ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Stabilization Fund Programs Funded by the CARES Act, CRRSAA, and ARPA: Background and Analysis. CRS Report R47027, Version 7
Author: Skinner, Rebecca R.
Date: 2022-02-01
Type: Reports - Evaluative
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,Elementary Secondary Education,Postsecondary Education,Emergency Programs,Federal Programs,Private Schools,Higher Education,Educational Equity (Finance),Student Financial Aid,Educational Finance,Financial Support

From March 2020 through March 2021, three laws provided increasing levels of federal funding for elementary, secondary, and postsecondary education primarily through the Education Stabilization Fund (ESF) in response to the national emergency related to the COVID-19 pandemic as declared by President Trump on March 13, 2020. On March 27, 2020, $30.750 billion was initially appropriated for the ESF by the Coronavirus Aid, Relief, and Economic Security Act (CARES Act; P.L. 116-136). On December 27, 2020, the Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSAA; Division M of the Consolidated Appropriations Act, 2021 [P.L. 116-260]), was enacted, providing an additional $81.880 billion in appropriations for an amended ESF. On March 11, 2021, the American Rescue Plan Act of 2021 (ARPA; P.L. 117-2), a budget reconciliation measure, provided an additional $169.609 billion for programs originally enacted as part of the ESF. On March 27, 2020, the Coronavirus Aid, Relief, and Economic Security Act (CARES Act; P.L. 116-136) was signed into law. Included in the act was the Education Stabilization Fund (ESF), which was created &quot;to prevent, prepare for, and respond to coronavirus, domestically or internationally.&quot; The ESF was composed of three emergency relief funds: (1) A Governor's Emergency Education Relief (GEER) Fund; (2) An Elementary and Secondary School Emergency Relief (ESSER) Fund; and (3) A Higher Education Emergency Relief Fund (HEERF). This report discusses the ESF and the programs initially authorized under it that were included in the CARES Act, CRRSAA, and ARPA. The report begins with an overview of the appropriations available for the ESF and the required reservations of funds under each act. It then discusses each of the emergency education relief funds, including the Emergency Assistance to Non-Public Schools (EANS) program. The next part of the report provides an overview of the other provisions included in the ESF: maintenance of effort (MOE) and maintenance of equity (MOEq) provisions, reporting requirements, continued payments to employees, and definitions. The report also includes several appendices that provide information on state funding under the GEER Fund, EANS program, and ESSER Fund, and funding aggregated at the state level and institutional sector level under the HEERF based on ED's published grant amounts, as well as information about periods of obligation and liquidation of funds and deadlines that apply to HEERF.
The Post-9/11 GI Bill: A Primer. CRS Report R42755, Version 22. Updated
Author: Dortch, Cassandria
Date: 2021-09-23
Type: Reports - Descriptive
Subjects: Veterans,Federal Legislation,Federal Aid,Student Financial Aid,Military Personnel,Eligibility,Tuition,Fees,Student Costs,Scholarships,On the Job Training,Higher Education,Vocational Education,Elementary Secondary Education,Adult Education,Apprenticeships,Licensing Examinations (Professions),College Entrance Examinations,National Competency Tests,In State Students,Correspondence Schools

The U.S. Department of Veterans Affairs (VA), previously named the Veterans Administration, has been providing veterans educational assistance benefits, including GI Bill benefits, since 1944. The benefits have been intended, at various times, to compensate for compulsory service, encourage voluntary service, prevent unemployment, provide equitable benefits to all who served, and promote military retention. In general, the benefits provide grant aid to eligible individuals enrolled in approved educational and training programs. The newest GI Bill was enacted on June 30, 2008, as the Post-9/11 Veterans' Educational Assistance Act of 2008 (Post-9/11 GI Bill), Title V of the Supplemental Appropriations Act, 2008 (P.L. 110-252). This report provides a detailed description of the Post-9/11 GI Bill. The first section describes participant eligibility criteria. The second section indicates a participant's entitlement to benefits and the period during which the benefits must be used. The third section describes the eligible programs of education. The subsequent section explains the eligible benefit payments. The final sections illustrate key links to other programs administered by the U.S. Department of Veterans Affairs and current data on obligations and participation.
The FAFSA Simplification Act. CRS Report R46909, Version 4. Updated
Author: Collins, Benjamin
Date: 2022-01-19
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Grants,Student Financial Aid,Financial Aid Applicants,Postsecondary Education,Eligibility,Need Analysis (Student Financial Aid),Student Loan Programs,Funding Formulas,Black Colleges

Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes the primary sources of federal aid to support postsecondary education students. Title IV programs made over $118 billion in aid available to postsecondary students in FY2020 through Direct Loans and other forms of aid, including $27 billion in Pell Grants. The FAFSA Simplification Act (FSA; Title VII, Division FF of P.L. 116-260, Consolidated Appropriations Act, 2021) makes significant changes to the underlying processes and methodologies for determining student eligibility for federal student aid authorized by Title IV. This report begins with brief background on the HEA and administration of the FSA. It then focuses on the FSA's changes to the student aid application process, associated formulas for calculating student need, and the Pell Grant program. The final sections include descriptions of FSA provisions affecting Direct Subsidized Loans for students and the Historically Black Colleges and Universities Capital Financing program for eligible institutions.
Children&apos;s and Adults&apos; Math Attitudes Are Differentiated by Number Type
Author: Sidney, Pooja G.
Date: 2019-09-12
Type: Reports - Research
Subjects: Elementary School Students,Student Attitudes,Childrens Attitudes,Adults,Mathematics,Number Concepts,Fractions,Positive Attitudes,Negative Attitudes,Mathematics Achievement,Mathematics Skills,Individual Differences,Gender Differences,Grade 5,Grade 6,Mathematics Anxiety

People's attitudes toward mathematics are multifaceted. Across four studies, we found that children and adults have different attitudes about mathematics when asked specifically about whole numbers, as opposed to fractions. The vast majority of children and adults reported negative attitudes toward fractions despite having positive attitudes toward whole numbers. Across both children and adults, the difference in fraction and whole-number attitudes was present across levels of math achievement, indicating that it was not just participants who were worse at math whose attitudes differed by number type. These findings may have important implications for how children and adults engage with numerical information when presented as fractions. [This is the online version of an article published in &quot;Journal of Experimental Education&quot; (ISSN 0022-0973). For the final published version of this article, see?EJ1282593.]
Federal Pell Grant Program of the Higher Education Act: Primer. CRS Report R45418, Version 4. Updated
Author: Dortch, Cassandria
Date: 2021-09-09
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Paying for College,Federal Legislation,Higher Education,Educational Legislation,Educational Change,Undergraduate Students,Low Income Students,Eligibility,Program Budgeting,Program Costs

This report provides descriptions of key elements of the Pell Grant program and information on recipient demographics, award levels, award value, program costs, and program funding prior to the effective date of the Free Application for Federal Student Aid (FAFSA) Simplification Act (FSA). For information on key changes authorized by the FSA that go into effect for award year 2023-2024, see CRS Report R46909, &quot;The FAFSA Simplification Act&quot; (ED617513). The first section of this report addresses how the program works and describes the basic process for awarding Pell Grants including the application process, student eligibility requirements, award rules and calculations, and the role of the institution of higher education (IHE) in the process. The subsequent sections provide information on recipient characteristics and the role the program plays in relation to other student aid. The report explains the complex Pell Grant funding streams and their implications. Finally, program costs and estimates are presented. In addition, the appendices provide historical Pell Grant award amounts, Pell Grant recipient counts, recent and future program funding, surplus and shortfall levels, and acronyms commonly used in the report.
Mapping the Redesigned &quot;TOEIC Bridge&quot;® Test Scores to Proficiency Levels of the Common European Framework of Reference for Languages. Research Memorandum. ETS RM-21-01
Author: Schmidgall, Jonathan
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: English (Second Language),Language Tests,Second Language Learning,Language Proficiency,Test Interpretation,Educational Assessment,Best Practices,Standard Setting (Scoring),Foreign Countries,Cutting Scores,Validity

The redesigned &quot;TOEIC Bridge&quot;® tests are designed to measure the reading, listening, speaking, and writing proficiency of beginning to low-intermediate English learners in the context of everyday adult life. This report describes the comprehensive and multifaceted process used to enhance the meaningfulness of TOEIC Bridge test score interpretations by mapping them to Levels Pre-A1, A1, A2, and B1 of the Common European Framework of Reference for Languages (CEFR). The process adhered to best practices in educational measurement for mapping test scores to standards and closely followed the procedure recommended by the Council of Europe's manual for relating examinations to the CEFR, elaborating claims and evidence as they pertain to familiarization, specification, standard setting, and validation.
Cognitive Mediators of US-China Differences in Early Symbolic Arithmetic
Author: Opfer, John E.
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Achievement,Cultural Differences,Arithmetic,Mathematics Skills,Cognitive Ability,Knowledge Level,Kindergarten,Addition,Computation,Numeracy

