ethanporcaro/eric-fulltext-meta huggingface dataset:
Direct Certification in the National School Lunch Program: State Implementation Progress, School Year 2012-2013. Report to Congress -- Summary. Report CN-13-DC
Author: Moore, Quinn
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the requirement of Public Law 110-246 to assess the effectiveness of State and local efforts to directly certify children for free school meals. Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify eligible children for free meals without the need for household applications. The 2004 Child Nutrition and WIC [Special Supplemental Nutrition Program for Women, Infants, and Children] Reauthorization Act required LEAs to establish systems to directly certify children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits by school year (SY) 2008-2009. Children from households with incomes at or below 130 percent of the Federal poverty level are eligible for free school meals. Children from households with incomes between 130 and 185 percent of the poverty level are eligible for reduced-price meals. Certain homeless, runaway, and migrant children and children from households that receive benefits under the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF), or the Food Distribution Program on Indian Reservations (FDPIR) are deemed &quot;categorically eligible&quot; for free school meals. This report presents information on the outcomes of direct certification for SY 2012-2013. The report estimates the number of school-age SNAP participants and the number of children directly certified for free school meals in each State. The ratio of these figures is a measure of the success of State and local systems to directly certify participating SNAP children. The report also estimates the number of all SNAP, TANF, and FDPIR participants certified for free school meals, either by direct certification or by application. This provides a more comprehensive measure of State success in certifying categorically eligible children for free school meals. [For the full report, see ED616756.]
How Kids Are Performing: Tracking the School-Year Impact of COVID-19 on Reading and Mathematics Achievement. Special Report Series, Spring 2021 Edition
Author: Renaissance Learning, Inc.
Date: 2021-07-00
Type: Reports - Research
Subjects: Reading Achievement,Mathematics Achievement,COVID-19,Pandemics,Achievement Gains,Racial Differences,Ethnicity,Low Income Students,Socioeconomic Influences,Public Schools,Private Schools,Rural Schools,Urban Schools,Suburban Schools,Students with Disabilities,English Language Learners,Geographic Location,Catholic Schools,Elementary School Students,Middle School Students,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8

This report examines how students are performing across the entire 2020-2021 school year in reading and mathematics during the pandemic. Based on insights from millions of student assessments, the report explores key questions effected by COVID-19 in education, including: (1) How much did students grow during the 2020-2021 school year compared with typical school-year growth?; (2) How much has the pandemic impacted student performance by the end of the 2020-2021 school year?; and (3) What are the pandemic's impacts in instructional terms?
Direct Certification in the National School Lunch Program: State Implementation Progress, School Year 2013-2014. Report to Congress -- Summary. Report CN-14-DC
Author: Moore, Quinn
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the requirement of Public Law 110-246 to assess the effectiveness of State and local efforts to directly certify children for free school meals. Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify eligible children for free meals without the need for household applications. The 2004 Child Nutrition and WIC [Special Supplemental Nutrition Program for Women, Infants, and Children] Reauthorization Act required LEAs to establish systems to directly certify children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits by school year (SY) 2008-2009. Children from households with incomes at or below 130 percent of the Federal poverty level are eligible for free school meals. Children from households with incomes between 130 and 185 percent of the poverty level are eligible for reduced-price meals. Certain homeless, runaway, and migrant children and children from households that receive benefits under the Supplemental Nutrition Assistance Program (SNAP), Temporary Assistance for Needy Families (TANF) Program, or the Food Distribution Program on Indian Reservations (FDPIR) are deemed &quot;categorically eligible&quot; for free school meals. This report presents information on the outcomes of direct certification for SY 2013-2014. The report estimates the number of school-age SNAP participants and the number of children directly certified with SNAP for free school meals in each State. The ratio of these figures is a measure of the success of State and local systems to directly certify participating SNAP children. The report also estimates the number of all SNAP, TANF, and FDPIR participants certified for free school meals, either by direct certification or by application. This provides a more comprehensive measure of State success in certifying categorically eligible children for free school meals. [For the full report, see ED616761.]
Performance, Process, and Interpersonal Relationships: Explaining Principals&apos; Perceptions of Principal Evaluation
Author: Nelson, Jennifer L.
Date: 2021-04-24
Type: Reports - Research
Subjects: Principals,Administrator Attitudes,Administrator Evaluation,Elementary Schools,Middle Schools,High Schools,Administrator Characteristics,Institutional Characteristics,Evaluators

