ethanporcaro/eric-fulltext-meta huggingface dataset:
Advancing Instruction and Leadership in the Nation&apos;s Great City Schools: A Framework for Developing, Implementing, and Sustaining High-Quality Professional Development
Author: Council of the Great City Schools
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Faculty Development,Public School Teachers,Urban Teaching,Professional Development,Principals,School Personnel,Program Implementation,Program Design,Elementary Secondary Education

This guide aims to present district instructional leaders and staff with a core set of criteria for what high-quality professional development entails. What makes this particular document different and useful is the focus on practical issues of district-level implementation in multiple teaching and learning environments. This is a guide designed by practitioners for practitioners. It includes not only a discussion of the research, preconditions, and design principles for effective professional development programming, but annotated exemplars from districts around the country to ensure that a district's professional development programming meets the new and changing needs of teachers and maintains common, high expectations for all students. At the same time, it endeavors to create a forward-looking, values-driven blueprint for the kind of professional learning opportunities that can propel instructional excellence and equity in the nation's urban public schools.
The 90/10 Rule under HEA Title IV: Background and Issues. CRS Report R46773, Version 1
Author: Hegji, Alexandra
Date: 2021-04-26
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Higher Education,Federal Programs,Student Loan Programs,Eligibility,Educational Finance,Tuition,Fees,Federal Aid,Resource Allocation,Income,Accountability,Funding Formulas,Compliance (Legal),Public Colleges,Private Colleges

Title IV of the Higher Education Act (HEA; P.L. 89-329), as amended, authorizes the primary programs that provide federal financial assistance (e.g., Pell Grants and Direct Loans) to students to assist them in obtaining a postsecondary education at eligible institutions of higher education (IHEs). IHEs seeking to participate in the Title IV programs must meet a variety of requirements. In general, many of these requirements apply to all institutional sectors--public, nonprofit, and proprietary (or private-for-profit). One of the requirements, the 90/10 rule, applies only to proprietary IHEs. Under the 90/10 rule, proprietary IHEs must derive at least 10% of their total tuition and fees revenues from non-Title IV sources (or, conversely, no more than 90% of their tuition and fees revenue from Title IV funds) during a fiscal year. The HEA and accompanying regulatory provisions specify how revenues are to be calculated. If an IHE fails to meet the rule's requirement in a single year, its certification to participate in the Title IV aid programs becomes provisional for two institutional fiscal years. If an IHE fails to meet the rule's requirements in two consecutive years, it loses its eligibility to participate in the Title IV programs for at least two institutional fiscal years. The rationale behind the 90/10 rule is twofold: (1) reducing fraud, waste, and abuse at proprietary IHEs; and (2) if a proprietary IHE is of sufficient quality, it should be able to attract a specific percentage of revenues from non-Title IV sources. This report examines the 90/10 rule. It begins with a history of the rule and then describes the current form of the rule. Finally, the report discusses a variety of congressional proposals relating to the rule, along with relevant policy considerations.
Pandemic-Related Provisions Expiring in the 117th Congress. CRS Report R46704, Version 5. Updated
Author: Scott, Andrew P.
Date: 2021-05-25
Type: Reports - Descriptive
Subjects: COVID-19,Federal Legislation,Federal Aid,Pandemics,Health Services,Unemployment,Insurance,Loan Repayment,Federal Programs,Tax Credits,Emergency Programs,Transportation,Housing,Nutrition,Agriculture,Human Services,Education,Veterans

Since March 2020, a number of laws have been enacted to provide relief to people and businesses affected by the COVID-19 pandemic. These include the Families First Coronavirus Response Act (FFCRA; P.L. 116-127) and the Coronavirus Aid, Relief, and Economic Security Act (CARES Act; P.L. 116-136), both enacted in March 2020; the Consolidated Appropriations Act, 2021 (P.L. 116-260), enacted in December 2020; and the American Rescue Plan Act of 2021 (ARPA; P.L. 117-2), enacted in March 2021. The laws enacted in response to the pandemic include a wide array of provisions, some of which are amendments to existing programs, benefits, and authorities, and others that are newly established. Many of these provisions were enacted on a temporary basis, where Congress specified an expiration date or a limited period during which they would remain in effect. Some provisions had been set to expire in 2020 or 2021 and were extended with the enactment of P.L. 116-260 or P.L. 117-2, both of which also established a number of additional pandemic relief provisions. For certain other provisions, Congress specified that availability would be tied to the duration of a declared emergency or disaster. This report identifies provisions enacted in response to the COVID-19 pandemic that are set to expire during the 117th Congress (i.e., before January 3, 2023). These provisions are presented in a series of tables organized by subject matter. The expiring provisions that are within the scope of this report are primarily those that define the authority of government agencies or other entities to act, usually by authorizing a policy, project, or activity. These include provisions that temporarily suspend or delay the period during which a provision of law, regulation, requirement, or deadline is in effect; establish a moratorium on a particular activity; or provide authorization for certain provisions of law, regulation, or other requirements to be waived.
Understanding Autism: A Guide for Secondary School Teachers. A Supplemental Resource for the &quot;Understanding Autism: A Guide for Secondary School Teachers&quot; DVD
Author: Organization for Autism Research
Date: 2013-00-00
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Middle School Students,High School Students,Inclusion,Regular and Special Education Relationship,Student Needs,Symptoms (Individual Disorders),Interaction,Behavior Problems,Barriers,Educational Environment,Cognitive Style,Learning Processes,Hidden Curriculum,Priming,Academic Accommodations (Disabilities),Visual Aids,Reinforcement,Coping,Behavior Modification,Individualized Education Programs,Special Education Teachers,Paraprofessional School Personnel,Teacher Aides

