ethanporcaro/eric-fulltext-meta huggingface dataset:
Support for Rural Colorado Schools: How Philanthropy and Districts Came Together to Serve Students in 2020
Author: Beach, Paul
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Rural Schools,Partnerships in Education,School Districts,Philanthropic Foundations,Private Financial Support,Educational Change,COVID-19,Pandemics,Resource Allocation,Educational Finance,Grantsmanship,Educational Innovation,Program Development,Program Design

As schools across the country closed in March 2020 at the outset of the COVID-19 pandemic, it was not clear how long in-person education would be disrupted. The abrupt transition to remote learning was particularly challenging for districts in rural communities, many of which have long lacked reliable access to high-speed internet and technological resources for students. The unique circumstances of the pandemic required innovative solutions to address a deepening array of acute challenges faced by rural schools. In Colorado, the philanthropic community met the moment by supporting rural school systems in fundamentally new ways, upending traditional grantmaking processes to better address communities' needs through two key initiatives: the Planning and Design Support (PDS) initiative and the Education Innovation Fund. RESCHOOL Colorado's Learning Dollar initiative, a program connected to the Education Innovation Fund, also played a pivotal role by distributing money directly to families for education-related expenses. The deep collaboration among funders that occurred during these initiatives wasn't the only silver lining that emerged in the chaos and uncertainty of 2020. Schools and districts, especially those in rural areas, also set aside considerable time and resources, when both were scarce, to secure needed funding for their students and communities. In this paper, the authors describe the origins of these initiatives and their basic design before outlining a set of recommendations for how philanthropy in the state and elsewhere can build on these promising practices to improve future grantmaking. [WEND Collective and Lyra Colorado provided additional financial support for this report.]
Starting Up &amp; Staying Out: Reducing Recidivism and Expanding Economic Options by Supporting Pathways to Entrepreneurship for Formerly Incarcerated New Yorkers
Author: Armstrong, Lisa
Date: 2022-05-00
Type: Reports - Research
Subjects: Institutionalized Persons,Correctional Institutions,Recidivism,Financial Needs,Entrepreneurship,Career Pathways,Barriers,Skill Development,Social Support Groups

Few New Yorkers face a tougher road to stable employment today than those returning from a period of incarceration. Indeed, the unemployment rate among people who have been to prison is almost five times higher than among the general population. Given these long odds, formerly incarcerated New Yorkers are searching for other ways to generate income--and entrepreneurship provides a meaningful pathway with significant room to grow. Strengthening support for reentry entrepreneurship offers policymakers one vital, yet largely untapped, opportunity to help far more returning New Yorkers succeed in reentry and beyond. This report builds on the Center for an Urban Future (CUF)'s 25 years of research about the role of entrepreneurship in creating a more inclusive economy in New York City. This report investigates the current state of entrepreneurship among formerly incarcerated New Yorkers and what is needed to expand the number of successful new businesses launched by New York's reentry population. Informed by extensive data analysis and interviews with more than 40 experts in reentry, community justice, microfinance, small business development, and entrepreneurship training--including more than a dozen formerly incarcerated entrepreneurs--the study explores the opportunity to expand support for reentry entrepreneurship and ensure more of the formerly incarcerated New Yorkers who start businesses can succeed. It examines the current supports for still incarcerated aspiring entrepreneurs and for formerly incarcerated New Yorkers looking to start or grow their own business as they return to their communities. It also identifies the key obstacles preventing justice-involved New Yorkers from launching successful businesses, profiles best practices from other states, and advances ten concrete and achievable recommendations for how city and state policymakers, the business community, nonprofit leaders, and philanthropy can work together to expand reentry entrepreneurship and strengthen a vital pathway to economic opportunity for returning New Yorkers. [This report was written with Eli Dvorkin.]
A Comparative Analysis of the Successes and Challenges in Online Teaching at Different Grade Levels during the New Normal Education
Author: Medina, Arnold B.
Date: 2022-08-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Success,Barriers,School Closing,Online Courses,Distance Education,Science Teachers,Foreign Countries,Computer Literacy,Teacher Competencies,Teacher Characteristics,Elementary Secondary Education,Internship Programs

