ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Homelessness State Profiles: 2013-14 to 2017-18
Author: Yamashiro, Amy
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Homeless People,Young Children,Emergency Shelters,At Risk Persons,Age Differences,Geographic Location,Federal Aid,Early Intervention,Access to Education,Housing,Costs,Employed Parents,Unemployment,Federal Legislation,Home Visits,Child Development,Grants,Child Care,Block Grants,Preschool Education,Poverty

Homelessness is a reality for many families with young children in the United States. Homeless children and youths lack a fixed, regular, and adequate nighttime residence. In 2017, about a third of all people who stayed in a shelter were families with children, and nearly half of children served by the U.S. Department of Housing and Urban Development (HUD)-funded emergency and transitional housing providers were age five or younger (HUD, 2018). Furthermore, children under the age of one make up less than six percent of the overall child population in the United States, yet they constitute 10 percent of the child population served by HUD-funded shelters. In January 2016, the Administration for Children and Families (ACF) released &quot;Early Childhood Homelessness 50-State Profiles&quot; (ED609119) as part of an interagency early childhood workgroup of the U.S. Interagency Council on Homelessness (USICH). ACF released a second state profile in 2017 (ED609123) and then the U.S. Department of Education (ED) issued reports in 2018 (ED594740), 2019 (ED600425), and 2020 (ED609095). This report presents the five-year trend for publicly available data collected from 2013-14 to 2017-18 by ED, the U.S. Census Bureau (Census), HUD (2014 to 2018), and the Annie E. Casey Foundation (2013 to 2017). Its purpose is to inform policymakers, practitioners, and researchers on the change in the size and service coverage of young children experiencing homelessness during this five-year period. This report presents five-year trends using information from the previous reports covering data collected from 2013-14 to 2017-18 to provide a snapshot of children under age six who are experiencing homelessness at the national level. The data are from the 50 States, the District of Columbia, and Puerto Rico--limited information is also available for selected U.S. territories--and the following data are presented by state: (1) Number of children under age six by jurisdiction from 2014 to 2018 (Exhibit 1); (2) Number and percentage of children under age six experiencing homelessness by jurisdiction from 2013-14 to 2017-18 (Exhibit 2); and (3) Number and percentage of children under age six experiencing homelessness served by federally-funded education programs from 2013-14 to 2017-18 (i.e., Head Start and McKinney-Vento Homeless Assistance Act subgrants) (Exhibit 3). This report also includes two indicators on related factors: the percentage of families experiencing a &quot;high housing cost burden&quot; (defined as spending 30 percent or more of monthly income on housing expenses) and the percentage of young children under age six with no parent in the labor force in the United States (Exhibit 4).
College and Career Readiness
Author: Reinhardt, M. J.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: American Indian Education,American Indian Students,American Indians,Academically Gifted,Gifted Education,Equal Education,Racial Bias,Barriers,Success,Advanced Placement Programs,Rural Areas,Access to Education,State Departments of Education,Government Role,College Readiness,Career Readiness,Tribally Controlled Education,Culturally Relevant Education,High Achievement,Performance Based Assessment,Talent Identification,Educational Policy,Minority Group Teachers,Service Learning,Mentors,Summer Programs,Web Based Instruction,Student Interests,STEM Education

This brief provides an overview of inequity and barriers to Native student academic success and ways to address them. It also reviews how gifted and talented programs and advanced placement courses have impacted Native students. As many tribal communities live in rural areas, this brief further discusses education and career awareness for those areas and reviews career pathways beyond locally available options. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices.
Early Childhood Homelessness State Profiles: Data Collected in 2017-2018
Author: Yamashiro, Amy
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Homeless People,Young Children,Emergency Shelters,At Risk Persons,Age Differences,Geographic Location,Federal Aid,Early Intervention,Access to Education,Housing,Costs,Employed Parents,Unemployment,Federal Legislation,Home Visits,Child Development,Block Grants,Child Care,Grants,Preschool Education,Poverty