Middle and high school students with Autism Spectrum Disorder (ASD) are increasingly being taught in general education settings. This guide reviews common characteristics associated with autism and provides teachers with practical tips and strategies for supporting their students with autism in the classroom setting. It is also designed to supplement the &quot;Understanding Autism: A Guide for Secondary School Teachers&quot; DVD, a training resource developed by the Organization for Autism Research. [For the supplementary DVD, see ED542644.]
Student Loan Programs Authorized by the Public Health Service Act: An Overview. CRS Report R46720, Version 1
Author: Heisler, Elayne J.
Date: 2021-03-16
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Aid,Federal Legislation,Low Income Students,Medical Education,Higher Education,Educational Legislation,Medical Students,Loan Repayment,Eligibility,Loan Default,Nursing Education,Nursing Students,Dentistry,Pharmaceutical Education,Allied Health Occupations Education,Veterinary Medical Education

The Public Health Service Act (PHSA, 42 U.S.C. §§201 et. seq.) authorizes five student loan programs administered by the Department of Health and Human Services (HHS) through the Health Resources and Services Administration (HRSA): (1) Health Professions Student Loans; (2) Loans for Disadvantaged Students; (3) Primary Care Loans; (4) Nursing Student Loans, and; (5) The Nurse Faculty Loan Program. These programs aim to, among other purposes, assist students who are from low-income backgrounds with the costs of attending health professional schools, to diversify the health workforce, and to increase the number of primary care physicians. As of July 31, 2019, approximately 81,800 HRSA loans, totaling $900 million, were outstanding. Today, most federal student loans are made through the William D. Ford Direct Loan program, which is authorized under Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) and administered by the Department of Education (ED). As of September 30, 2020, approximately $1.3 trillion in Direct Loan program loans, borrowed by or on behalf of 36 million individuals, were outstanding. Though HRSA's programs are relatively small in the larger context of federal student loans, they offer targeted assistance to health professional trainees and may provide incentives that differ from other loan programs (e.g., the ability to delay loan repayment during required clinical training, such as internship and residency). This report describes PHSA student loan programs, including borrower eligibility requirements, loan terms and conditions, and administrative rules. It also briefly describes the Health Education Assistance Loan (HEAL) program, a related student loan program authorized under the PHSA that was previously administered by HRSA and is now administered by ED. The report concludes with a table comparing these programs by borrower type, repayment terms, the number of participating schools, and the number and financial amount of outstanding loans.
Collaborating to Integrate Continuous Improvement into School-Level SEL Implementation: District-Level Insights from the Minneapolis Public Schools-CASEL Research-Practice Partnership (RPP) [Learning Series on Research-Practice Partnerships (RRPs). Brief 4]
Author: Mustafaa, Rafiqah
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Action Research,Public Schools,School Districts,Program Implementation,Partnerships in Education,Alignment (Education),Strategic Planning,Educational Improvement,Educational Objectives

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has produced a five-brief series documenting insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). It shares the perspectives of researchers and practitioners on developing and sustaining collaborative inquiry in classrooms, schools, districts, and states. This brief offers insights from the Research-Practice Partnership (RPP) between the Minneapolis Public Schools district (MPS) and CASEL. These insights highlight important considerations for RPPs focused on integrating continuous improvement in the implementation of systemic SEL.
School-Level Learnings from the Field: Insights into Understanding SEL as a Lever for Equitable Outcomes and Integrating SEL in Math Instruction [Learning Series on Research-Practice Partnerships (RPPs). Brief 3]
Author: Ackerman, Colin
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Equal Education,Outcomes of Education,Integrated Curriculum,Mathematics Instruction,Curriculum Development,Curriculum Implementation,Program Evaluation,Faculty Development,Teacher Attitudes,Total Quality Management