The COVID-19 pandemic has brought extraordinary challenges and has affected the education sectors across the globe. In the Philippine education context, to sustain and provide quality education despite the community quarantine, the new normal education was implemented. Henceforward, the adaptation of online classes, as one of the learning modalities implemented in schools, is undeniably a giant leap in the Philippine education system. This study aimed to further understand the Online Distance Learning Modality (ODLM) by comparing perceived levels of performance as well as challenges of teachers across grade levels in the basic education. The study was conducted at Sto. Rosario, Hagonoy, Bulacan, Philippines. Accordingly, the Science teachers serving at different levels, including the Teacher Internship Program, have excellent profiles and perceived levels of success in online teaching. However, they also encounter challenges in online teaching. Moreover, there is no significant difference in terms of their profiles, levels of success and challenges in online teaching. These results imply that the upskilling and reskilling of teachers on digital learning and handling different learning modalities should continue. There must also be a review of the persisting challenges in online teaching and provide needed materials to help the teachers in the online learning modality.
U.S. Department of Education Annual Report, Fiscal Year 1985
Author: Department of Education (ED)
Date: 1985-00-00
Type: Historical Materials
Subjects: Educational Administration,Elementary Secondary Education,Planning,Budgets,Evaluation,Agency Cooperation,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Private Education,Public Education,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Advisory Committees,Grants,Contracts,Organizational Change

The annual report of the U.S. Department of Education includes the Secretary of Education's report, and program-by-program analysis of agency principal operating components: the Office of the Secretary; the Office of the Under Secretary, including the Office of Management, the Office of Planning, Budget, and Evaluation, and the Office of Intergovernmental and Interagency Affairs; the Office of Educational Research and Improvement; the Office of Elementary and Secondary Education; the Office of Postsecondary Education; the Office of Special Education and Rehabilitative Services; the Office of Vocational and Adult Education; the Office of Bilingual Education and Minority Language Affairs; the Office for Civil Rights; the Office of the General Council; the Office of Legislation and Public Affairs, and the Office of the Inspector General. The report includes information on grants and contracts, organizational structure changes, and new legislation. An appendix lists agency advisory councils and committees, boards and commissions, and regional offices.
Grant for Professional Learning and Elementary Teacher Preparation Assessment Grant. Report to the Education Interim Committee and the Public Education Appropriations Subcommittee
Author: Clark, Julie
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Grants,Educational Finance,Federal Aid,Elementary School Teachers,Licensing Examinations (Professions),Numeracy,Emergent Literacy,Early Childhood Education,Elementary Education,Special Education,Preschool Education,Reading Instruction,Reading Tests

This brief report provides a summary of and highlights background information, funding, participation, and outcomes for the Grant for Professional Learning (U.C.A. Sections 53F-5-214) and the Elementary teacher preparation assessment grant (U.C.A. Sections 53F-5-215). The purpose of the Grant for Professional Learning is to award grants to Local Education Agencies (LEAs) to provide teachers preschool through grade 3 with professional learning opportunities in early literacy and/or early mathematics. Candidates seeking licensure in early childhood, elementary, special education, or preschool special education, will be required to demonstrate their knowledge in the science of reading related to literacy instruction by passing the Foundations of Reading test. The Elementary teacher preparation assessment grant will cover the cost of the initial administration of the assessment. The first three years will be a pilot to gather data. By 2024-2025, a cut score will be established, and candidates will need to pass the assessment to receive their teaching license.
Educational Improvement Opportunities outside of the Regular School Day Grant Program. Report to the Education Interim Committee
Author: Sheikh, Kamille
Date: 2020-07-00
Type: Reports - Research
Subjects: Educational Improvement,Grants,State Legislation,Educational Legislation,Educational Quality,After School Programs,Educational Finance,Program Effectiveness,Outcomes of Education,Academic Achievement,Attendance,Faculty Development

This report is provided to the Education Interim Committee to report on the Educational Improvement Opportunities Outside of the Regular School Day Grant Program specified in Utah Code 53F-5-210. This program is also called the Program Quality Enhancement (PQE) grant program as it seeks to improve the quality of existing programs. This report discusses the PQE grant program outcomes, including the quality improvement efforts and the impact on the academic performance of participating students in funded programs during the 2018-19 implementation school year.
High Quality School Readiness Program Expansion (HQSR-E) Report. Report to the Education Interim Committee
Author: Smith, Jessica
Date: 2018-10-00
Type: Reports - Research
Subjects: State Legislation,Educational Legislation,School Readiness,Educational Quality,Program Evaluation,Kindergarten,Access to Education,Family Programs,Federal Programs,Welfare Services,Grants,Public Schools,Private Schools,Home Schooling,Program Effectiveness,Mathematics Skills,Social Development,Emotional Development,Preschool Children

