ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Childhood Homelessness State Profiles: Data Collected in 2018-19
Author: Yamashiro, Amy
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Homeless People,Young Children,Federal Legislation,Federal Programs,Federal Aid,Preschool Education,Geographic Location,Employed Parents,Unemployment,Housing,Costs,Home Visits,Access to Education,Child Care

This report presents data on children under age six who are experiencing homelessness at the national level and in the 50 States, the District of Columbia, and Puerto Rico. It uses data collected from 2018 to 2019 by the Administration for Children and Families (ACF) and the Office of the Assistant Secretary for Planning and Evaluation (ASPE) within the U.S. Department of Health and Human Services (HHS) and by the U.S. Department of Education (ED). It also includes publicly available data from the U.S. Census Bureau (Census), the U.S. Department of Housing and Urban Development (HUD) (2020), and from the Annie E. Casey Foundation (2018). In January 2016, ACF released &quot;Early Childhood Homelessness 50-State Profiles&quot; as part of an interagency early childhood workgroup of the U.S. Interagency Council on Homelessness (USICH), which included member agencies ACF and ASPE within HHS, ED, HUD, and the U.S. Department of Agriculture (USDA). ACF released a second state profile report in 2017 and then ED issued annual reports in 2018, 2019, and 2020. This 2018-19 report presents the data by jurisdiction to inform policymakers, practitioners, and researchers on young children experiencing homelessness. Homeless children and youths lack a fixed, regular, and adequate nighttime residence. Subtitle VII-B of the &quot;McKinney-Vento Homeless Assistance Act&quot; (McKinney-Vento) offers support for states, outlying areas, and the Bureau of Indian Education to ensure that children and youth experiencing homelessness have equal access to a free and appropriate public education. It was amended through the &quot;Every Student Succeeds Act&quot; in 2015, and is administered by ED. Having this data helps policymakers and the public understand the evolving prevalence and nature of early childhood homelessness. [For &quot;Early Childhood Homelessness State Profiles: Data Collected in 2017-2018,&quot; see ED609095.]
Priced Out: What College Costs America
Author: Arnold, Neetu
Date: 2021-03-00
Type: Reports - Research
Subjects: Universities,Educational Finance,College Administration,Student Costs,Income,Expenditures,Debt (Financial),Educational Policy,Administrative Organization,Student Attitudes,College Students,Parent Attitudes,Administrator Attitudes,College Choice

In the last 40 years, college costs have more than doubled. Students pay exorbitant amounts of money to attend college, even going into crushing debt. Meanwhile, universities increase their administrative overhead and other non-instructional costs. &quot;Priced Out: What College Costs America,&quot; takes a personalized look into 50 universities and their spending habits and provides perspectives from students, parents, and college administrators. The report includes recommendations to cut down on costs, empower Americans to make better choices, and increase information transparency. As universities are left at a crossroads following the coronavirus pandemic, they can no longer ignore their profligate spending habits nor the American people. [Preface written by Peter W. Wood.]
Texas Public School Attrition Study, 2018-19
Author: Goodman, Christie L., Ed.
Date: 2021-02-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Student Attrition,Dropouts,Graduation Rate,Racial Differences,African American Students,Hispanic American Students,White Students,High School Students,Enrollment,American Indian Students,Asian American Students,Gender Differences,Multiracial Persons,College Bound Students,Dropout Characteristics,Low Income Students,Limited English Speaking,Students with Disabilities,Dropout Prevention,Educational Principles,Models,Educational Change

This year's study is the 34th in a series of annual reports on trends in dropout and attrition rates in Texas public schools, with the initial attrition study released by the Intercultural Development Research Association (IDRA) in 1986. The 2018-19 study builds on a series of studies by IDRA that track the number and percent of students in Texas who are lost from public school enrollment prior to graduation. The following assessments and features are included in this report: (1) Lowest-Ever High School Attrition Rate in Texas (Roy L. Johnson); (2) Attrition Rate Forecast Predicts Continued Loss of Students for Decades (Felix Montes); (3) Infographic: Texas public schools are losing 1 out of 5 students; (4) Life and Times of the Class of 2019; (5) College Bound and Determined; (6) State Report Shows Stagnant Graduation Rates in 2017-18 (Roy L. Johnson); (7) Texas Ranks Fourth Nationally in On-Time Graduation Rate (Roy L. Johnson); (8) A Model for Success; (9) Taking Action to Hold on to Students; (10) Unwavering Principles to Graduate All Students; (11) IDRA Valued Youth Partnership; and (12) Types of Dropout Data Defined. [For the 2017-18 report, see ED591733.]
AEM Quality Indicators with Critical Components for Higher Education: Institutes of Higher Education. V.2.0
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Instructional Materials,Accessibility (for Disabled),Educational Quality,Institutional Cooperation,Elementary Secondary Education,Students with Disabilities,Educational Technology,Assistive Technology,Cooperative Planning,Printed Materials,Electronic Publishing,Time,Guidelines,Educational Legislation,Civil Rights Legislation,Federal Legislation,Role,Responsibility,School Personnel,Stakeholders,Access to Information,Information Dissemination,Educational Opportunities,Technical Assistance,Evidence Based Practice,Federal Programs,State Programs,Data Collection,Data Use,Resource Allocation,College Students

