ethanporcaro/eric-fulltext-meta huggingface dataset:
The Judith P. Hoyer Early Care and Education Enhancement Program: Fiscal Year 2015. Annual Report
Author: Maryland State Department of Education, Division of Early Childhood
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Integrated Services,Low Income Groups,School Readiness,Student Evaluation,Accreditation (Institutions),Preschool Education,Access to Education,Public Education,Partnerships in Education,Budgets,Grants,Program Evaluation,Program Effectiveness,State Aid,Federal Aid

As the early education coordinator for Prince George's County Public Schools, Judith P. Hoyer lamented the gaps in available services for low-income families. In the 1990s, she created a central location in Adelphi, Maryland, for important early childhood services, thus fostering cooperation of governmental and private agencies around the needs of local families. After her untimely death in 1997, her husband, Congressman Steny Hoyer (D-MD), in partnership with then Governor Parris N. Glendening, led a successful movement to bring her model of collaboration to other areas of Maryland. As a result, the Maryland State Legislature enacted the Judith P. Hoyer Early Child Care and Education Enhancement Program in May of 2000. That legislation addressed three important principles in Maryland's early childhood care and education programs: (1) Judy Centers -- The need for greater coordination among the providers of early childhood education and support services was essential in focusing the services and resources of the various programs and providers on families with high needs in designated Title I school zones. This type of collaboration provides a greater opportunity for positive outcomes for children and greater school readiness; (2) Kindergarten Readiness Assessment (KRA) -- the need for a uniform assessment of success in early childhood education. This allows the State to better measure progress with some definition of success, and a means to assess that success; and (3) Program Accreditation and Preschool for All -- the need to ensure that all preschool age children receive quality care and education by promoting professional development for the early education workforce and accreditation for childcare providers. This report provides a current review of accomplishments and challenges that took place during State Fiscal Year 2015.
The Judith P. Hoyer Early Care and Education Enhancement Program: Fiscal Year 2016. Annual Report
Author: Maryland State Department of Education, Division of Early Childhood
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Integrated Services,Low Income Groups,School Readiness,Student Evaluation,Accreditation (Institutions),Preschool Education,Access to Education,Public Education,Partnerships in Education,Budgets,Grants,Program Evaluation,Program Effectiveness,State Aid,Federal Aid

As the early education coordinator for Prince George's County Public Schools, Judith P. Hoyer lamented the gaps in available services for low-income families. In the 1990s, she created a central location in Adelphi, Maryland, for important early childhood services, thus fostering cooperation of governmental and private agencies around the needs of local families. After her untimely death in 1997, her husband, Congressman Steny Hoyer (D-MD), in partnership with then Governor Parris N. Glendening, led a successful movement to bring her model of collaboration to other areas of Maryland. As a result, the Maryland State Legislature enacted the Judith P. Hoyer Early Child Care and Education Enhancement Program in May of 2000. That legislation addressed three important principles in Maryland's early childhood care and education programs: (1) Judy Centers -- The need for greater coordination among the providers of early childhood education and support services was essential in focusing the services and resources of the various programs and providers on families with high needs in designated Title I school zones. This type of collaboration provides a greater opportunity for positive outcomes for children and greater school readiness; (2) Kindergarten Readiness Assessment (KRA) -- the need for a uniform assessment of success in early childhood education. This allows the State to better measure progress with some definition of success, and a means to assess that success; and (3) Program Accreditation and Preschool for All -- the need to ensure that all preschool age children receive quality care and education by promoting professional development for the early education workforce and accreditation for childcare providers. This report provides a current review of accomplishments and challenges that took place during State Fiscal Year 2016. [For the 2015 report, see ED615934.]
The Judith P. Hoyer Early Care and Education Enhancement Program: Fiscal Year 2017. Annual Report
Author: Maryland State Department of Education, Division of Early Childhood
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Integrated Services,Low Income Groups,School Readiness,Student Evaluation,Accreditation (Institutions),Preschool Education,Access to Education,Public Education,Partnerships in Education,Budgets,Grants,Program Evaluation,Program Effectiveness,State Aid,Federal Aid