This brief is one in a five-part series in which the Collaborative for Academic, Social, and Emotional Learning (CASEL) documents insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). As discussed in earlier briefs of this series (see ED614237 and ED614229), CASEL has continued to refine strategies and tools to better document the ways that technical assistance aids partner districts in advancing high-quality implementation of systemic SEL. Additionally, they have determined that a design-based Research-Practice Partnerships (RPP) approach affords opportunities to collaborate closely with administrators, practitioners, families, and students to develop a local SEL vision, monitor this work, and identify on an ongoing basis barriers and facilitators for achieving specified benchmarks and annual goals. CASEL's RPP engagement with Lowell Community School provided valuable insights into how CASEL research will approach collaboration with practitioners in the future. In addition to these insights, the engagement with Lowell Community School elevated new learnings related to systemic SEL implementation at the school level. CASEL's Theory of Action provides guidance to states, districts, and schools in their approach to systemic SEL implementation.
School-Level Learnings from the Field: Insights in Establishing a Collaborative Research-Practice Partnership [Learning Series on Research-Practice Partnerships (RPPs). Brief 2]
Author: Ackerman, Colin
Date: 2020-07-00
Type: Reports - Research
Subjects: Theory Practice Relationship,Teacher Attitudes,Researchers,Attitudes,Cooperation,Inquiry,Educational Research,Action Research,Improvement,Social Emotional Learning,Partnerships in Education,Elementary School Mathematics,Equal Education,Interpersonal Communication,School Personnel,Trust (Psychology),Leadership Responsibility,Faculty Development,Mathematics Instruction,Elementary School Teachers

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has produced a series of briefs documenting insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). This five-part series shares the perspectives of researchers and practitioners on developing and sustaining collaborative inquiry in classrooms, schools, districts, and states. The goal of the series is two-fold: (1) to articulate an overview of CASEL's research-practice agenda; and (2) to explore our learnings at the school, district, and state level about developing research-practice partnerships (RPPs), action research, continuous improvement, and adult SEL capacity. The Lowell Community School in Massachusetts research-practice partnership (RPP) aims to better understand how to support teachers in integrating social and emotional learning (SEL) in academic instruction, particularly during early elementary math classes. This partnership also explores how teachers can leverage SEL in their classrooms to build equitable learning spaces and conditions for their students. This brief highlights three key insights related to establishing a successful RPP: (1) Researchers must be flexible and communicate regularly when establishing an RPP project with school staff; (2) Trust between the researcher and school staff is foundational in building a research-practice partnership; and (3) For a successful school-level research-practice partnership, school leaders must be prioritized as key levers.
Pathway to Affordability: Annual Report on Concurrent Enrollment in Colorado
Author: Colorado Department of Higher Education
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Students,College Credits,Colleges,College School Cooperation,Public Schools,Student Characteristics,School Districts,High Schools,Remedial Instruction,Vocational Education,Postsecondary Education,Career Education,Technical Education,Two Year Colleges,Partnerships in Education,Racial Differences,Ethnicity,Demography,Gender Differences,Credentials,Acceleration (Education),Outcomes of Education

Colorado, like other states across the country, utilizes dual enrollment as a strategy to cultivate seamless P-20 pathways and increase credential completion. Dual enrollment programs provide high school students with the opportunity to enroll in college-level courses, simultaneously earning both high school and college credit, often at greatly reduced costs. Local Education Providers (LEPs) participating in the state's Concurrent Enrollment program typically cover the student's tuition expenses up to the resident community college tuition rate. These programs help students develop the knowledge, skills and abilities necessary to be postsecondary education- and workforce-ready. Research indicates that Concurrent Enrollment students are more likely to enroll and persist in college and are less likely to need remedial education once in college. Colorado Department of Higher Education (CDHE) and Colorado Department of Education (CDE) have prepared this report pursuant to statute (C.R.S. §22-35-112). The data, collected through the CDHE Student Unit Record Data System (SURDS) unless noted otherwise, provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2018-2019 school year. [For the previous year's report, see ED597821.]
Pathway to Affordability: Annual Report on Dual and Concurrent Enrollment in Colorado
Author: Colorado Department of Higher Education
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Students,College Credits,Colleges,College School Cooperation,Public Schools,Student Characteristics,School Districts,High Schools,Remedial Instruction,Vocational Education,Postsecondary Education,Career Education,Technical Education,Two Year Colleges,Partnerships in Education,Racial Differences,Ethnicity,Demography,Gender Differences,Credentials,Acceleration (Education),Outcomes of Education