Purpose: Multiple-measure principal evaluation systems have become commonplace in the last decade, but we do not know how principals perceive their evaluations under these regimes. This study analyzes how principals perceive evaluation in a state that was an early adopter of such a system. It describes how attitudes are explained by individual and contextual factors, performance ratings, and elements of the evaluation process. Research Methods: Using data from a statewide survey of Tennessee principals in three consecutive school years, we create an index of principal evaluation perceptions of evaluation, then employ regression analysis to predict principals' attitudes with measures gleaned from survey and administrative data sources. Findings: High school and veteran principals have more negative views of their evaluations. Practice ratings from the principal's supervisor, though not the overall evaluation score, are positively correlated with attitudes. Principals assigned ratings more often view evaluation more positively, even accounting for their rating, as do principals who have worked longer with their evaluator. We find no evidence that racial or gender matching between principals and raters leads to more positive perceptions, and in fact Black principals may perceive evaluation more negatively when their evaluator is Black. Implications: Our results suggest some directions for states and districts seeking to make evaluation more meaningful for principals. Principals appear to value both frequency of feedback and consistency in raters over time. These factors may be especially important for low-rated principals, veteran principals, and those in secondary schools, who may perceive less value from principal evaluation. [This paper was published in &quot;Educational Administration Quarterly&quot;(EJ1312306).]
Direct Certification in the National School Lunch Program: State Implementation Progress, School Year 2013-2014. Report to Congress. Special Nutrition Programs Report No. CN-14-DC. Nutrition Assistance Program Report Series
Author: Moore, Quinn
Date: 2015-05-00
Type: Reports - Research
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-234) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local education agencies (LEAs) to certify certain children for free school meals without the need for household applications. The Child Nutrition and WIC Reauthorization Act of 2004 required all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits. The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) requires that States meet certain direct certification performance targets. For SY 2013-2014, States that fail to achieve a direct certification rate of at least 95 percent are required to develop and implement continuous improvement plans. The performance target will remain at 95 percent in future years. Ninety-three percent of LEAs that participate in the NSLP directly certified some SNAP participants and other categorically eligible students in SY 2013-2014. These LEAs enroll 99 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004- 2005, when 56 percent of LEAs, enrolling 77 percent of all students in NSLP schools, directly certified some categorically eligible students. The number of school-age SNAP participants directly certified for free school meals was 12.4 million for SY 2013-2014, an increase of 1 percent from SY 2012-2013. This year the methodology for calculating the direct certification performance rate was refined in order to make use of new data elements collected in the revised Verification Collection Report (FNS-742) and the new Direct Certification Rate Data Element Report (FNS-834). Therefore, direct certification performance rates presented in this report are not directly comparable to those in reports from prior years. The results of the analysis in this report indicate that 87 percent of children in SNAP households were directly certified for free school meals. Twelve States achieved the HHFKA-mandated performance target of 95 percent, and no States had a direct certification rate lower than 60 percent. [For the summary report, see ED616759. For the SY 2012-2013 report, see ED616756.]
When Bootstraps Aren&apos;t Enough: Aspirations, Learning, and Educational Supply. EdWorkingPaper No. 21-473
Author: Eble, Alex
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Supply,Literacy,Numeracy,Intervention,Rural Education,Young Children,Academic Aspiration,Occupational Aspiration,Child Caregivers,Outcomes of Education

Can families in low-income contexts &quot;pull themselves up by their bootstraps?&quot; In rural Gambia, caregivers with high aspirations for their children, measured before the child starts school, invest substantially more in their children's education. Despite this, essentially no children are literate or numerate three years later. In contrast, a bundled supply-side intervention administered in these same areas generated large literacy and numeracy gains. Crucially, conditional on receipt of this intervention, high-aspirations children are 25 percent more likely to attain literacy/numeracy than low-aspirations children. We also show how the test score SD metric can mislead when counterfactual learning levels are low.
The Thin Blue Line in Schools: New Evidence on School-Based Policing across the U.S. EdWorkingPaper No. 21-476
Author: Sorensen, Lucy C.
Date: 2021-10-00
Type: Reports - Research
Subjects: Police,Police School Relationship,Public Schools,School Personnel,Federal Aid,Grants,School Violence,Prevention,Program Effectiveness,Discipline,Racial Bias,Racial Differences,Attendance Patterns,Students with Disabilities,Elementary Secondary Education,Weapons