As the early education coordinator for Prince George's County Public Schools, Judith P. Hoyer lamented the gaps in available services for low-income families. In the 1990s, she created a central location in Adelphi, Maryland, for important early childhood services, thus fostering cooperation of governmental and private agencies around the needs of local families. After her untimely death in 1997, her husband, Congressman Steny Hoyer (D-MD), in partnership with then Governor Parris N. Glendening, led a successful movement to bring her model of collaboration to other areas of Maryland. As a result, the Maryland State Legislature enacted the Judith P. Hoyer Early Child Care and Education Enhancement Program in May of 2000. That legislation addressed three important principles in Maryland's early childhood care and education programs: (1) Judy Centers -- The need for greater coordination among the providers of early childhood education and support services was essential in focusing the services and resources of the various programs and providers on families with high needs in designated Title I school zones. This type of collaboration provides a greater opportunity for positive outcomes for children and greater school readiness; (2) Kindergarten Readiness Assessment (KRA) -- the need for a uniform assessment of success in early childhood education. This allows the State to better measure progress with some definition of success, and a means to assess that success; and (3) Program Accreditation and Preschool for All -- the need to ensure that all preschool age children receive quality care and education by promoting professional development for the early education workforce and accreditation for childcare providers. This report provides a current review of accomplishments and challenges that took place during State Fiscal Year 2017. [For the 2016 report, see ED615935.]
The Judith P. Hoyer Early Care and Education Enhancement Program, School Year 2019-2020: Report Authorized in 5-217 of the State Government Article, the General Assembly MSAR #10071
Author: Maryland State Department of Education
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Integrated Services,Low Income Groups,School Readiness,Student Evaluation,Accreditation (Institutions),Preschool Education,Access to Education,Public Education,Partnerships in Education,Budgets,Grants,Program Evaluation,Program Effectiveness,State Aid,Federal Aid

As the early education coordinator for Prince George's County Public Schools, Judith P. Hoyer lamented the gaps in available services for low-income families. In the 1990s, she created a central location in Adelphi, Maryland, for important early childhood services, thus fostering cooperation of governmental and private agencies around the needs of local families. After her untimely death in 1997, her husband, Congressman Steny Hoyer (D-MD), in partnership with then Governor Parris N. Glendening, led a successful movement to bring her model of collaboration to other areas of Maryland. As a result, the Maryland State Legislature enacted the Judith P. Hoyer Early Child Care and Education Enhancement Program in May of 2000. That legislation addressed three important principles in Maryland's early childhood care and education programs: (1) Judy Centers -- The need for greater coordination among the providers of early childhood education and support services was essential in focusing the services and resources of the various programs and providers on families with high needs in designated Title I school zones. This type of collaboration provides a greater opportunity for positive outcomes for children and greater school readiness; (2) Kindergarten Readiness Assessment (KRA) -- the need for a uniform assessment of success in early childhood education. This allows the State to better measure progress with some definition of success, and a means to assess that success; and (3) Program Accreditation and Preschool for All -- the need to ensure that all preschool age children receive quality care and education by promoting professional development for the early education workforce and accreditation for childcare providers. This report provides a current review of accomplishments and challenges that took place during State Fiscal Year (FY) 2020. [For the 2019 report, see ED615901.]
Fiscal Effects of School Choice: Analyzing the Costs and Savings of Private School Choice Programs in America
Author: Lueken, Martin F.
Date: 2021-11-00
Type: Reports - Research
Subjects: School Choice,Educational Finance,Costs,Private Schools,Educational Vouchers,Money Management,Tax Credits,Scholarships,Expenditure per Student,Special Needs Students

School choice critics argue that choice programs drain resources from public schools and therefore harm students who remain in them. Because policymakers are tasked with balancing their states' budgets and ensuring that their public schools meet educational provisions in their states' constitutions, they are concerned with the fiscal effects of these programs. More than two dozen studies have examined educational choice programs' effects on students enrolling in nearby public schools. Researchers have conducted a handful of systematic reviews of competitive effects research and, more recently, a meta-analysis of this body of research. In each of these reviews, researchers conclude that students who remain in district schools after exposure to educational choice programs tend to experience modest educational benefits. But the question remains whether educational choice programs lead to higher costs for taxpayers or fewer resources for students who remain in public schools. This report summarizes the fiscal effects of educational choice programs across the United States from an analysis of 40 private educational choice programs in 19 states plus D.C. The programs in the analysis include three education savings accounts programs, 19 school voucher programs, and 18 tax-credit scholarship programs. The report also provides context by presenting basic facts about the size and scope of each program, in terms of participation and funding, relative to each state's public school system. It presents the facts on taxpayer funding disparities between students using the choice programs and their peers in public schools.
Compensatory Strategies Adopted by Chinese EFL Learners in Virtual Exchange with Native Speakers
Author: Feng, Ruiling
Date: 2021-08-16
Type: Reports - Research
Subjects: Native Speakers,Mandarin Chinese,Undergraduate Students,Virtual Classrooms,International Educational Exchange,Intercultural Communication,Videoconferencing,Communication Strategies,Language Proficiency,English (Second Language),Second Language Learning,Foreign Countries