Colorado, like other states across the country, utilizes various strategies to provide students with opportunities to achieve college credit in high school and cultivate seamless P-20 pathways to increase credential completion. For example, Colorado students take rigorous courses in high school through the Advanced Placement (AP) and International Baccalaureate (IB) programs that can lead to college credit. Concurrent Enrollment provides high school students with the opportunity to enroll in college-level courses, simultaneously earning both high school and college credit, often at greatly reduced costs. Local Education Providers (LEPs) participating in the state's Concurrent Enrollment program covers the student's tuition expenses up to the resident community college tuition rate. These programs help students develop the knowledge, skills, and abilities necessary to be postsecondary education- and workforce-ready. Research indicates that Concurrent Enrollment students are more likely to enroll and persist in college and are less likely to need remedial education once in college. Colorado Department of Higher Education (CDHE) and Colorado Department of Education (CDE) have prepared this report pursuant to statute (C.R.S. §22-35-112). The data, collected through the CDHE Student Unit Record Data System (SURDS) unless noted otherwise, provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2019-2020 school year. [For the previous year's report, see ED614230.]
The State of Early Childhood Higher Education in New Hampshire: The New Hampshire Early Childhood Higher Education Inventory
Author: Kipnes, Fran
Date: 2013-07-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Higher Education,Preservice Teacher Education,Academic Degrees,Program Descriptions,Course Content,Required Courses,Field Experience Programs,Practicums,Student Teaching,Cooperating Teachers,Teacher Certification,Articulation (Education),Student Recruitment

Spark NH is New Hampshire's governor-appointed Early Childhood Advisory Council (hereafter called &quot;Council&quot;), a private-public partnership that works to create a comprehensive, coordinated system of programs and supports for young children and their families. Workforce development is an essential Council strategy for improving early childhood education services. Specifically, the Council's Workforce and Professional Development Committee is working to enhance the state's capacity for the recruitment, retention, advancement, and support of qualified professionals in early childhood programs via education, training, and credentialing. This report describes the early childhood degree programs offered in New Hampshire, focusing on variations in program content, age group focus, student field-based learning, and faculty characteristics. [Spark NH contracted with the Center for the Study of Child Care Employment (CSCCE) to conduct the Inventory.]
Calm during Crisis: School Principal Approaches to Crisis Management during the COVID-19 Pandemic. Leading in Crisis. Research Brief
Author: Kaul, Maya
Date: 2020-11-00
Type: Reports - Research
Subjects: Principals,Administrator Role,Leadership Styles,Crisis Management,COVID-19,Pandemics,School Closing,Elementary Schools,Middle Schools,High Schools,Urban Schools,Rural Schools,Suburban Schools,Equal Education,Board of Education Role,School Role,Well Being,School Personnel,Student Needs,Family Needs,Educational Technology,Technology Uses in Education,Online Courses,Access to Computers,Internet,Interpersonal Communication,Social Emotional Learning,Distance Education

Principals formulated their responses to the pandemic in terms of a hierarchy of needs: they understood that their students and staff had to feel physically and psychologically safe before they would be successful in the classroom. This is one of a series of briefs that focused on a 'critical incident' surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic.
States Charging the Way to Support Systemic Social and Emotional Learning: State-Level Insights from the CASEL-Wisconsin Department of Public Instruction Research-Practice Partnership [Learning Series on Research-Practice Partnerships (RPPs). Brief 5]
Author: Williams, Brittney V.
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Equal Education,Partnerships in Education,School Districts,State Departments of Education,Capacity Building,Program Implementation,Strategic Planning,Educational Quality,Technical Assistance

This brief is one in a five-part series in which the Collaborative for Academic, Social, and Emotional Learning (CASEL) documents insights from their efforts to understand how educators and researchers can build relationships that support a shared action research agenda around social and emotional learning (SEL). CASEL has developed three theories of action, guided by four focus areas that are scaled to their position within the system. Each theory of action provides a roadmap to systemic SEL implementation. This Research-Practice Partnership (RPP) series inquiry seeks to demonstrate the emerging coherence of CASEL's theories of action across the tiers of our education system and provide insights into where additional action and support are needed to foster equitable learning and development for children from diverse backgrounds. Specifically, they want to understand how actions within CASEL's State Theory of Action influence district and school actions. When states engage in the activities within the State Theory of Action, the assumption is that states are creating the conditions for districts and schools to implement systemic SEL. To begin exploring those assumptions in this RPP, CASEL and Wisconsin's Department of Public Instruction (DPI) co-constructed research questions to examine ways in which its resources, guidance, and professional learning promote systemic SEL. The insights presented here were co-constructed by CASEL with DPI staff. This RPP presents evidence supporting how a state education agency (SEA) can approach and lead SEL professional learning and the influence these sessions have on the perceptions and actions of district- and school-level educators that attended the professional learning.