ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking Action on Racial Equity: How Grantmakers Are Becoming Change-Makers
Author: Grantmakers for Education
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Equal Education,Philanthropic Foundations,Change Agents,Race,Conferences (Gatherings),Educational Change,Risk,Community Organizations,Institutional Cooperation

Generally speaking, black, Latino and Native American learners continue to face a variety of barriers to opportunity that result in severe disparities in academic achievement and educational outcomes. The persistence of these inequities has prompted some funders to step back, reflect and ask themselves what else they need to be doing to remove barriers to opportunity and assure that all learners have the chance to succeed. Recognizing that more grantmakers are feeling a need to address racial equity directly but are unsure where to begin, Grantmakers for Education (GFE) held three summits on racial equity in different cities during the summer of 2018. These regional summits -- held in Washington, D.C., San Francisco and Dallas -- gave funders from a wide range of grantmaking organizations a rare opportunity to talk openly and at length about racism, bias, opportunity and achievement gaps, and their dire consequences both for individuals and for society. After the summits, participants said they found the conversations illuminating and meaningful: 98 percent said the experience gave them access to a diversity of opinions and approaches, and a similar percentage said it was relevant to the issues they are currently facing at work. The purpose of the program report is to fuel ongoing conversations among grantmakers about racial equity and, more importantly, inspire transformation within education grantmaking organizations and beyond.
2016 NMC Technology Outlook: Chinese K-12 Education. A Horizon Project Regional Report
Author: Johnson, L.
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Secondary Education,Technology Uses in Education,Educational Technology,Technology Integration,Educational Trends,Electronic Learning,Video Technology,Printing,Learning Analytics,Online Courses,Grading,Artificial Intelligence,Computer Simulation,Laboratories,Internet,Computer Assisted Instruction

The &quot;2016 NMC Technology Outlook for Chinese K-12 Education: A Horizon Project Regional Report&quot; reflects a collaborative research effort between the New Media Consortium (NMC) and the Smart Learning Institute of Beijing Normal University to inform Chinese school leaders and decision-makers about important developments in technologies supporting teaching, learning, and creative inquiry in K-12 education across the country. In the effort that took place from July through October 2015, a carefully selected panel of experts was asked to consider hundreds of relevant articles, news, blog posts, research, and project examples as part of the preparation that ultimately pinpointed the most notable technology topics, trends, and challenges for Chinese K-12 education over the next five years. View the Horizon Project China expert panel wiki that helped produce the report. [This report was in collaboration with Smart Learning Institute of Beijing Normal University.]
2016 NMC Technology Outlook: International Schools in Asia. A Horizon Project Regional Report
Author: Adams Becker, S.
Date: 2016-00-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Secondary Education,International Schools,Technology Uses in Education,Educational Technology,Printing,Internet,Social Media,Computer Simulation,Handheld Devices,Electronic Learning,Visual Aids,Teleconferencing,Adoption (Ideas),Technology Integration

The &quot;2016 NMC Technology Outlook for International Schools in Asia: A Horizon Project Regional Report&quot; reflects a collaborative research effort between the New Media Consortium (NMC); NIST International School; 21st Century Learning International, Canadian International School of Hong Kong; Chinese International School; Eduro Learning; International Schools Services (ISS); Renaissance College, Hong Kong; Shekou International School; and United World College of South East Asia to inform school leaders and decision-makers about important developments in technologies supporting teaching, learning, and creative inquiry in schools across the region. The report identifies nine key trends, nine significant challenges, and twelve important developments in educational technology across three adoption horizons spanning the next one to five years. [This report was written in collaboration with NIST International School. Support for this report was provided by Canadian International School of Hong Kong, Chinese International School of Hong Kong, Eduro Learning, Renaissance College Hong Kong, Shekou International School, United World College of South East Asia, and International Schools Services (ISS).]
SLDS Data Use Standards: Standards in Practice
Author: National Center for Education Statistics (ED)
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Data Use,Standards,Preservice Teacher Education,Inservice Teacher Education,Public Schools,Alignment (Education),Information Literacy,Elementary Secondary Education