The purpose of the National AEM Center's Quality Indicators with Critical Components for Higher Education is to assist institutes of higher education, both at the system and campus level, with planning, implementing, and evaluating dynamic, coordinated systems for providing accessible materials and technologies for all students who need them. The ultimate goal of an AEM provision system is that accessibility becomes an essential criterion in the procurement and creation of high-quality educational materials and technologies. To that end, the Quality Indicators with Critical Components are a means to provide institutions with consistent objectives, and to promote discussion around multiple methods to achieve those objectives. The Quality Indicators with Critical Components for Higher Ed are intended to be implemented in partnership with a state education agency (SEA) that is creating and sustaining a statewide AEM provision system for K-12. University and community college systems should coordinate with the SEA to ensure that higher education students with disabilities are benefitting from that provision system, as well as its own best practices aligned with the Quality Indicators with Critical Components for Higher Ed. [The report was written by the National AEM Center at CAST. For &quot;Higher Education and Accessible Materials and Technologies: Synthesis of Knowledge Development Findings,&quot; see ED612987.]
Concussions: School Based Management. Position Statement. Revised
Author: Neumann, Linda
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Head Injuries,Brain,Role,Prevention,Information Dissemination,Student Needs

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) provides leadership/care coordination in collaboration with the school-based team to manage student concussion. The school nurse has the healthcare knowledge and skills to provide concussion prevention education to parents/guardians, students, and school staff; identify suspected concussions; and help guide students as they return to academics/learning, physical activities, and sports. This document provides the background and rationale for NASN's position. [This position statement was initially adopted in January 2012 and was revised in June 2016 and January 2021.]
LGBTQ Students. Position Statement. Revised
Author: Amidon, Christine
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: LGBTQ People,School Nurses,School Policy,Bullying,At Risk Students,Social Bias,Barriers,Mental Health,Physical Health,Role,Student Needs,Educational Environment,Advocacy

It is the position of the National Association of School Nurses (NASN) that, to provide culturally competent care, school staff and communities should institute affirming policies that support lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) youth. These include bullying, health risk behaviors, and rejection from family and friends. Such challenges can cause adverse mental and physical health effects such as depression and suicidal ideation. Registered professional nurses (hereinafter referred to as school nurses) are uniquely positioned to help LGBTQ youth by creating LGBTQ-affirming spaces, guiding youth towards resources, advocating for school-wide protections, and assuring youth that their identities and feelings are normal and appropriate. This document provides the background and rationale for NASN's position. [This position statement was initially adopted in 1994 and was revised in June 2003, January 2012, January 2016, and January 2021. For the January 2012 version, &quot;Sexual Orientation and Gender Identity/Expression (Sexual Minority Students): School Nurse Practice. Position Statement. Revised,&quot; see ED539206.]
Alternate Interim Assessments for Students with the Most Significant Cognitive Disabilities. NCEO Brief Number 23
Author: Browder, Diane
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Severe Intellectual Disability,Alternative Assessment,Evaluation Methods,Test Construction,Students with Disabilities,Stakeholders,Cooperative Planning,Summative Evaluation

This Brief offers preliminary guidance for the development of interim assessment options for students with the most significant cognitive disabilities. There are federal requirements that all statewide and districtwide administrations of an assessment must have an alternate assessment. Given the importance interim assessments have now when there is an increased need for timely data on student learning and progress, the creation of high-quality alternate interim assessment options for students with the most significant cognitive disabilities requires urgent attention.
National Alliance for Public Charter Schools 2019 Annual Report: Rallying the Movement
Author: National Alliance for Public Charter Schools
Date: 2020-03-10
Type: Reports - Descriptive
Subjects: Charter Schools,Public Education,Educational Quality,Educational Finance,National Organizations,Nonprofit Organizations,Federal Aid,Elementary Secondary Education,Court Litigation,Conferences (Gatherings),School Law,Partnerships in Education,State Policy,Advocacy,Communications

