ethanporcaro/eric-fulltext-meta huggingface dataset:
Privacy and Security Considerations When Integrating Home Visiting Data
Author: Lin, Van-Kim
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Home Visits,Privacy,Information Security,Data Collection,Family Characteristics,Risk,Human Services,Early Childhood Education,Data Use,Access to Information,Federal Regulation,Health Insurance,Federal Legislation,Educational Legislation,Student Records,Parent Rights

Home visiting programs typically collect sensitive information about family characteristics, risk factors, and services received. States may choose to integrate these data with other early childhood data to learn more about the reach and effectiveness of the services and supports that families receive. As more states begin to integrate data across early childhood programs, data integration leaders should consider how the privacy and security of home visiting data are maintained when shared across organizations or integrated with other early childhood data. This resource describes the various types of entities, laws, and regulations that ensure the data privacy and security of home visiting data when they are used or integrated. To get data integration leaders the information they need to ensure privacy and security, we also include a series of questions for leaders to ask, research, and seek to answer prior to integrating home visiting data with other early childhood data. Data privacy means that data providers (e.g., families, home visitors, or home visiting programs) are aware of how their data will be used, shared, or reported. One component of data privacy is ensuring the security of home visiting data or safeguarding these data from being accessed by individuals or organizations that do not have permission to use or share these data.
Engaging Stakeholders in Home Visiting Data Integration Efforts
Author: Kane, Maggie
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Stakeholders,Home Visits,Data Use,Data Collection,Early Childhood Education,Data Interpretation

Home visiting is an important component of the early childhood (EC) landscape, but home visiting data are often not part of the larger early childhood data integration efforts that states undertake. Building support for home visiting data integration and coordinating efforts across sectors, systems, and programs require the involvement of a wide range of stakeholders. This resource presents an approach for engaging a diverse group of stakeholders--from families to home visiting model developers to researchers and legislators--when creating a process to integrate home visiting data with other early childhood data. It describes steps for: (1) Identifying relevant stakeholders; (2) Determining the types of information to share with and solicit from stakeholders; and (3) Choosing when to engage stakeholders in the process. This resource will be particularly valuable to those who lead efforts to connect home visiting data with other early childhood data. These data integration leaders may be state-level data managers or individuals who have taken the ownership of linking data across early childhood programs. Stakeholder engagement is essential to successfully build integrated data systems. Leaders should engage stakeholders early in the process and maintain their engagement throughout in order to: (1) Foster a sense of inclusion by keeping stakeholders informed as the system changes; (2) Build support and knowledge by broadening the range of individuals and organizations familiar with the system; (3) Inform stakeholders of the goals of the work, which can facilitate communication and help to ensure the data collected meet the needs of the system; (4) Give stakeholders the opportunity to inform the goals and direction of the system; and (5) Allow for a diversity of perspectives so that the system meets the needs of multiple users.
A Racial Reckoning: Anti-Asian Racism and Exclusion in Higher Education. The Opportunity for Race-Conscious Policy and a More Equitable California. Research in Brief
Author: Gutierrez, Rose Ann E.
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Racial Discrimination,Racial Bias,Higher Education,Asian American Students,College Students,Inclusion,College Environment,Ethnic Stereotypes,Sense of Community,Ethnicity

The Atlanta massacre on March 16, 2021, spurred a series of solidarity statements with the broader Asian and Asian American1 community from higher education institutions across the nation. While many colleges and universities have expressed their grief and support with the larger Asian and Asian American community, the same institutions have yet to reflect and reckon with their own history of exclusion, which has omitted Asian and Asian American students from larger conversations of diversity, equity, and inclusion. The purposes of this brief are to name the forms of anti-Asian racism that already exist in higher education institutions and to propose a series of recommendations to address the foreseeable forms of overt and covert anti-Asian violence that may occur when students return to campuses in fall 2021 and beyond. We recommend that institutions of higher education: create effectual task forces to think strategically about racism and xenophobia towards Asian and Asian American students; increase funding for ethnic studies, specifically, Asian American Studies Departments, Programs, and Centers; and collect and report disaggregated data on diverse subgroups of Asian and Asian American students.
Anti-Asian Bullying and Harassment: Symptoms of Racism in K-12 Schools during COVID-19. The Opportunity for Race-Conscious Policy and a More Equitable California. Research in Brief
Author: Le, Annie
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Asian American Students,Bullying,Racial Discrimination,Racial Bias,Elementary Secondary Education,COVID-19,Pandemics,Pacific Islanders,Victims,School Safety,Secondary School Students,Racial Differences