As state and local education agencies increasingly focus on serving educators with their data systems, a common challenge has arisen: identifying the critical knowledge, skills, and behaviors needed by teachers and administrators to use data effectively. Many states are creating data literacy and data use training programs for pre- and in-service educators without a common foundation on which to base the content. In addition, several state education agencies and educator preparation programs have begun communicating about how to create a stronger alignment between pre- and in-service training for educators regarding data use. The objective of this resource is: (1) To provide a foundation for states' development of data literacy and data use trainings; and (2) To inform and improve the articulation between pre- and in-service data training for teachers and administrators. This resource contains three case studies that illustrate the essential knowledge, skills, and professional behaviors necessary to use data effectively being applied by educators in real-world settings. It is a companion publication to &quot;SLDS Data Use Standards: Knowledge, Skills, and Professional Behaviors for Effective Data Use.&quot; Specific standards from that publication are illustrated in these case studies and referenced in parentheses. [For &quot;SLDS Data Use Standards: Knowledge, Skills, and Professional Behaviors for Effective Data Use,&quot; see ED595040.]
How Education Systems Approach Breadth of Skills. Skills for a Changing World
Author: Care, Esther
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Educational Practices,Skill Development,21st Century Skills,Educational History,Educational Trends,Literacy,Numeracy,Educational Change,Comparative Education,Foreign Countries,Educational Objectives,Technological Literacy

Education of the 20th century was characterized mainly by content and knowledge accumulation. Skills development was dictated largely by the needs of the Industrial Age, which was in turn dominated by rote tasks and manual labor. Literacy and, to a lesser degree, numeracy were perceived as necessary in that they provided increased access to content and knowledge. In the 21st century both literacy and numeracy remain key skills. They are emphasized as the major goals of educational systems across the globe, and viewed as primary means to open doors for children to participate effectively in society. In this report, the authors study the alignment of the worldwide aspiration for breadth of skills with its implementation. As with the execution of any vision, particularly large-scale transformations, the application of breadth to education systems varies greatly from country to country. They focus on the factors that fuel the uptake of breadth of skills as well as the elements that lay the foundation for breadth within the formal education ecosystem.
Does an Integrated Focus on Fractions and Decimals Improve At-Risk Students&apos; Rational Number Magnitude Performance?
Author: Malone, Amelia S.
Date: 2019-06-03
Type: Reports - Research
Subjects: Fractions,Arithmetic,Mathematics Skills,Mathematics Instruction,Instructional Effectiveness,At Risk Students,Intervention,Mathematics Achievement,Elementary School Students,Grade 4,Transfer of Training,Outcomes of Education,Mathematics Tests,Achievement Tests,Outcome Measures,Experimental Groups,Control Groups,Scores

The purpose of this study was to assess whether intervention with an integrated focus on fraction and decimal magnitude provides added value in improving rational number performance over intervention focused exclusively on fractions. We randomly assigned 4th graders with poor whole-number performance to 3 conditions: a business-as-usual control group and 2 variants of a validated fraction magnitude (FM) intervention. One variant of FM intervention included an integrated component on fraction-decimal magnitude (FM+DM); the other included a fraction applications component (FM+FAPP) to more closely mirror the validated FM intervention and to control for intervention time. Cross-classified partially-nested analyses (N=225) provided the basis for 3 conclusions. First, FM intervention improves 4th-graders' fraction understanding and applications. Second, effects of FM intervention, even without a focus on decimals, transfer to decimal number line performance. Third, an intervention component integrating fraction-decimal magnitude does not provide added value over FM intervention on fraction or decimal performance, except on decimal tasks paralleling intervention tasks. [This is the in press version of an article published in &quot;Contemporary Educational Psychology.&quot;]
Office of Early &amp; Elementary Learning 2018 Annual Report
Author: West Virginia Department of Education (WVDE), Office of Early and Elementary Learning
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Elementary Education,Educational Trends,Preschool Children,Kindergarten,Access to Education,Achievement Gap,Partnerships in Education,State Policy,Educational Policy,Emergent Literacy,Reading Programs,Literacy Education,Reading Instruction,Extended School Day,Extended School Year,Program Effectiveness,Outcomes of Education,Reading Achievement,Young Children,Reading Readiness,School Readiness,Educational Finance,Resource Allocation

Because of its continued commitment to and investment in high-quality early &amp; elementary learning, West Virginia has established itself as a national leader in the area of early learning. This accolade is not uncommon for West Virginia's early learning system, as West Virginia has a history of leading the nation in early learning and with efforts to close achievement gaps. Building on the successes of its Universal Pre-K program, West Virginia has continued to demonstrate a strong commitment to early &amp; elementary learning that spans through grade five. State leaders including the State Superintendent of Schools, legislators, and the Governor have capitalized on the successes of pre-k and kindergarten to support a comprehensive approach to early learning that reaches through fifth grade. This support has been coined as the Campaign for Grade-level Reading. The Campaign for Grade-level Reading is a comprehensive approach that tackles areas like school readiness, attendance, summer learning loss, and improved classroom instruction. In December 2017, West Virginia was recognized as the first state in the nation to develop and implement a statewide Campaign for Grade-level Reading. These efforts combined have resulted in an increase in achievement by West Virginia students. To tell the story behind the data included in this annual report, a timeline of early &amp; elementary learning accomplishments is below. Beginning with the development of five-day, full-day kindergarten for all students in the mid-1990s, West Virginia has continued to foster a progressive approach to early &amp; elementary learning to best meet the holistic needs of all young children in the state. [For the 2017 annual report, see ED594497.]
Do Tennessee Promise and New York&apos;s Excelsior Scholarship Help Students with Limited Means Afford College?
Author: Poutré, Alan
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Low Income Students,College Students,Scholarships,Ability,Paying for College,Tuition,Program Design,Costs,Community Colleges,Two Year College Students,Higher Education,College Programs