In the 2016 General Session, the Legislature passed Senate Bill 101, High Quality School Readiness Program Expansion, which expanded access to high quality school readiness programs for eligible students. This program was funded with $120,000 ongoing from the Education Fund for program administration and $9.0 million in Temporary Assistance for Needy Families (TANF) reserves. The High Quality School Readiness Expansion (HQSR-E) program is a grant program to expand access to high quality school readiness programs for eligible four-year-olds to prepare them academically for success in school. The Utah State Board of Education contracted with the Evaluation and Training Institute (ETI) to conduct a multiyear evaluation of the program that compares its effects on students' school readiness skills across three high quality preschool program models: public, private and home/computer-based. This report provides an independent evaluation for the second year of the program, 2017-2018.
Educational Improvement Opportunities outside of the Regular School Day Grant Program. Report to the Education Interim Committee
Author: Voorhies, Leah
Date: 2021-11-00
Type: Reports - Research
Subjects: Grants,Educational Improvement,Educational Legislation,State Legislation,Educational Quality,Academic Achievement,Outcomes of Education,After School Programs,Attendance,COVID-19

This report is provided to the Education Interim Committee to report on the Educational Improvement Opportunities Outside of the Regular School Day Grant Program specified in Utah Code 53F-5-210. This program is also called the Program Quality Enhancement (PQE) grant program, as it seeks to improve the quality of existing programs operating outside of the regular school day. The requirement for this report is to review the PQE grant program outcomes, including the quality improvement efforts and the impact on the academic performance of participating students in funded programs during the 2019-20 school year. [For the July 2020 report, see ED622007.]
Extreme Measures: A National Descriptive Analysis of Closure and Restructuring of Traditional Public, Charter, and Private Schools. Technical Report. Updated
Author: Harris, Douglas N.
Date: 2022-07-08
Type: Reports - Research
Subjects: School Closing,School Restructuring,Elementary Secondary Education,Public Schools,Private Schools,Charter Schools,Student Characteristics,Institutional Characteristics,Enrollment,Academic Achievement,Race,Income,Equal Education,Educational Trends,Predictor Variables

We describe the levels, trends, and patterns of school closure and restructuring in the United States from 1991 to 2019 across all sectors using a near census of K-12 schools. Focusing on the years with the best available data, 2014-2018, we find that the annual closure rate of charter, private, and traditional public schools (TPS) were 5.1, 2.9, and 0.9 percent respectively. The annual restructuring rates are 2.0 percent for charter schools and 0.6 percent for TPS. Regression analysis shows that these differences in closure and restructuring rates by sector drop slightly after controlling for student and school characteristics. The strongest predictor of increased closures is low student enrollment, especially in private schools. In charter and traditional public schools, achievement measures predict closure and restructuring nearly as strongly as enrollment. While racial and income composition are weaker predictors of closure/restructuring, that they predict at all, after controlling for many other factors, raises some equity concerns. We also discuss ways in which the forces behind closure/restructuring may be difficult to uncover with this type of quantitative analysis. [For the Policy Brief, see ED622058.]
U.S. Department of Education Annual Report, Fiscal Year 1981
Author: Department of Education (ED)
Date: 1982-00-00
Type: Historical Materials
Subjects: Federal Government,Public Agencies,Educational Administration,Elementary Secondary Education,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Advisory Committees

The annual report of the U.S. Department of Education includes the Secretary of Education's report, and program-by-program analysis of the agency's principal operating components: the Office of the Secretary; the Office of the Under Secretary; the Office of Inspector General; the Office of Elementary and Secondary Education; the Office of Special Education and Rehabilitative Services; Office of Bilingual Education and Minority Language Affairs; the Office of Vocational and Adult Education; the Office of Postsecondary Education; the Office of Educational Research and Improvement; the Office for Civil Rights; the Office of the General Council; and the Office of Legislation and Public Affairs. The report includes information on grants and contracts, organizational structure changes, and new legislation. Appendices cover agency advisory councils and committees, and Department of Education-National Science Foundation coordination.
U.S. Department of Education Annual Report, Fiscal Year 1982
Author: Department of Education (ED)
Date: 1983-00-00
Type: Historical Materials
Subjects: Federal Government,Public Agencies,Educational Administration,Budgets,Planning,Evaluation,Agency Cooperation,Elementary Secondary Education,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Advisory Committees