The National Alliance for Public Charter Schools aims to strengthen public education by supporting a robust, growing, and high-quality charter school movement. The National Alliance for Public Charter Schools accomplished a great deal for the charter school movement this past year, in spite of the tumultuous political landscape. The National Alliance for Public Charter Schools maintained a record $440 million in funding for the federal Charter Schools Program, helped Puerto Rico secure a grant for their first charter school, and won precedent-setting legal battles in Florida, Missouri, and Mississippi. This annual report shares the National Alliance for Public Charter Schools' federal, state, and legal accomplishments. The report also highlights communications, the National Charter Schools Conference, champions for charters, the Charter School Leadership Awards, the Charter School Facility Center, 2019 publications, Hall of Fame inductees, and financial, board of directors, and staff information. [For the 2018 annual report, see ED595161.]
Environmental Health. Position Statement. Revised
Author: Reiner, Kathy L.
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Health Promotion,Educational Environment,Environmental Influences,Hazardous Materials,Pollution,Water,School Safety,Child Health

It is the position of the National Association of School Nurses (NASN) that to protect and promote the health of all children, robust environmental health protections must be in place, and the inequities that lead to environmental injustice must be eliminated. The environment is a powerful social determinant of health and a critical factor in our children's development, academic performance, and future socioeconomic status. The registered professional school nurse (hereinafter referred to as school nurse) assesses for environmental health hazards, implements and coordinates individual health and social interventions, and addresses social determinants of health based on the National Association of School Nurses (NASN) &quot;Framework for 21st Century School Nursing™&quot; (NASN, 2016), to positively influence children's environmental health (Campbell &amp; Anderko, 2020). This document provides the background and rationale for NASN's position. [This position statement was initially adopted in January 2014 and was revised in June 2018 and January 2021.]
International Onshore VET Qualification Completer Outcomes 2020. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Qualifications,Outcomes of Education,Graduates,Foreign Students,Employment Level,Continuing Education,Student Satisfaction,Barriers,Relevance (Education),Occupations,Skilled Workers,Job Skills,COVID-19,Pandemics

This publication provides a summary of the outcomes of international students who completed a nationally recognised vocational education and training (VET) qualification in Australia during 2019 using data collected in mid-2020. These students were surveyed as an additional component to the 2020 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Note this group was called 'international onshore VET graduates' in previous years' publications. Overall, 15,521 international onshore VET qualification completers responded to the survey. Highlights include: 69.0 per cent of international onshore qualification completers undertook training for employment-related reasons, 26.7 per cent for personal reasons, and 4.2 per cent for further study reasons; the main reason for training reported in 2020 was to 'develop or start my own business', up 3.2 percentage points from 2019 while to 'get a job' decreased by 4.5 percentage points from 2019; 87.7 per cent achieved their main reason for training, down 1.1 percentage points from 2019; 53.7 per cent had an improved employment status after training, down 4.0 percentage points from 2019; of those who were employed after training, 68.3 per cent had their hours reduced after the start of the [Coronavirus Disease 2019] COVID-19 pandemic; and 83.7 per cent were satisfied with the overall quality of training, down 0.8 percentage points from 2019. [For the 2019 report, see ED613047.]
Free and Reduced-Price Meal Eligibility Does Not Measure Student Poverty: Evidence and Policy Significance. Working Paper No. 252-0521
Author: Fazlul, Ishtiaque
Date: 2021-05-00
Type: Reports - Research
Subjects: Poverty,Low Income Students,Measurement Techniques,Accuracy,Elementary Secondary Education,Neighborhoods,Family Income,Academic Achievement,Lunch Programs,Eligibility

Free and reduced-price meal eligibility (FRM) is commonly used in education research and policy applications as an indicator of student poverty. However, using multiple data sources external to the school system, we show that FRM status is a poor proxy for poverty, with eligibility rates far exceeding what would be expected based on stated income thresholds for program participation. This is true even without accounting for community eligibility for free meals, although community eligibility has exacerbated the problem in recent years. Over the course of showing the limitations of using FRM data to measure poverty, we provide promising validity evidence for a new, publicly-available measure of school poverty based on local-area family incomes.
Developing State and District Parent Engagement Policies. Policy Update. Vol. 28, No. 1
Author: Slone, Allison
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Educational Policy,Policy Formation,State Policy,Parent Participation,School Districts,Elementary Secondary Education,Family School Relationship,Barriers

Schools provide many services that aid children's development, well-being, and academic success. Key providers include mental health agencies, social workers, school counselors and nurses, as well as school officials and other employees. Yet quite possibly the most important component of these services--often overlooked--is the parent. This policy update highlights obstacles to parental engagement, states with parent engagement policies, and recommendations for state boards.
Education, Licensure, and Certification of School Nurses. Position Statement. Revised
Author: Yonkaitis, Catherine
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Certification,Nursing Education,Licensing Examinations (Professions)