The notion of free college is appealing to students and families, particularly those who struggle to manage climbing college prices. The promise of &quot;free&quot; can encourage low-income or first-generation students to enroll in college when the fear of high prices may deter them otherwise. But what does &quot;free&quot; actually mean? Who benefits from these programs and by how much? Are they designed to advance equity and expand college opportunities for more low-income students? The Institute for Higher Education Policy (IHEP) shares new analysis to answer these questions and inform recommendations for designing free-college programs in ways that raise college-going aspirations and direct limited resources toward the students who need them most. Examining the impact of two prominent free-college programs--the Excelsior Scholarship (New York) and the Tennessee Promise--on three college students with different socioeconomic backgrounds finds that a program's design matters immensely when determining who benefits. This state-level college affordability analysis builds on IHEP's &quot;Limited Means, Limited Options&quot; report, released in 2017 (ED591563).
Repurpose Existing Taxpayer Resources from Ineffective Programs for Military Education Savings Accounts. Issue Brief No. 4943
Author: Butcher, Jonathan
Date: 2019-03-29
Type: Reports - Evaluative
Subjects: Taxes,Military Personnel,Money Management,Federal Government,Crime,Federal Aid,State Programs,Educational Finance

In 2019, Congress is considering a proposal to give children from military families more quality learning options through education savings accounts. Washington does not need new taxpayer spending to create these learning options for children in military families. Congress should repurpose existing spending from duplicative and ineffective programs for the education savings accounts. Based on the examples of fraud and waste documented by the U.S. Department of Education's Office of Inspector General and elsewhere, Congress has plenty of sources from which to choose in order to fund the savings accounts.
Parent Involvement Toolkit--Making the Most of Parent Involvement Data: Improving Quality and Enhancing Understanding
Author: Lammert, Jill
Date: 2018-09-00
Type: Guides - Non-Classroom
Subjects: Parent Participation,Family Involvement,Data Collection,Data Analysis,Stakeholders,Information Dissemination,Test Construction,Sampling,Disabilities,Educational Legislation,Federal Legislation,Equal Education,State Government,Government Role,State Surveys,Research Methodology,Confidentiality,Information Security,Measurement Techniques

This toolkit is designed to assist states as they plan for and carry out their efforts to collect, report, analyze, and use high-quality parent and family involvement data. It defines key concepts; offers guidance on ways to improve the quality of the collection, analysis, and use of parent and family involvement data; and provides resources and tools to help states in their parent involvement data efforts. The toolkit also contains guidance on involving stakeholders to ensure: (1) data collection activities are relevant to and understandable by parents/families; (2) the state and other stakeholders accurately interpret data; and (3) state agencies receive additional expertise and support using the data to identify and address issues related to parent/family involvement. The toolkit is designed to allow various navigation options. There are four primary sections: preparing for data collection (READY), collecting data (RUN), analyzing data (REFLECT), and using the collected information to consider current results and goals and share data with others (REACH). The toolkit also includes resources and tools to help states make the most of their parent/family involvement data and supplementary information on topics such as working with third-party contractors and creating or modifying a new parent/family involvement survey.
Innovative Strategies to Close Postsecondary Attainment Gaps: Institutional Debt-Forgiveness Programs
Author: Salanger, Connor
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Strategic Planning,Educational Attainment,Debt (Financial),Loan Repayment,Barriers,Nontraditional Students,Adults,Stopouts,Public Colleges,Eligibility,Enrollment Management,Incentives,School Registration,Student Diversity,Student Financial Aid,Cost Effectiveness,Academic Support Services,Low Income Students,Minority Group Students,Program Implementation,Paying for College