Compensatory strategies play an important role in second language (L2) processing because of limited language knowledge and ensuing anxiety and could help assure understanding and void communication breakdown. Previous studies about compensatory strategies largely adopt laboratory settings and neglect the strategies in authentic oral communication. Accordingly, the present study investigated compensatory strategies used by Chinese university students in online videoconferences with their US peers during a five-week virtual exchange project. We interviewed 27 Chinese students twice, once after the first-week videoconference, the other after the last-week videoconference. The English as a Foreign Language (EFL) learners in this study could adopt compensatory strategies of different levels. Their strategy use, however, was not flexible enough as several types of strategies were repeatedly used, while other types were rarely implemented. The virtual exchange could help the EFL learners employ compensatory strategies more often, of higher levels, and with increased immediacy. The results can help to establish more targeted English teaching and learning. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Making the Virtual Tangible: Using Visual Thinking to Enhance Online Transnational Learning
Author: Murdoch-Kitt, Kelly M.
Date: 2021-08-16
Type: Reports - Research
Subjects: Visualization,Online Courses,Thinking Skills,Cultural Awareness,Teaching Methods,Cooperative Learning,Intercultural Communication,Learning Activities,International Educational Exchange,Computer Mediated Communication,Interpersonal Relationship,Trust (Psychology),Student Projects,Active Learning,Metacognition,Student Attitudes,Feedback (Response),English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,College Students

Tangible visual thinking activities can enrich long-distance intercultural learning experiences by improving realism, respect, and equity. This occurs through the creation of boundary objects, which can be physical objects that generate shared understanding across diverse teams and disciplinary boundaries. In the case of this study, visual thinking activities produce boundary objects in the form of visual creations -- such as sketches, photographs, collages, and data visualizations. Used strategically in conjunction with Collaborative Online International Learning (COIL) curricula in any academic discipline, these activities cultivate self-reflection, communication, mutual understanding, cultural learning, and cooperative work. The benefits of visual thinking enrich and enhance transnational learning, as illustrated and observed in the course of the authors' ongoing nine-year study of Virtual Exchanges (VEs) between learners situated in the Middle East and North America. The visual thinking activities in this study complement and work in parallel with COIL curricula or existing courses that instructors have already planned. They can also occur in conjunction with regular course activities leading up to and throughout a collaboration to enhance relationship-building and trust. Visual thinking activities offer ways for learners to understand and appreciate their collaborative partnerships beyond the screen. In the context of long-distance intercultural experiences, the tangible and tactile nature of these activities reinforces the verisimilitude of the collaboration and its participants. After completing these preliminary activities, the study findings indicate an increase in the quality of projects that students produce together. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Virtual Exchange Facilitated by Interactive, Digital, Cultural Artefacts: Communities, Languages, and Activities App (ENACT)
Author: Dodds, Colin B.
Date: 2021-08-16
Type: Reports - Descriptive
Subjects: Computer Software,Second Language Learning,Second Language Instruction,Open Educational Resources,Workshops,Models,Computer Mediated Communication,Cultural Awareness,Program Descriptions,Information Technology,Task Analysis,Intergenerational Programs,Learning Experience,Program Implementation,Higher Education,Equal Education,Immigrants,Native Language,International Cooperation,Foreign Countries,Computer Simulation,Integrated Learning Systems

This chapter is based on a workshop at IVEC 2020 which presented a model of Virtual Exchange (VE) facilitated by interactive, digital, and cultural artefacts created using a progressive web app developed by the EU-funded ENACT project team. The model offers an innovative approach to online intercultural exchange through the opportunity to create, share, appropriate, and re-create cultural artefacts. Drawing on Thorne's (2016) concept of cultural artefacts, the app is designed to enable artefacts as catalysts for intercultural exchange while &quot;artifacts and humans together create particular morphologies of action&quot; (p. 189). The ENACT project aims to develop Open Educational Resources (OER) that will foster intergenerational and intercultural understanding within and between communities; promote opportunities for intergenerational, intercultural interaction; and offer a real-world, immersive learning experience that brings culture to life. The web app is built on the well-established H5P.org interactive media engine tailored for the creation of, and engagement with interactive digital media for task-based exchange of cultural activities promoting linguistic, digital, and intercultural communication skills development. This chapter outlines how the ENACT app can be implemented in VE at higher education to facilitate deeper, immersive, virtual intercultural exchange experiences that go beyond talking about culture and that offer hands-on cultural experiences based on learning by doing to ensure equitable experiences to all students. [For the complete volume, &quot;Virtual Exchange: Towards Digital Equity in Internationalisation,&quot; see ED614868.]
Meeting the Moment: How Education Leaders Can Maximize Federal COVID Relief Aid to Support More Equitable Student Learning. Federal Relief Aid Series. Brief 1
Author: Willis, Jason
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: School Districts,Federal Aid,Kindergarten,Elementary Secondary Education,Strategic Planning,Federal Legislation,COVID-19,Pandemics,Educational Finance,Barriers,Educational Opportunities,Educational Change,Expenditures,Information Dissemination,Agency Cooperation,Sustainability,Educational Resources,Disadvantaged,Decision Making,Educational Planning,Money Management,Student Needs