In January 2016, the Administration for Children and Families (ACF) released the first 50-state profile on Early Childhood Homelessness as part of an interagency collaboration with multiple departments and agencies participating on the early childhood workgroup of the U.S. Interagency Council on Homelessness (USICH). This report updates ED's annual &quot;Early Childhood Homelessness State Profiles&quot; and provides a snapshot of early childhood data available for children who are experiencing homelessness in each state, plus the District of Columbia and Puerto Rico. It includes publicly available data for 2017-2018 from the U.S. Census Bureau (Census), ED, HUD, HHS, and the Annie E. Casey Foundation and reports the following by state: (1) Total population under age six in 2018; (2) Estimated number of children under age six experiencing homelessness in 2017-2018; (3) Estimated extent of homelessness (e.g., one-in-[X] children under age six experienced homelessness in 2017-2018); and (4) Estimated enrollment of children under age six in Federally funded early childhood programs (i.e., Head Start and school districts receiving &quot;McKinney-Vento Homeless Assistance Act&quot; (&quot;McKinney-Vento Act&quot;) subgrants) in 2017-2018. As in previous profiles, the 2020 report includes two indicators referred to as related factors. These factors are the percentage of families experiencing a &quot;high housing cost burden&quot; (defined as spending 30 percent or more of monthly income on housing expenses), and the percentage of young children under age six with no parent in the labor force in the United States. These factors were included because of their relationship to homelessness and, in particular, to spark dialogue about addressing homelessness for children under age six. While these data on related factors are not available for the U.S. Virgin Islands, Guam, American Samoa, and the Commonwealth of the Northern Mariana Islands, this report does provide information about the number of children experiencing homelessness served by Head Start/Early Head Start in these areas. [For the 2019 report, see ED600425.]
Algebra I before High School as a Gatekeeper to Computer Science Participation. Policy Brief
Author: Torbey, Ryan
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Algebra,High School Students,Computer Science Education,Student Participation,Regression (Statistics),Predictor Variables,Enrollment,Disproportionate Representation

A complex web of factors can influence whether students participate in computer science (CS) during high school. In order to increase participation in CS for all students, there is a need to better understand who is currently participating and what factors might be hindering participation. This study utilized a large-scale, student-level dataset from the Texas Education Research Center to investigate factors that predict high school student participation in CS and advanced CS courses. The dataset contained information on over 1.1 million Texas high school students from the 2017-2018 school year, allowing visibility into CS course availability in schools, student course taking, and detailed demographic information. The researchers used multilevel mixed-effects logistic regression models to explore predictive factors of student participation in CS and advanced CS courses, limiting our analysis to students whose schools offered CS. In both models, the results showed that students who took Algebra I before high school had more than double the odds of being enrolled in a CS course. This work supports and extends previous understanding of factors that are predictive of CS participation in high school, contributing to the existing literature by uncovering the importance of Algebra I before high school as a potential gatekeeper to participation in CS.
Promising Programs and Practices
Author: Reinhardt, M. J.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: American Indians,American Indian Education,Culturally Relevant Education,Alaska Natives,Student Interests,Program Design,College Bound Students,Public Schools,Educational Practices,College Applicants,Health Promotion,Health Behavior,High School Students,Life Style,Reading Programs,Elementary School Students,Elementary Secondary Education,Indigenous Knowledge,Tribes,STEM Education,Bilingual Education,Navajo (Nation),Navajo

This brief provides contextual information and descriptions of select programs and practices serving Native students, regarding state identification and support, representation of Native student interest, and locally created examples. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices.
Teachers and Leaders
Author: Reinhardt, M. J.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: American Indian Education,Culturally Relevant Education,American Indians,Minority Group Teachers,Teacher Recruitment,Teacher Education,Administrators,Recruitment,Teacher Education Programs,Faculty Development,Curriculum Development,Expertise,Indigenous Knowledge,Alaska Natives,Native Speakers,American Indian Languages,Social Justice,American Indian History,Place Based Education,State Legislation,Community Involvement,Financial Support

Learning across the disciplines (e.g., mathematics, science, art) can be enhanced for all students by grounding learning in historical and cultural (Western and Native) knowledge and context. The survival of Native knowledge in the United States depends on the leadership and teaching skills of many traditional and non-traditional educators. The Native knowledge systems that were in place and thriving in a pre-colonial context produced the great thinkers and problem solvers that were well suited to cultures and geographies of Native peoples. Though these systems have since been disrupted, Native knowledge is resilient and continues to provide theories, methodologies, and philosophies that remain relevant. Within this context, this brief explores ways in which state education agencies, local education agencies, tribal education departments, schools, and educator preparation programs can support teachers and leaders to preserve Native culture, knowledge, and language to improve the lives of Native children and youth. Specifically, this brief reviews: (1) preparing and recruiting Native teachers and educational leaders; (2) developing an Native knowledge educator preparation program curriculum and professional learning for current teachers; and (3) certifying tribal speakers and culture experts to teach in schools. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices.
Culture and Language
Author: Reinhardt, M. J.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: American Indian Education,Culturally Relevant Education,American Indian Culture,American Indian Languages,American Indian History,Language Maintenance,Cultural Maintenance,Place Based Education,Tribes,Cultural Awareness,Elementary Secondary Education

Native education is rooted in the Native cultures and languages of North America. This brief provides key insights and examples of the work accomplished in Native education across the United States to revitalize and strengthen Native cultures and languages. This brief focuses on the following themes: (1) History and culture in curriculum for all students; (2) Place-based tribal history and culture; (3) Place-based tribal language and language immersion; and (4) Culture-based and culturally responsive teaching. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices.
Transitional Kindergarten in California: Initial Findings from the First Year of Implementation. Research Brief
Author: Mercado-Garcia, Diana
Date: 2013-06-00
Type: Reports - Research
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Implementation,School Districts,Financial Support,Curriculum,Parent Attitudes,Eligibility,Enrollment,Educational Policy,Outreach Programs,Multigraded Classes