The annual report of the U.S. Department of Education includes the Secretary of Education's report, and program-by-program analysis of the agency's principal operating components: the Office of the Secretary; the Office of the Under Secretary, including the Office of Management, the Office of Planning, Budget, and Evaluation, and the Office of Intergovernmental and Interagency Affairs; the Office of Inspector General; the Office of Elementary and Secondary Education; the Office of Special Education and Rehabilitative Services; the Office of Bilingual Education and Minority Language Affairs; the Office of Vocational and Adult Education; the Office of Postsecondary Education; the Office of Educational Research and Improvement; the Office for Civil Rights; the Office of the General Council; and the Office of Legislation and Public Affairs. The report includes information on grants and contracts, organizational structure changes, and new legislation. An appendix lists agency advisory councils and committees.
U.S. Department of Education Annual Report, Fiscal Year 1983
Author: Department of Education (ED)
Date: 1984-00-00
Type: Historical Materials
Subjects: Federal Government,Public Agencies,Educational Administration,Planning,Budgets,Evaluation,Agency Cooperation,International Cooperation,Elementary Secondary Education,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Grants,Contracts,Organizational Change,Advisory Committees

The annual report of the U.S. Department of Education includes the Secretary of Education's report, and program-by-program analysis of the agency's principal operating components: the Office of the Secretary; the Office of the Under Secretary, including the Office of Management, the Office of Planning, Budget, and Evaluation, and the Office of Intergovernmental and Interagency Affairs; the Office of Inspector General; the Office of Elementary and Secondary Education; the Office of Special Education and Rehabilitative Services; the Office of Bilingual Education and Minority Language Affairs; the Office of Vocational and Adult Education; the Office of Postsecondary Education; the Office of Educational Research and Improvement; the Office for Civil Rights; the Office of the General Council; and the Office of Legislation and Public Affairs. The report includes information on grants and contracts, organizational structure changes, and new legislation. An appendix lists agency advisory councils and committees and boards and commissions.
U.S. Department of Education 1980 Annual Report
Author: Department of Education (ED)
Date: 1980-00-00
Type: Historical Materials
Subjects: Grants,Contracts,Organizational Change,Educational Legislation,Elementary Secondary Education,Bilingual Education,Language Minorities,Private Education,Public Education,Special Education,Rehabilitation,Public Schools,Postsecondary Education,Vocational Education,Adult Education,Educational Research,Educational Improvement,Civil Rights,Public Agencies,Federal Government,Educational Administration,Budgets,Advisory Committees

This annual report of the U.S. Department of Education includes the Secretary of Education's report, and program-by-program analysis of the agency's principal operating components: the Office of the Secretary; the Office of the Under Secretary; the Office of Elementary and Secondary Education; the Office of Bilingual Education and Minority Language Affairs; Non-Public Education; the Office of Special Education and Rehabilitative Services; the Office of Education for Overseas Dependents; the Office of Postsecondary Education; the Office of Vocational and Adult Education; the Office of Educational Research and Improvement; the Office for Civil Rights; the Office of Inspector General; the Office of the General Council; the Office of Legislation; the Office of Planning and Budget; the Office of Public Affairs; and the Office of Management. The report includes information on grants and contracts, organizational structure changes, and new legislation. Appendices cover Department of Education-National Science Foundation coordination, agency advisory councils and committees, and Department of Education FY 1979 funding to states, territories, and the District of Columbia.
U.S. Department of Education Annual Report, Fiscal Year 1984
Author: Department of Education (ED)
Date: 1984-00-00
Type: Historical Materials
Subjects: Educational Administration,Elementary Secondary Education,Planning,Budgets,Evaluation,Agency Cooperation,Special Education,Rehabilitation,Bilingual Education,Language Minorities,Private Education,Public Education,Vocational Education,Adult Education,Postsecondary Education,Educational Research,Educational Improvement,Civil Rights,Educational Legislation,Advisory Committees,Grants,Contracts,Organizational Change

The annual report of the U.S. Department of Education includes the Secretary of Education's report, and program-by-program analysis of the agency's principal operating components: the Office of the Secretary; the Office of the Under Secretary, including the Office of Management, the Office of Planning, Budget, and Evaluation, and the Office of Intergovernmental and Interagency Affairs; the Office of Inspector General; the Office of Elementary and Secondary Education; the Office of Special Education and Rehabilitative Services; the Office of Bilingual Education and Minority Language Affairs; the Office of Vocational and Adult Education; the Office of Postsecondary Education; the Office of Educational Research and Improvement; the Office for Civil Rights; the Office of the General Council; and the Office of Legislation and Public Affairs. The report includes information on grants and contracts, organizational structure changes, and new legislation. An appendix lists agency advisory councils and committees, and boards and commissions.