School districts across the country are receiving billions of dollars in federal relief aid. The unprecedented size of this investment -- three separate aid packages providing nearly $200 billion for K-12 education alone -- presents both an enormous opportunity and a challenge for state and local education leaders. The principle question is, how can education leaders strategically invest these dollars over a three- to four-year period to address the enormity of students' needs resulting from the COVID-19 pandemic? As part of a planned series of policy briefs released in summer 2021, this report provides context on the sheer magnitude of this federal relief aid for K-12 education and describes the opportunities and challenges that the funding brings. The brief concludes with seven strategies for how state and school district leaders can strategically invest federal relief dollars, in coordination with state and local funding, to accelerate student learning and address students' current and long-term physical, social, and emotional well-being.
Adapting a Cardinal Rule of Finance: Five Strategies for Using One-Time Federal Funding on School Staffing. Federal Relief Aid Series. Brief 2
Author: Chambers, Dana
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,School Districts,Elementary Secondary Education,Educational Finance,Decision Making,Expenditures,Money Management,Teacher Shortage,Student Needs,Teacher Persistence,Teacher Recruitment,Small Group Instruction,Educational Change,Well Being,Acceleration (Education),Tutoring,College School Cooperation,Partnerships in Education,Teacher Effectiveness,Compensation (Remuneration),Time Management,Alignment (Education),Strategic Planning,Resource Allocation,Educational Equity (Finance),Collective Bargaining,School Personnel,Kindergarten,Equal Education,Access to Education

School systems are currently faced with critical recovery needs as a result of the COVID-19 pandemic. Leaders must decide how to allocate nearly $200 billion of federal funding, which has the potential to significantly impact efforts to accelerate learning and provide student well-being supports, especially for students who have been disproportionately impacted by the pandemic. A cardinal rule of finance is to avoid using one-time funds on personnel because the funding is not sustainable and many organizations do not have the infrastructure to manage the staffing challenges that come when the funding ends. However, given the urgent personnel needs prompted by the pandemic, now may be the time to adapt this cardinal rule. As school systems address unprecedented student needs resulting from the pandemic, this brief offers five strategies for using federal aid to invest in school staff. If done well, several of these strategies have the added benefit of enabling school systems to invest in longer-term solutions that strengthen the pipeline of educators and support staff to address enduring shortages. [For Brief 1, &quot;Meeting the Moment: How Education Leaders Can Maximize Federal COVID Relief Aid to Support More Equitable Student Learning,&quot; see ED615943.]
Three Strategies for Investing One-Time Federal Relief Aid to Make a Lasting Difference: Sustainable Financing of Education Innovations. Federal Relief Aid Series. Brief 3
Author: Willis, Jason
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Aid,Federal Legislation,COVID-19,Pandemics,Kindergarten,Elementary Secondary Education,Educational Planning,Sustainability,Acceleration (Education),Well Being,Student Needs,Money Management,Expenditures,Decision Making,Educational Change,Educational Improvement,Outcomes of Education,Costs,Educational Quality,Educational Facilities Improvement,Strategic Planning,Computer Networks,Intervention,Capacity Building,Partnerships in Education

The COVID-19 pandemic offers an opportunity to reconsider the approach and delivery of public education. With a large infusion of one-time federal relief aid and a depth of need among students most impacted by the COVID-19 pandemic that the system is still trying to understand, state and local education leaders will need to plan for both (1) short-term investments to accelerate learning and address student well-being and (2) long-term structural changes to the education system. To ensure that the quality of the U.S. education system continues to improve even after the one-time federal aid is gone, education leaders will want to consider how to use one-time funding strategically in a way that fuels ongoing improvement in student outcomes for years to come. This brief provides an overview of three strategies for planning for sustainability, or long-term improvements in local and state education systems, when investing one-time federal funds. The strategies include: (1) segmenting or organizing investments; (2) prioritizing investments with long-term returns on student outcomes and future cost savings; and (3) modeling investments over the next few years. [For Brief 2, &quot;Adapting a Cardinal Rule of Finance: Five Strategies for Using One-Time Federal Funding on School Staffing,&quot; see ED615944.]