ethanporcaro/eric-fulltext-meta huggingface dataset:
Big Ideas. Smithsonian 2019
Author: Cunningham, Dawn
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Museums,Heritage Education,Exhibits,Innovation,American Indians,African American History,United States History,World History,Slavery,Females,History,American Indian Culture,History Instruction,COVID-19,Pandemics,Light,Radiation,Foreign Countries,Indigenous Populations,Astronomy,Laboratory Equipment

The idea of a shared place in the universe--a shared history--was embodied in 2019. The heft of the Smithsonian--its unparalleled collections, its diverse and deep-rooted expertise, and its outsized ability to connect with millions of people--is being brought to bear on the most critical issues of all time: conversations about democracy, identity, climate change and more. The challenges faced today, as a nation and as a planet, call for creative and collaborative interdisciplinary solutions--big ideas. This year's annual report highlights some of the big ideas put into action in 2019 such as: a multimedia broadcast on the Washington Monument of the Apollo 11 mission; the National Museum of African American History and Culture's &quot;The 1619 Project&quot; marking the 400th anniversary of the arrival of the first enslaved Africans in British North America; the American Women's History Initiative, a digital-first project with Wikipedia; a new Native Knowledge 360° education initiative that seeks to inspire an expanded understanding of Native American cultures past and present and inform the ways American history is taught; and studying the emergence of coronaviruses similar to COVID-19 to try to stem the next pandemic, researching the impact of solar ultraviolet radiation on phytoplankton in the Antarctic, pioneering new cryogenic technologies to preserve coral reef ecosystems around the globe, documenting indigenous peoples' ecological knowledge of icescapes in Alaska and the Bering Strait region, monitoring air pollution from satellites in space, and so much more. [For &quot;Smithsonian 2018,&quot; see ED595804.]
Support Every Student: Lessons from Five Charter Schools on Effective Special Education during the Pandemic
Author: McKittrick, Lanya
Date: 2020-12-00
Type: Reports - Research
Subjects: Charter Schools,Special Education,COVID-19,Pandemics,School Closing,Students with Disabilities,Distance Education,Response to Intervention,Regular and Special Education Relationship,Educational Planning,Individualized Education Programs,Decision Making,Family School Relationship,Student Needs,Family Needs

The COVID-19 school closures put the weaknesses in our special education system in stark relief. Overnight in March 2020, students with disabilities lost almost all the supports and services essential to their academic, physical, and emotional development. Amid the turmoil last spring, CRPE, in partnership with the National Center on Special Education in Charter Schools, reached out to a group of charter schools that we knew from a prior study had strong programs for educating students with disabilities before COVID-19 to see how they were handling school closures. This report includes in-depth case studies with five charter schools to understand how they responded to school closures and modified their approach to special education to meet the needs of students with disabilities in remote settings. Based on what we learned, we offer recommendations for schools serving students with disabilities during the pandemic: (1) Expand existing protocols for identifying students in need of support (like Response to Intervention) to make sure all students' individual academic and mental health needs are met; (2) Prioritize or increase general and special educator collaboration time to enable effective planning and problem-solving; (3) Ensure leaders responsible for special education have a voice in schoolwide decision- making; (4) Be intentional about nurturing and sustaining relationships. Build out or strengthen advisory programs, increase check-ins with students and parents, and streamline student communication between IEP team members with the student experience in mind; and (5) Prioritize communication with families--and tailor communication approaches to families' needs and preferences.
Broadband Access and the Digital Divides. Policy Brief
Author: Kelley, Bryan
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Access to Computers,Disadvantaged,Elementary Secondary Education,Postsecondary Education,Racial Differences,Minority Group Students,Ethnicity,Low Income Students,Rural Areas,Internet,Barriers,Costs,Geographic Location,Rural Urban Differences,State Policy,Federal Aid,Pandemics,Federal Legislation,COVID-19,Grants

Education in the 21st century increasingly relies on strong, reliable access to the internet at school and at home. However, millions of students throughout the United States are unable to connect to the internet outside of school to complete coursework and actively participate in a modern education. This issue exists throughout educational settings, including K-12 schools and higher education institutions; and the lack of access disproportionately affects Native American, Black and Hispanic students, students in families with low incomes, and students in rural areas. When schools move into remote learning environments -- in response to a pandemic, natural disaster or other unforeseen circumstance -- the importance of internet access and the disproportionate impacts of a lack of access are exacerbated and thrust into the spotlight. Education policymakers and stakeholders throughout the country are eager to expand internet access for students, and many states have developed innovative and noteworthy methods to pursue broadband expansion and increase access to the internet. A variety of overlapping and interconnected barriers can result in a lack of internet access for students. This Policy Brief will introduce three unique digital divides that may prompt different policy solutions: divides caused by an absence of availability of local broadband infrastructure, the lack of affordability of an adequate internet subscription and unequal access to devices that can adequately connect to the internet. The brief also provides an overview of the impact on students when they are not able to access the internet, a summary of the scope of these digital divides and policy solutions worth consideration for each of the three digital divides.
Virginia&apos;s Credentialing Performance Trends
Author: Virginia Department of Education (VDOE), Office of Career, Technical, and Adult Education
Date: 2018-03-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Credentials,Certification,Trend Analysis,Tests,Secondary School Students,Employment Projections