U.S. public school students increasingly attend schools with sworn law enforcement officers present. Yet, little is known about how these school resource officers (SROs) affect school environments or student outcomes. Our study uses a fuzzy regression discontinuity (RD) design with national school-level data from 2014 to 2018 to estimate the impacts of SRO placement. We construct this discontinuity based on the application scores of nearby police agencies for federal school-based policing grants. We find that SROs do effectively reduce some forms of violence in schools, but do not prevent school shootings or gun-related incidents. We also find that SROs intensify the use of suspensions, expulsions, police referrals, and arrests of students. These effects are consistently over two times larger for Black students than White students. Finally, we observe that SROs increase chronic absenteeism, particularly for students with disabilities.
Direct Certification in the National School Lunch Program: State Implementation Progress, School Year 2014-2015. Report to Congress. Special Nutrition Programs Report No. CN-15-DC. Nutrition Assistance Program Report Series
Author: Moore, Quinn
Date: 2016-12-00
Type: Reports - Research
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (Public Law 110-234) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify certain children for free school meals without the need for household applications. The Child Nutrition and WIC Reauthorization Act of 2004 (WIC is the Special Supplemental Nutrition Program for Women, Infants, and Children) required all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits. The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) requires that States meet certain direct certification performance targets. Beginning in SY 2013-2014, States that fail to achieve a direct certification rate of at least 95 percent are required to develop and implement continuous improvement plans. Ninety-five percent of LEAs that participate in the NSLP directly certified some SNAP participants and other categorically eligible students in SY 2014-2015. These LEAs enroll 99 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004-2005, when 56 percent of LEAs, enrolling 77 percent of all students in NSLP schools, directly certified some categorically eligible students. The number of school-age SNAP participants directly certified for free school meals, including those in schools participating in the Community Eligibility Provision (CEP) and those in other special provision schools in a non-base year, was 13.8 million for SY 2014-2015, an increase of 3.8 percent from SY 2013-2014. This is the second year the methodology for calculating the direct certification performance rate made use of data elements collected in the Verification Collection Report (FNS-742) and the Direct Certification Rate Data Element Report (FNS-834). Therefore, direct certification performance rates presented in this report are not directly comparable to those in reports from prior years. The results of the analysis in this report indicate that 91 percent of children in SNAP households were directly certified for free school meals. Twenty-four States achieved the HHFKA-mandated performance target of 95 percent, and no States had a direct certification rate lower than 60 percent. [For the summary report, see ED616765. For the SY 2013-2014 report, see ED616761.]
Direct Certification in the National School Lunch Program: State Implementation Progress, School Year 2014-2015. Report to Congress -- Summary. Report CN-15-DC
Author: Moore, Quinn
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the requirement of Public Law 110-246 to assess the effectiveness of State and local efforts to directly certify children for free school meals. Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify eligible children for free meals without the need for household applications. In school year (SY) 2014-15, an estimated 91 percent of school-age Supplemental Nutrition Assistance Program (SNAP) participants were directly certified for free meals. This represents a four-percentage-point improvement from SY 2013-2014. [For the full report, see ED616764.]
Can Automated Feedback Improve Teachers&apos; Uptake of Student Ideas? Evidence from a Randomized Controlled Trial in a Large-Scale Online Course. EdWorkingPaper No. 21-483
Author: Demszky, Dorottya
Date: 2021-11-00
Type: Reports - Research
Subjects: Automation,Feedback (Response),Online Courses,Teaching Methods,Natural Language Processing,Computer Science Education,Computer Uses in Education,Instructional Improvement,Program Effectiveness