Chinese children routinely outperform American peers in standardized tests of mathematics knowledge. To examine mediators of this effect, 95 Chinese and US 5-year-olds completed a test of overall symbolic arithmetic, an IQ subtest, and three tests each of symbolic and non-symbolic numerical magnitude knowledge (magnitude comparison, approximate addition, and number-line estimation). Overall Chinese children performed better in symbolic arithmetic than US children, and all measures of IQ and number knowledge predicted overall symbolic arithmetic. Chinese children were more accurate than US peers in symbolic numerical magnitude comparison, symbolic approximate addition, and both symbolic and non-symbolic number-line estimation; Chinese and U.S. children did not differ in IQ and non-symbolic magnitude comparison and approximate addition. A substantial amount of the nationality difference in overall symbolic arithmetic was mediated by performance on the symbolic and number-line tests.
Public Safety Officers&apos; Benefits (PSOB) and Public Safety Officers&apos; Educational Assistance (PSOEA) Programs. CRS Report R45327, Version 10. Updated
Author: Szymendera, Scott D.
Date: 2022-01-05
Type: Reports - Evaluative
Subjects: Police,Government Employees,Public Agencies,Emergency Programs,Fire Protection,Death,Disabilities,Student Financial Aid,Children,Spouses,Federal Aid,Injuries,Eligibility,COVID-19

The Public Safety Officers' Benefits (PSOB) program provides cash benefits to federal, state, and local law enforcement officers; firefighters; employees of emergency management agencies; and members of emergency medical services agencies who are killed or permanently and totally disabled as the result of personal injuries sustained in the line of duty. The Public Safety Officers' Educational Assistance (PSOEA) program, a component of the PSOB program, provides higher-education assistance to the children and spouses of public safety officers killed or permanently disabled in the line of duty. The PSOB and PSOEA programs are administered by the Department of Justice (DOJ), Bureau of Justice Assistance (BJA). Claimants dissatisfied with denials of benefits may pursue administrative appeals within DOJ and may seek judicial review before the United States Court of Appeals for the Federal Circuit. Each year, Congress appropriates funding for PSOB death benefits, which is considered mandatory spending, and for PSOB disability benefits and PSOEA benefits, which is subject to annual appropriations. For FY2022, the one-time lump-sum PSOB death and disability benefit is $389,825 and the PSOEA monthly benefit for a student attending an educational institution full-time is $1,298. Public safety officers who contract Coronavirus Disease 2019 (COVID-19) in the line of duty may be eligible for PSOB benefits. The Safeguarding America's First Responders Act (S. 3607, P.L. 116-157) provides a presumption of PSOB eligibility for public safety officers who were on duty beginning January 1, 2020. On November 18, 2021, President Joe Biden signed into law the Protecting America's First Responders Act of 2021 (P.L. 117-61) which made numerous amendments to the PSOB and PSOEA programs as indicated in various places in this report.
Technical Careers in a Time of Crisis: Perceptions of Essential Career Paths in a Sample of Young Adults in NYC. Career and Technical Education Series. Research Notes
Author: Olivera-Aguilar, Margarita
Date: 2021-00-00
Type: Reports - Research
Subjects: Vocational Education,Young Adults,Career Choice,Health Sciences,Information Technology,Transportation,Vocational Interests,COVID-19,Pandemics,Educational Attitudes

Career and technical education (CTE) -- also known as vocational or technical education -- offers students and young adults a clear, practical route from school to the workforce. It is short and affordable; has low barriers to entry; and directly applies to employers' needs -- often leading to good, in-demand jobs (Carnevale, Jayasundera &amp; Hanson, 2012). CTE includes a diverse set of programs and courses in high schools and community colleges that lead to skilled technical jobs (National Academy of Sciences, 2017) in areas such as health care, information technology (IT), transportation and logistics, and advanced manufacturing. The purpose of this study was to explore several factors that young adults may consider when making career decisions through an online survey. The online survey asked about their opinions of CTE; their views about jobs in health science, IT, and transportation, as well as the jobs' relevance during the pandemic; and their interest in pursuing career paths in these industries. Previous research has shown a mismatch between the number of job offerings and the number of students who concentrate on these fields in high school in the New York City (NYC) area (Sublett &amp; Griffith, 2019).
Child Care and Prekindergarten in the Build Back Better Act: A Guide for Policymakers. Revised
Author: Hunt Institute
Date: 2021-12-12
Type: Guides - Non-Classroom
Subjects: Preschool Education,Child Care,Educational Quality,Preschool Children,Access to Education,Equal Education,Eligibility,Family Income,Costs,Child Caregivers,Religious Organizations,Governance,Quality Assurance,Federal Programs,Federal Legislation,Block Grants,Federal Aid,State Government,Government Role,Disadvantaged Youth

The Build Back Better (BBB) framework would create an ambitious $400 billion early childhood initiative -- funding both universal prekindergarten for 3- and 4-year-olds and initiatives designed to improve affordability, quality, and compensation within the child care arena. On November 19, 2021, The Build Back Better Act (H.R. 5376) was passed in the House by a vote of 220-213 and is currently awaiting debate in the U.S. Senate. Based on the House Version and reflecting proposed amendments released by the Senate's Health, Education, Labor and Pensions (HELP) Committee on December 11, 2021, this guide is intended to familiarize policymakers with the major early childhood proposals contained therein.
How Does the &quot;Learning Gap&quot; Open? A Cognitive Theory of Nation Effects on Mathematics Proficiency
Author: Opfer, John E.
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Mathematics Achievement,Mathematics Skills,Cultural Differences,Educational Quality,Mathematics Instruction,Pedagogical Content Knowledge,Foreign Countries,Epistemology,Numeracy,Number Concepts,Comparative Education