The COVID-19 pandemic has posed many challenges for K-12 students. However, these challenges have not been experienced equally across student groups. There has been a significant increase in mainstream media coverage of anti-Asian racism, but very little attention has been given to Asian American youth, who are not immune from incidents of bullying and harassment in our K-12 schools. This brief discusses how Asian American and Pacific Islander (AAPI) students face unique challenges associated with bullying and harassment because of their racial and ethnic identity. We examine the historical context of bullying and harassment of Asian Americans and how that persists as anti-Asian racism today. Finally, we propose policy solutions to create a more positive learning environment and address racist attitudes towards this specific community. Notably, we propose that K-12 leaders disaggregate data by ethnic subgroup, collect more comprehensive data on school bullying, harassment, and victimization disaggregated by AAPI ethnic subgroups, and invest in culturally sustaining mental health resources and curriculum.
Social Justice Humanitas Academy: A Community School Approach to Whole Child Education
Author: Saunders, Marisa
Date: 2021-05-06
Type: Reports - Research
Subjects: Public Schools,High Schools,Social Justice,Community Schools,Equal Education,Case Studies,Holistic Approach,Educational Practices,Well Being,Student Centered Learning,Self Actualization,Partnerships in Education,Family School Relationship,Social Emotional Learning,Culturally Relevant Education,Faculty Development,Social Support Groups

Social Justice Humanitas Academy (SJ Humanitas)--a public high school located in Southern California's San Fernando Valley--was designed and founded by teachers as a community school in 2011. Their vision, which they actualized with partners through the Los Angeles Unified School District (LAUSD) Pilot School initiative, was to create a school that would &quot;not only be a place of learning, but also a resource for the community.&quot; To do so, they designed a school that would bring together community resources, incorporate collaborative structures, and support students on their pathways to postsecondary success and self-actualization. Community schools, like SJ Humanitas, are increasingly elevated as an equity-driven, research-based approach that can address students' holistic needs. Yet there is a common misperception that community schools primarily focus on the provision of external supports rather than influencing the character of teaching and learning to enable student success. That is, many perceive them as addressing factors that surround learning rather than influencing the very practices that characterize schooling environments and classrooms. This case study addresses this misconception, illustrating how SJ Humanitas implemented a range of whole child education practices to advance outcomes and support student well-being.
Summer Learning and Beyond: Opportunities for Creating Equity
Author: Bang, Megan
Date: 2021-04-30
Type: Reports - Descriptive
Subjects: Summer Programs,Program Design,Elementary School Students,Secondary School Students,Teacher Student Relationship,Sense of Community,Student Interests,Holistic Approach,Active Learning,Inquiry,Faculty Development,Student Development,Social Emotional Learning,Prior Learning,Problem Based Learning

This report provides a set of six design principles, or stances toward learners and learning, that are essential for creating intellectually rigorous and equitable learning settings. These principles provide a holistic framework for designing goals, practices, and activities for summer learning and beyond. The Six Design Principles for Summer Learning and Beyond include: (1) Center Relationships; (2) Create a Culture of Affirmation and Belonging; (3) Build From Students' Interests and Take a Whole Child Approach to Their Development; (4) Engage Students' and Families' Knowledge in Disciplinary Learning; (5) Provide Creative, Inquiry-Based Forms of Learning; and (6) Address Educator Needs and Learning. The principles are guided by research on learning, which views learning as an essential life function that involves all aspects of what it means to be human. It is at once cognitive, physical, emotional, social, and cultural. This report discusses each design principle and why it is important. It highlights key ideas and practices that are related to each design principle, and lists resources and references (hyperlinked in the text) that people can consult to learn more. The report then provides an example to embody the principles in action and in concert with one another.
Attitudes on Key California Education Issues: Key Findings from a Statewide Survey Conducted August 29-September 7, 2020
Author: EdSource
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: Educational Attitudes,Public Opinion,Parent Attitudes,COVID-19,Pandemics,Distance Education,Elementary Secondary Education,Higher Education,Educational Finance,State Government

Parents, students and school communities have been forced to respond to the COVID-19 crisis in unprecedented ways. What are their reactions to the responses by school districts and state officials to this crisis? How has this affected their feelings about state government and how are families faring as they face challenges like distance learning? This new online EdSource poll of 834 registered voters conducted by FM3 Research takes the pulse of California's families across the state, with responses varying by income levels, race and ethnic backgrounds and political affiliation, on how Californians are experiencing the extraordinary circumstances of education in 2020. The sample in the poll included 634 registered voters statewide, including those with school age children, and an additional 200 voters who are parents or guardians of a child under age 19. This chart pack highlights survey results in the following categories: (1) Profile of Parent Respondents; (2) Views on Education; (3) Views on Distance Learning; and (4) Perspectives on the College Experience.
Building a National Early Childhood Education System That Works
Author: Learning Policy Institute
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Access to Education,Equal Education,Inclusion,COVID-19,Pandemics

