stop (Ryan Cyrus); (4) Equip Schools to Support Student Mental Health (Tatiana Martínez Alvarez); (5) Mexican American Studies is American History (Josué Peralta de Jesús); (6) School Safety Requires Listening (Hawaii Guerin); (7) We Need a Well-Rounded Education -- An Open Letter to Lawmakers (Kennedy Moore); and (8) Dress Codes: A Racist, Sexist History and Why They Must be Changed (Adam Shelburn).
IDRA Newsletter. Volume 49, No. 9
Author: Goodman, Christie L., Ed.
Date: 2022-10-00
Type: Collected Works - Serial
Subjects: High School Students,Student Attrition,Public Schools,Dropouts,Racial Differences,Ethnicity,School Holding Power,COVID-19,Pandemics,Technology Uses in Education,Safety,Information Literacy,Knowledge Level,Digital Literacy,Access to Computers,Disadvantaged,Racism,Social Justice,Inclusion,Elementary Secondary Education,Enrollment Trends

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Bridging the Digital Divide.&quot; Contents include: (1) Texas High School Attrition Rate Worsens for the First Time in Seven Years -- Highlights of IDRA's 37th Annual Attrition Study (Charles A. Cavazos); (2) Keeping Young Digital Citizens Safe (Michelle Martínez Vega); (3) Digital Divide Stories in South Texas Colonias; and (4) The Parallel Roads to Digital and Racial Justice (Christina Quintanilla-Muñoz).
NORDSCI International Conference Proceedings (Online, October 11-13, 2021). Book 1. Volume 4
Author: NORDSCI
Date: 2021-00-00
Type: Collected Works - Proceedings
Subjects: Teacher Competencies,Preservice Teachers,Lesson Plans,Design,Planning,Higher Education,Barriers,COVID-19,Pandemics,Expectation,Generational Differences,Grade 1,Parent Attitudes,Reading Instruction,Writing Instruction,Foreign Countries,Reputation,Educational Administration,Elementary School Students,Preferences,Reading,Cultural Influences,Language Usage,Multilingualism,Student Motivation,Student Experience,Teacher Burnout,College Faculty,College Students,Well Being,Trust (Psychology),Plagiarism,Mass Media,Social Sciences,Vocabulary,Second Language Learning,Native Language,English for Special Purposes,Educational Technology,Age Differences,Gender Differences,Self Esteem,Films,Popular Culture,Self Efficacy,Intelligence,Academic Achievement,Terrorism,Muslims,Nutrition,Cancer,Health,Decision Making,School Counseling,Sociology,Social Influences,Art Products,Social Change,Migrant Workers,National Security,Painting (Visual Arts)

This volume includes three sections of the 2021 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and the education and socialization challenges post-COVID-19 pandemic. Language and Linguistics includes 7 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Sociology and Healthcare section has 15 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers are indexed in ERIC.]
Fostering Charter School Growth through State Loan Programs
Author: Grover, Lisa S.
Date: 2022-09-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,State Legislation,Educational Facilities,Financial Support,Public Officials,State Departments of Education,State Policy,Elementary Secondary Education,Accuracy,Information Sources,Loan Repayment,Funding Formulas,Eligibility,Costs

Finding funds to build and renovate facilities is a major hurdle for public charter schools because most state laws do not provide charter schools with the full amount of state and local funding that other public schools receive. Although an increasing number of states are passing laws to address charter school facility funding gaps, inequities persist in every state. To help close these funding gaps, thirteen states and the District of Columbia (D.C.) have statutorily enacted a charter school loan program. Of these, ten are funded and remain active--California, D.C., Florida, Illinois, Louisiana, Nevada, New Mexico, South Carolina, Tennessee, and Utah. Four states--Arkansas, Colorado, Indiana, and Rhode Island--have authorized a charter school loan program but do not currently provide funding. For this snapshot, the authors conducted a comprehensive review of state statutes and regulations to create a summary of loan programs, including such matters as funding levels, interest rates, repayment terms, and allowable uses. State officials from state departments of education, treasury departments, finance authorities, and state charter school organizations also verified the accuracy of this information. This is the fourth report in a series of State Policy Snapshots that provides the charter school community and policy makers with a more complete picture of the various types of loan funds designed to help charter schools achieve more favorable financing conditions for their facility acquisitions.
The CUPA-HR 2022 Higher Education Employee Retention Survey: Focus on Supervisors
Author: Fuesting, Melissa
Date: 2023-01-00
Type: Reports - Research
Subjects: Higher Education,Labor Turnover,Supervisors,Barriers,Employee Attitudes,Work Attitudes,Work Environment,Supervisory Training,Pandemics,COVID-19,Social Support Groups