Providing consistent, individualized feedback to teachers is essential for improving instruction but can be prohibitively resource intensive in most educational contexts. We develop an automated tool based on natural language processing to give teachers feedback on their uptake of student contributions, a high-leverage teaching practice that supports dialogic instruction and makes students feel heard. We conduct a randomized controlled trial as part of an online computer science course, Code in Place (n=1,136 instructors), to evaluate the effectiveness of the feedback tool. We find that the tool improves instructors' uptake of student contributions by 24% and present suggestive evidence that our tool also improves students' satisfaction with the course. These results demonstrate the promise of our tool to complement existing efforts in teachers' professional development. [The project was partially funded by the HAI Hoffman-Yee grant.]
Finishing the Last Lap: Experimental Evidence on Strategies to Increase College Completion for Students at Risk of Late Withdrawal. EdWorkingPaper No. 21-488
Author: Bettinger, Eric
Date: 2021-11-00
Type: Reports - Research
Subjects: At Risk Students,College Students,Withdrawal (Education),Public Colleges,Intervention,Synchronous Communication,Graduation,Dropout Prevention,Program Effectiveness

Nearly half of students who enter college do not graduate. The majority of efforts to increase college completion have focused on supporting students before or soon after they enter college, yet many students drop out after making significant progress towards their degree. In this paper, we report results from a multi-year, large-scale experimental intervention conducted across five states and 20 broad-access, public colleges and universities to support students who are late in their college career but still at risk of not graduating. The intervention provided these &quot;near-completer&quot; students with personalized text messages that encouraged them to connect with campus-based academic and financial resources, reminded them of upcoming and important deadlines, and invited them to engage (via text) with campus-based advisors. We find little evidence that the message campaign affected academic performance or attainment in either the full sample or within individual higher education systems or student subgroups. The findings suggest low-cost nudge interventions may be insufficient for addressing barriers to completion among students who have made considerable academic progress.
Teachers of Color, Culturally Responsive Teaching, and Student Outcomes: Experimental Evidence from the Random Assignment of Teachers to Classes. EdWorkingPaper No. 21-501
Author: Blazar, David
Date: 2021-12-00
Type: Reports - Research
Subjects: Racial Differences,Ethnicity,Diversity (Faculty),Minority Group Teachers,Minority Group Students,Culturally Relevant Education,Elementary School Teachers,Student Behavior,Academic Achievement,Teacher Attitudes,Intelligence,Interpersonal Relationship,Planning,Individualized Instruction,Student Needs,Classroom Techniques,Classroom Environment,Socioeconomic Status,Limited English Speaking,Special Education,Social Development,Emotional Development,Teacher Effectiveness,Teacher Characteristics,Teacher Competencies

There is broad consensus across academic disciplines that access to same-race/ethnicity teachers is a critical resource for supporting the educational experiences and outcomes of Black, Hispanic, and other students of color. While theoretical and qualitative lines of inquiry further describe a set of teacher mindsets and practices aligned to &quot;culturally responsive teaching&quot; as likely mechanisms for these effects, to date there is no causal evidence on this topic. In experimental data where upper-elementary teachers were randomly assigned to classes, I find large effects upwards of 0.45 standard deviations of teachers of color on the short- and longer-term social-emotional, academic, and behavioral outcomes of their students. These average effects are explained in part by teachers' growth mindset beliefs that student intelligence is malleable rather than fixed, interpersonal relationships with students and families, time spent planning for and differentiating instruction for individual students' needs, and the extent to which teachers lead well-organized classrooms in which student (mis)behavior is addressed productively without creating a negative classroom climate.
Mapping Sprockets&apos; Ten-Year Journey: Reflections from the Network&apos;s Partner Programs
Author: Gozali-Lee, Edith
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: After School Programs,Program Effectiveness,Technical Assistance,Networks,Partnerships in Education,Educational Quality,Equal Education,Access to Education,Summer Programs,Youth Programs,Program Improvement,Data Collection,Databases,Program Implementation,Training,Culturally Relevant Education

Sprockets collaborated with Wilder Research to conduct Journey Mapping sessions with its network partner organizations to learn more about the experiences they have had with Sprockets and to hear from them about future hopes for Sprockets. Information gathered is intended to inform Sprockets' continuous improvement efforts in providing effective technical assistance and support for their network partners. The following touchpoints are discussed: (1) being a part of Sprockets and engaging with the network; (2) learning about new concepts and ideas through Sprockets' tools, resources, and idea sharing practices; (3) having reliable data or information about the program; (4) ongoing commitment to high quality programming; and (5) promoting equitable access for youth and families.