Career and Technical Education (CTE) prepares students for many of the jobs in Virginia forecasted to experience the fastest growth in the coming years. Given the large percentage of jobs that require some type of postsecondary education or training (currently estimated at 63 percent of all jobs in the United States), it is critical that high school graduates leave high school with the knowledge and skills needed to continue their learning and have a choice in their future. Data presented in this snapshot is based on the performance of CTE program completers. A CTE completer is a student who has met the requirements for a CTE concentration (course sequence) and all requirements for high school graduation, or an approved alternative education program. The data presented includes: (1) Virginia's Credentialing Trends; (2) Pass Rates of Exams Attempted vs Earned; and (3) Selected Statewide Occupational Projections.
Promises That Count: College Promise in Los Angeles County
Author: WestEd
Date: 2017-10-30
Type: Reports - Descriptive
Subjects: Program Descriptions,Definitions,Educational Legislation,State Legislation,Educational Policy,Financial Support,Eligibility,College Attendance,Academic Persistence,Academic Support Services,Student Personnel Services,School Community Relationship,Costs,Educational Finance,Program Improvement,Community Colleges,State Universities,Private Colleges

The California Community Foundation's Promises That Count Initiative supports the development, implementation, and continuous improvement of College Promise efforts in Los Angeles County (L.A. County). Promises That Count activities will include research, technical assistance, the development of a professional learning community, and a series of community engagement activities. This report, the first of the Initiative, includes a brief description of the College Promise movement; a working definition of College promise; a description of the key elements of the College Promise programs in L.A. County as of Fall 2017; and a summary of local and state-level College Promise legislation, policies, and agreements. The appendices include tables that highlight key College Promise program elements; a map illustrating the location of each program; a summary of California state legislation related to College Promise; and in-depth descriptions of the four L.A. County College Promise programs that began prior to fall 2017.
The College Promise Guidebook for California and Beyond
Author: Rauner, Mary
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: College Programs,Program Development,Program Evaluation,Program Implementation,Educational Objectives,College Students,Eligibility,Financial Support,Costs,Student Personnel Services

This resource provides step-by-step guidance to teams who are developing, strengthening, or expanding a College Promise program. The Guidebook is organized into three sections that cover topics ranging from how to frame your College Promise program to evaluating and implementing it. Each section includes embedded tools and exercises to help you organize your thinking about core program structure and functionality, and a cost estimator tool can also be downloaded and customized to your program. Research summaries and examples from the field are embedded throughout to help you learn from other programs and to make evidence-based decisions about your own program design and implementation. [Contributors to this report include: Tangela Blakely Reavis, Josh Dorman, and Thomas Torre Gibney.]
Supporting the Class of 2021 through Postsecondary Transition. Policy Brief
Author: Keller, MorraLee
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Educational Change,COVID-19,Pandemics,Secondary Education,Access to Education,Barriers,Decision Making,Electronic Learning,Virtual Classrooms,Federal Aid,Dual Enrollment,Exit Examinations,College Entrance Examinations,Standardized Tests,College Admission,Student Financial Aid,College Readiness,Career Readiness,Federal Legislation,Vocational Education,Educational Legislation

When the nation shut down in March because of the COVID-19 pandemic, states had to figure out what education would look like for the remainder of the academic year. These abrupt changes affected not only students' ability to learn but also their access to the support system that would help prepare them for steps beyond high school. This Policy Brief is part of a series dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. This brief explores challenges that students are facing and actions that states, and sometimes school districts, can take to support students in their postsecondary transition during these far-from-normal times. Those actions include: (1) addressing systemic barriers to college access exacerbated by the COVID-19 pandemic; (2) adapting data driven decision-making to the virtual environment; and (3) leveraging federal funds to support postsecondary transition. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.
Virginia&apos;s Credentialing Initiative
Author: Virginia Department of Education (VDOE), Office of Career, Technical, and Adult Education
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Vocational Education,Credentials,Secondary School Students,Certification,State Programs,Employment Projections

Students who complete Career and Technical Education (CTE) programs participate in approved external examinations that test technical skills. When a student passes the exam, in addition to the certificate or license earned, a credential is awarded. This, when combined with the standard credit for a CTE course, can be used as a verified credit for graduation. This snapshot describes types of credentials, lists some of the most widely earned credentials, and provides data on: (1) Credentials Earned by Students; and (2) Selected Statewide Occupational Projections.
To Create Safe and Healthy Schools during a Pandemic, Prioritize Educator Wellbeing
Author: Browning, Andrea
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: School Safety,Educational Environment,COVID-19,Pandemics,School Closing,Distance Education,Electronic Learning,Educational Technology,Well Being,Teaching Conditions,Caring,Social Emotional Learning,Mental Health,Wellness,Teacher Role,Trauma,Stress Management,Leadership Responsibility,Peer Influence,School Culture