In this chapter, we review two approaches for understanding these national differences in math abilities. The first approach attempts to link cross-national differences in educational input to cross-national differences in test scores. A tacit assumption of this approach is that children's performance on tests of mathematics is a direct effect of input. The second approach attempts to link cross-national differences in educational input to cross-national differences in test scores by means of indirect effects through more basic cognitive abilities. The assumption of this approach is that the specific educational inputs that differ among nations do not make much difference unless they have an effect on basic cognitive abilities that improve learning for all students. We argue that this approach has two related virtues. Because it is mechanistic, it greatly constrains the search for potential causes. Also, because it is mechanistic, it offers a clearer path to closing the learning gap. We then examine our theory in light of existing cross-national research on math-related cognitive abilities and preview results of a study (under review) that tested our idea. [This is a chapter in: Berch, D. B., Geary, D. C., &amp; Koepke, K. M. (Eds.) &quot;Mathematical Cognition and Learning Book Series (Vol. 4)&quot; (p99-130). Cambridge, MA: Academic Press.]
Design Framework for the &quot;TOEFL® Essentials&quot;™ Test 2021. Research Memorandum. ETS RM-21-03
Author: Papageorgiou, Spiros
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Language Tests,English (Second Language),Second Language Learning,Language Proficiency,Language Skills,Test Construction,Test Use,Language Usage,Scoring,Test Validity,Test Content,Video Technology

The &quot;TOEFL® Essentials&quot;™ test is a new English language proficiency test in the &quot;TOEFL&quot;® family of assessments. It measures foundational language skills and communication abilities in academic and general (daily life) contexts. The test covers the four language skills of reading, listening, writing, and speaking and is intended to provide academic programs and other users with reliable information regarding the test taker's ability to understand and use English. This report presents the theoretical and empirical basis underlying the development of the TOEFL Essentials test. The purpose and intended uses of the test, its target test-taker population, and relevant language use domains are described first. The test design and scoring procedures are presented next, followed by a research agenda intended to support the interpretation and use of test scores. This report is intended to serve as an overview and rationale for the test design as well as a reference point for informing investigations of validity evidence to support the intended test uses over time.
Science Assessments Grades and/or End-of-Course Requirement. 50-State Comparison: State Summative Assessments 2018
Author: Education Commission of the States (ECS)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Summative Evaluation,State Programs,Testing Programs,Science Tests,Elementary Secondary Education

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans: third through fifth grade, sixth through ninth grade, and 10th through 12th grade. Few states exceed the science testing requirements, and most states test science in fourth or fifth grade, eighth grade and once in high school through an end-of-course assessment in biology. This document is part of the &quot;50-State Comparison: State Summative Assessments.&quot; It provides details on science assessments grades and/or end-of-course requirement. The information in this resource covers only those assessments that are mandatory statewide for all students, including those tests that fulfill federal testing requirements. This information was collected from state department of education websites and through contact with state department staff, and therefore may not reflect what is required in state statute or regulation. [View the full &quot;50-State Comparison: State Summative Assessments&quot; here: https://www.ecs.org/50-state-comparison-state-summative-assessments.]
Social Studies Assessments Grades (if Any). 50-State Comparison: State Summative Assessments 2018
Author: Education Commission of the States (ECS)
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Summative Evaluation,State Programs,Testing Programs,Social Studies,Elementary Secondary Education

As a condition of receiving federal funds, the Every Student Succeeds Act requires state education agencies to implement statewide assessments in mathematics and English language arts every year in third through eighth grade and once in ninth through 12th grade. The federal law also requires a science assessment once in each of three grade spans: third through fifth grade, sixth through ninth grade, and 10th through 12th grade. Few states exceed the science testing requirements, and most states test science in fourth or fifth grade, eighth grade and once in high school through an end-of-course assessment in biology. This document is part of the &quot;50-State Comparison: State Summative Assessments.&quot; It provides details on social studies assessments grades (if any) for each state. The information in this resource covers only those assessments that are mandatory statewide for all students, including those tests that fulfill federal testing requirements. This information was collected from state department of education websites and through contact with state department staff, and therefore may not reflect what is required in state statute or regulation. [View the full &quot;50-State Comparison: State Summative Assessments&quot; here: https://www.ecs.org/50-state-comparison-state-summative-assessments.]