Evidence overwhelmingly demonstrates that experiences from birth through age 5 are critical to children's development. Yet despite the long-term benefits of early childhood education (ECE), many children lack access to integrated, inclusive early learning experiences before kindergarten. Where children do have access to early learning, public investment in program quality is variable and insufficient. Early educators--the key to a successful program--are required to hold widely varying qualifications and are extremely underpaid. Finally, policymakers have often taken an incoherent approach to the governance and administration of ECE programs. These challenges have been glaringly exposed during the COVID-19 pandemic, which has caused many providers to close their doors and threatens the permanent loss of millions of early learning opportunities. The federal government, along with state and local government, businesses, and communities, shares in the responsibility to provide all children with access to high-quality ECE. The Biden-Harris Platform includes a national plan for addressing the current needs of the field and building an equitable ECE system. Their plan rightly starts with shoring up our current providers to ensure that they remain financially stable through the pandemic. This whitepaper considers the longer-term vision and makes recommendations, building on this platform and the work of national experts.
Teacher Turnover before, during, &amp; after COVID
Author: Rosenberg, David
Date: 2021-04-00
Type: Reports - Research
Subjects: Faculty Mobility,COVID-19,Pandemics,Public School Teachers,Teacher Shortage,Urban Schools,School Districts,Teacher Persistence,Beginning Teachers,Experienced Teachers,Gender Differences,Teacher Characteristics,Elementary Secondary Education,Disadvantaged Schools

Before COVID, the shortage of qualified, skilled teachers was among the top challenges facing education leaders. And with the stress of the pandemic, survey data showed that almost half of the public school teachers who left the profession since March 2020 cite COVID-19 as the main reason. As school systems ramp up hiring for next fall, concrete data on actual teacher turnover is scarce. To fill in that gap, Education Resource Strategies (ERS) worked with six district partners -- all large, urban districts, spread across the country -- to understand their actual teacher turnover patterns in 2020. In the six districts ERS studied, teacher turnover declined from an average of 17.3 percent over the prior three years, to 12.6 percent in 2020. Students in the highest-poverty schools experienced the greatest &quot;increase&quot; in staff stability compared to prior years. With new federal funding, state, district, and school leaders should be exploring how to use stimulus dollars in ways that improve the teaching job. Districts and schools can build toward making teachers' jobs more rewarding, collaborative, and sustainable by investing in the kinds of structures and conditions that matter most -- such as competitive compensation with opportunities to grow over time, supportive school leadership, sufficient time for collaboration, and teaching loads that make it possible to build relationships with their students and adjust approaches to meet their needs.
Meaningful Partnerships: Lessons from Two Innovative Principal Preparation Programs
Author: Siddiqi, Javaid
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Education,Educational Innovation,Leadership Training,Urban Schools,Rural Schools,Transformational Leadership,Internship Programs,Coaching (Performance),Partnerships in Education,Alignment (Education),State Policy

As the role of the principal changes, so too must principal preparation programs and the policies that guide them. In order to ensure that our schools have a strong supply of dynamic leaders who are adequately prepared for the demands of 21st century schools, there is a growing need for innovation and improvement in principal recruitment, preparation, and professional development. The functions that dominate the day of a modern principal -- student affairs, instructional leadership, personnel issues, interpersonal relations, etc. -- cannot be mastered through theoretical coursework alone. Modern school leadership preparation programs must offer aspiring principals an opportunity to practice these skills with robust supports. This study highlights two innovative programs -- the Northeast Leadership Academy (NELA) in North Carolina and the Kansas City Pathway to Leadership in Urban Schools (KC PLUS) in Missouri. In creating programs to meet the unique needs of districts located in rural and urban settings, respectively, both NELA and KC PLUS have built rigorous, practice-based principal preparation programs with a focus on equity. We will take a closer look at each program, and will consider the policy conditions that both supported, and hindered, the programs' success. While certification and degree credentials are the tangible outcomes of each of these programs, they are more focused on refining the practical application of the skills required to be an effective school leader. For too long, teacher and principal preparation programs have had low barriers to entry and focused on theory over practice. In contrast, these two principal preparation programs have set high entrance standards and emphasized practice-based learning that equips graduates to be transformational instructional and cultural leaders in their schools, districts, and communities.
Citing Others&apos; Works in Academic Texts: How Non-Native Writers of English Across-Disciplines Use Reporting Verbs and Reporting Signals in Their Research Article Introductions
Author: Arsyad, Safnil
Date: 2021-00-00
Type: Reports - Research
Subjects: Citations (References),English (Second Language),Second Language Learning,Verbs,Nouns,Morphemes,Form Classes (Languages),Authors,Journal Articles,Foreign Countries,Writing for Publication