Research suggests that providing high-quality early education experiences for young learners can support positive outcomes for these children, including higher achievement test scores and even higher graduation rates. Transitional kindergarten (TK) aims to provide an additional year of kindergarten to California's youngest students to help them obtain the necessary preparation to succeed in school. In the fall of 2012, districts began the rollout of TK by moving back the kindergarten entry age by one month and offering TK to children who turned five between November 2 and December 2, 2012. Through an analysis of data from a survey of all elementary and unified districts in California, this research brief provides an initial glimpse of transitional kindergarten in its first year of statewide implementation. The study finds that the majority of districts in California implemented TK in 2012-13, serving approximately 39,000 students. While large districts were most likely to offer standalone TK classrooms, small districts with fewer students almost exclusively provided TK in combination classrooms. Future research briefs based on this continuing study will explore this variation as we describe the implementation of TK in greater depth at the district, school, and classroom levels. [For &quot;Study of California's Transitional Kindergarten Program: Report on the First Year of Implementation,&quot; see ED609102.]
Study of California&apos;s Transitional Kindergarten Program: Report on the First Year of Implementation
Author: Quick, Heather
Date: 2014-04-00
Type: Reports - Research
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Development,Program Implementation,School Districts,Multigraded Classes,Barriers,Financial Support,Report Cards,Curriculum,Faculty Development,Parent Attitudes,Program Effectiveness,School Schedules,Eligibility,Enrollment,Educational Policy,Outreach Programs,Student Promotion,Teaching Methods,Articulation (Education),Cooperative Planning,Teacher Attitudes,Preschool Teachers,Principals,Administrator Attitudes,Low Income Students,English Language Learners,Racial Differences,Ethnicity,Group Instruction,Teacher Student Relationship,Classroom Environment,Intellectual Disciplines

In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law, which changed the kindergarten entry age so that children must turn 5 by September instead of December to enroll. The new grade level was put into place to promote school readiness for California's youngest learners. It also established a new grade level--transitional kindergarten (TK)--which is the first year of a two-year kindergarten experience for students born between September 2 and December 2. When fully implemented, TK is intended to provide an additional year of early education to this group of children, with the goal of promoting their school readiness. With the support of the Heising-Simons Foundation and the David and Lucile Packard Foundation, American Institutes for Research (AIR) conducted an investigation of the planning and implementation of TK in the 2012-13 school year. This report--the second in a series highlighting findings from the study--builds on preliminary research activities to provide a more complete assessment of the status of TK in the first year of implementation. Findings include: (1) Some districts served transitional and regular kindergarten students in combination classrooms; (2) There was substantial variability in how districts approached implementation of the new grade level, including variation in the curricula teachers used to guide classroom instruction; (3) The most common challenges reported by districts implementing transitional kindergarten were funding, developing a transitional kindergarten report card, selecting curricula for the new grade level, and providing professional development for teachers; and (4) Parents participating in focus groups were pleased with the program overall and said they felt their children were benefiting from the additional support prior to kindergarten. [For the executive summary, &quot;California's Transitional Kindergarten Program: Report on the First Year of Implementation. Executive Summary,&quot; see ED609103.]
California&apos;s Transitional Kindergarten Program: Report on the First Year of Implementation. Executive Summary
Author: American Institutes for Research (AIR)
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Development,Program Implementation,School Districts,Multigraded Classes,Barriers,Financial Support,Report Cards,Curriculum,Faculty Development,Parent Attitudes,Program Effectiveness,School Schedules,Eligibility,Enrollment,Educational Policy,Outreach Programs,Student Promotion,Teaching Methods,Articulation (Education),Cooperative Planning,Teacher Attitudes,Preschool Teachers,Principals,Administrator Attitudes,Low Income Students,English Language Learners,Racial Differences,Ethnicity,Group Instruction,Teacher Student Relationship,Classroom Environment,Intellectual Disciplines,Social Development,Emotional Development,Reading Instruction,Language Arts,Mathematics Instruction

In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law, which changed the kindergarten entry age so that children must turn 5 by September instead of December to enroll. The new grade level was put into place to promote school readiness for California's youngest learners. It also established a new grade level--transitional kindergarten (TK)--which is the first year of a two-year kindergarten experience for students born between September 2 and December 2. To address the questions and the complexities of the implementation of a statewide policy initiative, American Institutes for Research (AIR) conducted a mixed-methods study examining these issues at multiple levels of the system. Data collection strategies included surveys of district administrators (both a short-form census survey and a longer survey for a sample of districts), principals, and TK and kindergarten teachers; classroom observations; case study interviews; and parent focus groups. This executive summary highlights key findings from the study. [For the full report, &quot;Study of California's Transitional Kindergarten Program: Report on the First Year of Implementation,&quot; see ED609102.]