Educators support complex social and emotional needs of students, often under stressful and demanding conditions. The current COVID-19 pandemic in particular, by closing schools almost overnight, left educators to support students and families under unprecedented conditions of virtual instruction during a global health crisis and staggering rates of unemployment. Educator wellbeing has always been at the core of building a healthy learning community. That is truer now than ever, given all the uncertainty about routines and structures for school year 2020-21. By supporting educators and students to care about each other and for themselves, using a wide range of strategies associated with social and emotional learning, school mental health, school climate, and other similar initiatives, schools have the opportunity to promote the collective wellness of their school community -- even if &quot;school&quot; might be happening remotely or in new hybrid formats. This community of care begins with educators.
The Missouri Prevention Center: A Multidisciplinary Approach to Reducing the Societal Prevalence and Burden of Youth Mental Health Problems
Author: Herman, Keith C.
Date: 2019-04-00
Type: Journal Articles
Subjects: Interdisciplinary Approach,Mental Disorders,Prevention,Intervention,Health Promotion,Social Development,Emotional Development,Behavior Development,Youth Programs,Risk Management,Community Programs,Screening Tests,Access to Health Care,Self Management,Training,Classroom Environment,Feedback (Response),Allied Health Personnel,School Health Services,Family Programs,Social Bias,Consciousness Raising

The challenges presented by the growing prevalence, burden, and unmet service needs of youth mental health problems are formidable. During the past decade, scholars and other stakeholders of the Missouri Prevention Center (MPC) have been using a prevention and implementation science approach to develop, implement, evaluate, and disseminate recommended practices in promoting youth mental health in real world contexts. The purpose of this article is to describe the multidisciplinary contributions of MPC to improve the social, emotional, and behavioral health of youth, locally and nationally. We briefly summarize MPC scholarship that has addressed the individual and social-contextual risk and protective factors of youth mental health at home, school, and community. The article concludes with a description of two large-scale community projects, funded by an innovative local sales tax, that represent the systematic application of MPC scholarship and outreach. Together these projects provide mental health screening for every youth in our county three times per year and a single point of entry into the mental health service system where any family in our county can access an evaluation and referral for their child at no cost to them. The projects serve as model demonstrations for how communities can address the challenges of youth mental health concerns through multidisciplinary collaborations.
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2005-06
Author: Office of Vocational and Adult Education (ED)
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Adult Education,Family Literacy,Educational Legislation,Federal Legislation,Federal Aid,Adult Basic Education,Accountability,Adult Literacy,Labor Force Development,Labor Legislation,Program Implementation,Academic Standards,Technical Assistance,Annual Reports,Data Collection,Incentive Grants,Educational Assessment,National Programs,Vocational Education

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The U.S. Department of Education's (Department's) Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS) to not only define the measures and implement the accountability requirements of AEFLA, but act as a reservoir of data collected under these measures. This report represents the sixth year of implementing the AEFLA requirements using the NRS. OVAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. The Adult Education--Basic Grants to States program year begins July 1 and ends June 30 of the next year. For example, PY 2005-06 refers to July 1, 2005 through June 30, 2006. OVAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing resources, training, and technical assistance activities to improve data quality and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys. OVAE also has provided individual technical assistance to states with NRS implementation. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on states yearly performance in meeting the Adult Education--Basic Grants to States program performance measures is included in the annual report, as is data on national performance outcomes. [For the 2004-2005 annual report, see ED515884.]
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2006-07
Author: Office of Vocational and Adult Education (ED)
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Adult Education,Family Literacy,Educational Legislation,Federal Legislation,Federal Aid,Adult Basic Education,Accountability,Adult Literacy,Labor Force Development,Labor Legislation,Program Implementation,Academic Standards,Technical Assistance,Annual Reports,Data Collection,Incentive Grants,Educational Assessment,National Programs,Vocational Education

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The U.S. Department of Education's (Department's) Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS) to not only define the measures and implement the accountability requirements of AEFLA, but to act as a reservoir of data collected under these measures. This report represents the seventh year of implementing the AEFLA requirements using the NRS. As part of its efforts to monitor data collection procedures and promote data quality improvement, OVAE developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OVAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing resources, training, and technical assistance activities to improve data quality and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on the particular measures). OVAE also has provided individual technical assistance to states with NRS implementation. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on states' yearly performance in meeting the Adult Education--Basic Grants to States program performance measures is included in the annual report, as are aggregated data on national performance outcomes. [For the 2005-2006 annual report, see ED610073.]