This study is aimed at investigating how Indonesian writers in multidiscipline use reporting verbs (henceforth RVs) and reporting signals (henceforth RSs) in their research article introductions in English. Fifty research articles (henceforth RAs) were chosen on purpose from the recent edition of five different English language journals in Multi-disciplines published in Indonesia (i.e., 10 from Applied Linguistics, 10 from Medicine, 10 from Animal Husbandry, 10 from Engineering and Technology, and 10 from Geography). The results reveal that the most frequent groups of RV found in the RA introductions are SHOW and ARGUE groups; while the most frequent RS is Reporting Noun. It is also found that Indonesian writers in the data of this research tend to use RVs in Present and Past Tense. These findings are similar to those of previous studies where there is no important difference between English native and non-native speakers in using RVs in their RAs. This implies that Indonesian writers of the articles used in this study have used RVs in a similar way to English native speakers. This is because the RAs used in this research were taken from reputable international journals indexed by Scopus and/or Web of Science.
The Climate Crisis Is a Child Rights Crisis: Introducing the Children&apos;s Climate Risk Index
Author: Rees, Nicholas
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Climate,Childrens Rights,Risk,Natural Disasters,Pollution,Diseases,Water,Sanitation,Hygiene,Child Health,Nutrition,Access to Education,Poverty,Foreign Countries

The climate crisis is the defining human and child's rights challenge of this generation, and is already having a devastating impact on the well-being of children globally. Understanding where and how children are uniquely vulnerable to this crisis is crucial in responding to it. The Children's Climate Risk Index provides the first comprehensive view of children's exposure and vulnerability to the impacts of climate change to help prioritize action for those most at risk and ultimately ensure today's children inherit a liveable planet. Utilizing high-resolution geographical data, this report provides new global evidence on how many children are currently exposed to a variety of climate and environmental hazards, shocks and stresses. Children's lack of access to essential services, such as in health, nutrition, education and social protection, makes them particularly susceptible. This report combines this growing body of new evidence with data on children's vulnerability to introduce the first comprehensive view of climate risk from a child's perspective.
The Impact of Changes in Public-Sector Bargaining Laws on Districts&apos; Spending on Teacher Compensation
Author: García, Emma
Date: 2021-04-29
Type: Reports - Research
Subjects: Collective Bargaining,Laws,State Legislation,Unions,Compensation (Remuneration),Public School Teachers,Court Litigation,Teacher Salaries,Fringe Benefits,Public Sector,Government Employees,Educational Finance

The U.S. Supreme Court's 2018 decision in &quot;Janus v. American Federation of State, County, and Municipal Employees&quot; (AFSCME) (referred to as &quot;Janus&quot; hereafter) prohibited state and local government worker unions from negotiating collective bargaining agreements with fair share fee arrangements. In this report, the authors examine state collective bargaining restrictions on public-sector unions and how they impact spending on teacher compensation. Specifically, the authors develop a framework to estimate how spending on teacher compensation was affected by changes in the legal institutions (laws, court decisions, and other administrative mechanisms) governing public-sector unions in five states that experienced these changes early in the previous decade. There are two purposes of this study. First, the framework and the analysis, with the necessary adjustments to scale, contexts, and timelines, could be used in the near future to understand and estimate the impact on public-sector workers of the &quot;Janus&quot; decision (or of laws, court decisions, and other administrative mechanisms of a similar nature). Second, the results also set the stage for other important and broad questions regarding the affected education systems. These institutional changes that influence districts' spending on teacher compensation may also shift the career decisions of individuals who otherwise may have chosen a teaching profession, and they may have implications for student outcomes. Thus, this study can help policymakers better grasp the role of teachers unions in the post-&quot;Janus&quot; era by exploring pre-&quot;Janus&quot; events that affected the educational sector. The authors find that the pre-&quot;Janus&quot; legal changes weakening teachers unions in Idaho, Indiana, Michigan, Tennessee, and Wisconsin effectively reduced spending on total teacher compensation by about 6%, reduced teacher salaries by about 5%, and reduced teacher benefits by 9.7%. Even though it is not possible to use these results to exactly estimate the impact of &quot;Janus&quot; on union and nonunion teachers (nor to assess the impact of any other policy changes in states occurring within different contexts and under different timelines), the evidence from the study serves as an early warning of potentially negative repercussions of &quot;Janus&quot; on similar outcomes.