Higher ed continues to face a retention crisis. Turnover in any role can impact an institution, but turnover in a supervisor role has more far-reaching implications. This report explores higher ed supervisors' likelihood of looking for new employment, their current challenges and working environments, and which job aspects specific to supervisors are associated with their retention. Results from the 2022 CUPA-HR Employee Retention Survey reveal nearly 2 in 5 (36%) supervisors indicated they are likely to look for other employment in the next 12 months. Most supervisors work additional hours beyond full-time, whereas most non-supervisors do not. Further, supervisors absorbed more responsibilities of vacated positions and experienced more increases in job expectations than did non-supervisors after the onset of COVID-19. Supervisors reported their top challenges as filling empty positions and maintaining staff morale. Finally, higher ed supervisors are less likely to look for other employment if they have more support and power to make decisions in their supervisory roles. Specific recommendations for retaining supervisors in higher ed are provided.
ChemVLab+: Helping Students Think Like Chemists
Author: McCormick, Sierra
Date: 2021-08-16
Type: Journal Articles
Subjects: Science Instruction,Chemistry,Inquiry,Thinking Skills,Critical Thinking,Electronic Learning,Secondary School Science,High School Students,Scientists,Science Process Skills,Science Laboratories,Computer Simulation,Problem Solving,Formative Evaluation,Feedback (Response)

In today's science classrooms, with the integration of the Next Generation Science Standards (NGSS), teachers are encouraged to guide instruction through real-world phenomena and promote critical thinking through inquiry-based learning that helps students learn the reasoning and practical skills of scientists, rather than just rote memorization of scientific facts (NGSS Lead States, 2013). In alignment with NGSS and funded by the U.S. Department of Education, ChemVLab+ offers a series of freely available, online activities for high school students focused on what chemists actually do: analyze and explain observable events by connecting them to invisible processes at the molecular level. Using authentic scenarios presented through animated videos, the activities allow students to perform experiments in a virtual chemistry lab and engage in problem solving with immediate feedback.
Bayesian Unknown Change-Point Models to Investigate Immediacy in Single Case Designs
Author: Natesan, Prathiba
Date: 2016-00-00
Type: Reports - Research
Subjects: Bayesian Statistics,Statistical Inference,Research Design,Models,Monte Carlo Methods,Statistical Distributions,Sampling,Algorithms

Although immediacy is one of the necessary criteria to show strong evidence of a causal relation in SCDs, no inferential statistical tool is currently used to demonstrate it. We propose a Bayesian unknown change-point model to investigate and quantify immediacy in SCD analysis. Unlike visual analysis that considers only 3-5 observations in consecutive phases to investigate immediacy, this model considers all data points. Immediacy is indicated when the posterior distribution of the unknown change-point is narrow around the true value of the change-point. This model can accommodate delayed effects. Monte Carlo simulation for a two-phase design shows that the posterior standard deviations of the change-points decrease with increase in standardized mean difference between phases and decrease in test length. This method is illustrated with real data. [This paper was published in &quot;Psychological Methods.&quot;]
Understanding School Districts in a Charter School Context
Author: Xu, Yueting
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: School Districts,Charter Schools,Access to Education,Kindergarten,Elementary Secondary Education,School Administration,Institutional Autonomy,National Organizations,School Location,Geographic Location

School districts are an integral part of the U.S. education system. Every state in the nation guarantees citizens free public education. To ensure all students are served, the states divide their land into school districts intended to provide all students with reasonable access to a school near where they live. These districts exist as units of local administration over a particular geographic space. The boundaries of school districts may or may not overlap with county, city, or town boundaries. Charter schools often operate independently from the local school district, so additional care is necessary when folding them into any district-based analyses. This white paper aims to explain the ways in which charter schools are captured in the National Alliance of Public Charter Schools (National Alliance) data and explore ways to adjust the school district status to better understand how charter schools serve their local communities.
Posttraumatic Growth from the Perspective of Mothers with Special Needs Children: A Qualitative Study
Author: Altinsoy, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mothers,Special Needs Students,Trauma,Posttraumatic Stress Disorder,Self Actualization,Coping,Individual Development,Self Concept,Interpersonal Relationship,Attitudes,Elementary School Students

This study aimed to conduct an in-depth analysis of post-traumatic growth experiences based on the perception of mothers with children with special needs in primary school. As a qualitative research method, the phenomenological design was used because the study focused on how the participants made sense of this growth process. Eight volunteer mothers of children with special needs participated in the study. The data were collected through three-stage semi-structured interviews and analyzed with the phenomenological analysis technique carried out in five stages. The findings of the mothers' post-traumatic growth experiences were collected under five sub-themes with 28 codes, including relationships with other individuals, personal strength, spirituality-religion, appreciation of life, and life opportunities. [This study was presented at the 3rd Eurasian Positive Psychology Congress (12-14 April, 2019), Istanbul, Turkey.]