Student debt is a major barrier to adult student reengagement and degree completion. Institutional debt forgiveness is one approach to addressing the affordability barrier for returning students. This guidebook features an interview with leaders at Wayne State University in Detroit, Michigan, who share details about the innovative debt-forgiveness program they implemented as a reenrollment strategy for students who stopped out of their university without completing a degree. In its first seven months, this program produced a net gain of $200,000 in revenue for the institution. Following the interview, a Reengagement Investment Calculator is provided to help those to help those interested in replicating this program assess their institution's own potential &quot;Return on Investment (ROI)&quot; for serving this population of students. For those interested in learning more about debt-forgiveness strategies, a list of additional resources to explore is provided at the end of this guidebook.
Protecting Privacy and Information Security in a Federal Postsecondary Student Data System. Protecting Students, Advancing Data: A Series on Data Privacy and Security in Higher Education
Author: Grama, Joanna Lyn
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Privacy,Information Security,Postsecondary Education,Information Systems,Student Records,Federal Legislation,Confidentiality,Federal Government,Data Collection,Information Needs,Disclosure,Informed Consent,Guidelines

Our current federal postsecondary data system is incomplete and fails to provide today's students with the accurate, timely information that they need to inform their college choices and promote their success. As policymakers consider proposals to improve this federal data system, it is critical that they work in tandem to protect students' privacy and ensure that their information is secure. This paper, authored by Joanna Grama, Senior Consultant at Vantage Technology Consulting Group, provides an in-depth look at the current landscape for postsecondary data privacy and security at the federal level. These laws include: (1) The Privacy Act of 1974; (2) The E-Government Act of 2002; (3) The Confidential Information Protection and Statistical Efficiency Act of 2002; (4) The Federal Information Security Management Act of 2002; and (5) The Office of Management and Budget Breach Notification System. The brief explains the existing regulatory framework and explores how these laws and practices would interact with proposed changes to the federal postsecondary data system. [This report is based on research with support from Arnold Ventures.]
The Economic Value of Iowa&apos;s Community Colleges. Fact Sheet
Author: Iowa Department of Education
Date: 2017-02-00
Type: Reports - Research
Subjects: Community Colleges,School Business Relationship,Outcomes of Education,Economic Impact,Expenditures,Salaries,Two Year College Students,Tuition,Taxes

Iowa's Community Colleges create a significant positive impact on the business community and generate a return on investment to their major stakeholder groups--students, taxpayers, and society. Using a two-pronged approach that involves an economic impact analysis and an investment analysis, this study calculates the benefits to each of these groups. Results of the analysis reflect Fiscal Year (FY) 2014-15.
Instructional Models: Doing the Right Things Right
Author: Hubbell, Elizabeth Ross
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Teaching Models,Educational Change,Resistance to Change,Program Implementation,Educational Assessment,Instructional Effectiveness,Research and Development,Educational Innovation,Faculty Development,Communities of Practice,Consultants,Direct Instruction,Experiential Learning,Teaching Methods,Coaching (Performance),Educational Objectives,Outcome Measures,Expertise

An instructional model can unite school leaders, teachers, and students with shared goals, a shared understanding of how to reach the goals, and a shared vocabulary for discussing progress. In this paper, the authors present an introduction to instructional models and a leadership primer focused on helping school teams cohere around an initiative that has a high likelihood of benefiting students.
Preparing Immigrant Students in Minnesota for Higher Education
Author: Vu, Lisa
Date: 2013-12-16
Type: Reports - Research
Subjects: College Students,Immigrants,College Preparation,High School Graduates,College Bound Students,College Programs,Transitional Programs,State Programs,Federal Programs,Access to Education,Student Characteristics,Limited English Speaking,English Language Learners,Barriers,Stereotypes,Social Capital,Culture Conflict,Social Bias,Family Influence,Educational Finance,Financial Problems,Best Practices,Partnerships in Education,Holistic Approach,Advanced Courses,Student Financial Aid,College Curriculum

With over 4,400 colleges and universities offering a variety of degrees and programs, and more than 2,000 non-degree granting institutions, the postsecondary education landscape within the United States can be a complex web to navigate for high school students (U.S. Department of Education, 2012). The transition from high school to postsecondary school can be particularly challenging for students who grew up in another country or for those born to parents who had limited experience within the United States educational system. There exists programs sponsored by the state and federal governments, nonprofit agencies, and higher education institutions that aim to help immigrant students prepare for college and succeed once enrolled; this report provides an overview of the work of ten college access programs for immigrant students in Minnesota in order to facilitate cross-organizational learning about the delivery of such college access programs for immigrant students. The report focuses on challenging issues experienced by the program providers as well as innovative strategies that the organizations have devised to facilitate the transition from high school to postsecondary school for immigrant students.