It is the position of the National Association of School Nurses (NASN) that every school-age child should have access to a registered professional school nurse (hereinafter referred to as the school nurse) who has a minimum of a baccalaureate degree in nursing from an accredited college or university and is licensed as a registered nurse through a board of nursing. These requirements constitute minimal preparation needed to practice at the entry level of school nursing (American Nurses Association [ANA] &amp; NASN, 2017). Additionally, NASN (n.d.) supports state school nurse certification/licensure and endorses national certification of school nurses through the National Board for Certification of School Nurses. This document provides the background and rationale for NASN's position. [This position statement was initially adopted in October 2012 and was revised in January 2012, June 2016, and January 2021.]
Meeting the Needs of English Learners with Disabilities: Virtual, Hybrid, and Returning to In-Person Instruction
Author: National Center for Systemic Improvement at WestEd
Date: 2021-05-00
Type: Guides - Classroom - Teacher
Subjects: COVID-19,Pandemics,School Closing,Students with Disabilities,English Language Learners,Educational Technology,Technology Uses in Education,Blended Learning,Student Needs,Distance Education,Family Involvement,Cooperative Planning,Electronic Learning

When the pandemic forced many schools to transition to virtual or hybrid learning, educators often struggled to meet the language and learning needs of the diverse population of English learners (ELs) with disabilities. Although many schools are in the process of returning to school, distance learning (including virtual and hybrid learning contexts) may continue or be needed again, whether due to the pandemic or other causes such as natural disasters. Further, state education agencies (SEAs), districts, and schools may seek to strengthen supports and foster learning recovery for ELs with disabilities as they return to in-person instruction. Thus, NCSI has compiled guidance and example resources that may be helpful for educators and SEAs supporting districts and schools in serving these students during or after distance learning.
A Summary of the Research on the Effects of K-12 Test Accommodations: 2018. NCEO Report 423
Author: Rogers, Christopher M.
Date: 2021-02-00
Type: Information Analyses
Subjects: Testing Accommodations,Elementary Secondary Education,Educational Research,Students with Disabilities,Standardized Tests,Academic Accommodations (Disabilities),Mathematics Tests,Science Tests,Reading Tests,Writing Tests,Language Arts,Social Studies,Student Evaluation

The purpose of this report is to present a synthesis of the research on test accommodations for U.S. elementary and secondary students (K-12) published in 2018. The academic literature described here encompasses empirical studies of performance comparability, investigations into accommodations use, implementation practices, and perceptions of the effectiveness of accommodations. During 2018, 11 research studies were published on the topic of testing accommodations in the U.S. elementary and secondary education system. [For the 2017 report, see ED609703.]
Data Dissemination Strategies for Career and Technical Education in Nebraska: Technical Assistance to States Project
Author: RTI International
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Vocational Education,Data Collection,Accountability,Information Dissemination,Technical Assistance,State Government,Web Sites,Data Analysis,Access to Information,Performance,Information Seeking,Reports,Data Use,School Districts,Programs,Occupations

The Division of Adult and Technical Education, Office of Career, Technical, and Adult Education (OCTAE), sponsors individualized technical assistance to support states in improving the quality of their &quot;Carl D. Perkins Career and Technical Education Act of 2006&quot; (&quot;Perkins IV&quot;) accountability systems. In response to OCTAE's October 2015 request for proposals, staff from the Nebraska Department of Education (NDE) shared that the state collects career and technical education (CTE) data far in excess of what is required for &quot;Perkins IV&quot; accountability purposes and are posted on the NDE website to publicize the contribution that CTE makes to students' educational attainment and to support local program improvement efforts. However state staff requested help in strengthening Nebraska's current approach to disseminating CTE data and developing new, more effective strategies for disaggregating and analyzing data to augment state tools. The white paper summarizes the technical assistance services rendered to Nebraska and offers strategies the state may adopt to enhance users' website experience and improve the dissemination of state and local CTE performance data.
Early Childhood and Accessible Materials and Technologies: Synthesis of Knowledge Development Findings
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Instructional Materials,Early Childhood Education,Accessibility (for Disabled),Students with Disabilities,Educational Legislation,Federal Legislation,Equal Education,Inclusion,Technical Assistance,Elementary Secondary Education,Knowledge Level,Early Intervention,Child Care

In early 2020, the AEM Center turned its focus to the start of the education continuum by developing Critical Components for providing accessible materials and technologies for children in early childhood programs. Knowledge development activities focused on understanding the complex early childhood educational system, particularly with respect to programs serving children with disabilities under Part B, Section 619 of IDEA. This synthesis summarizes the knowledge development activities that informed the development of the Critical Components for early childhood, including a literature review, insights gained from a partnership between CAST and the Santa Clara Office of Education, interviews/focus groups with national and state technical assistance providers and a crosswalk between the National AEM Center's existing Quality Indicators and the Indicators of High-Quality Inclusion (ECTA and NCPMI).