ethanporcaro/eric-fulltext-meta huggingface dataset:
When Is a School Required to Involve Law Enforcement on School Grounds? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Police,School Safety,Police School Relationship,Drug Use,Drinking,Weapons,School Violence,Antisocial Behavior,Crime,Elementary Secondary Education

Sometimes school and district personnel must involve law enforcement in disciplinary actions, which may include reporting specific offenses or directing school resource officers to address certain infractions. This data point examines when state statute or regulation requires schools to involve law enforcement agencies and personnel and for which offenses or matters. Most states require criminal behavior, firearm/weapon possession and controlled substance possession/use to be reported to law enforcement. At least three states (Massachusetts, New York and Oklahoma) require reporting certain instances of bullying to law enforcement. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
Does the State Outline Reporting Requirements for Suspension and/or Expulsion? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Data Collection,Accountability,Educational Environment,Educational Legislation,Elementary Secondary Education

This data point highlights reporting requirements in state policy regarding the use of suspension and/or expulsion. At least 39 states and the District of Columbia outline reporting requirements for the use of suspension and/or expulsion in statute or regulation. At least 11 states have reporting requirements that are specific to certain types of student conduct. For instance, at least nine have such reporting requirements for possession or use of unauthorized firearms; the reporting of which is necessary for receipt of federal funds under the federal Gun-Free Schools Act. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
Does the State Specify Requirements to Report Discipline Data Disaggregated by Race, Ethnicity, Gender or Any Other Category? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Student Characteristics,Data Analysis,Racial Differences,Ethnicity,Social Differences,Gender Differences,Elementary Secondary Education

In addition to generally reporting on suspension and expulsion use, at least 22 states and the District of Columbia require such reported data to be disaggregated by race, ethnicity, gender or some other category, allowing the possibility of discipline disparities to be documented and addressed. This data point highlights state policy that creates requirements to report discipline data disaggregated by race, ethnicity, gender or any other category. Where applicable, this data point also gathers information regarding whether any actions must be taken if discipline disparities are identified and whether such disaggregated data must be made publicly available. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
Supporting Success: The Higher Education in Prison Key Performance Indicator Framework
Author: Brick, Michael Scott
Date: 2020-09-00
Type: Guides - General
Subjects: Correctional Education,Higher Education,Educational Policy,Advisory Committees,Transformative Learning,Institutionalized Persons,Correctional Institutions,Guidance,Benchmarking,Educational Quality,Standards,Outcomes of Education,Soft Skills,Citizen Participation,Interpersonal Competence,Work Environment,Partnerships in Education,Recidivism,Program Descriptions,Employment

Recognizing the transformative potential of higher education for people involved in the justice system, the Institute for Higher Education Policy (IHEP) with an advisory council of experienced higher education in prison (HEP) practitioners, data experts, and dedicated advocates, with input from students who are incarcerated, developed guidance to properly identify and benchmark quality higher education in prison (HEP) programs nationwide. This report outlines a comprehensive set of key performance indicators (KPI) that will help HEP programs generate long-needed data to inform program quality, develop robust standards of practice, and ensure quality outcomes for students. The KPI framework outlines metrics in four assessment categories: student success outcomes; academic quality; civic engagement; and soft skills, the non-technical and interpersonal proficiencies identified by employers as essential for success in today's workplace. In addition to listing and defining the indicators in the four assessment categories, the report includes recommendations for practitioners, correctional administrators, and state and federal policymakers.
The CTE Equation in Florida: A Research Study
Author: Mokher, Christine
Date: 2015-10-00
Type: Reports - Research
Subjects: Vocational Education,Occupations,Employment Patterns,Wages,Labor Market,Industry,Geographic Regions,Labor Needs,Employment Opportunities,High School Graduates,Educational Legislation,Federal Legislation,Secondary Education,Postsecondary Education,Job Skills,Employment Qualifications,Occupational Clusters

Career and technical education (CTE) programs play a vital role in preparing high school students for life after graduation. The Carl D. Perkins Act of 2006 (Perkins) requires states that receive federal CTE funding to align secondary and postsecondary programs, so that students can transition seamlessly from a high school CTE program to a certificate, associate's degree, or bachelor's degree program in their chosen field of study. This report uses data from the Florida Department of Economic Opportunity and the U.S. Department of Labor's Bureau of Labor Statistics to identify high-growth and high-wage occupations in the state of Florida, and the associated CTE Career Clusters. School, district, and college staff, as well as state policymakers and local Workforce Investment Boards, can use this report in conjunction with other resources to inform the development and expansion of CTE programs as well as decisions to modify or eliminate programs no longer aligned with labor market needs.
&apos;Fiscal Impact&apos; as a Factor in Charter Growth in Rhode Island
Author: National Alliance for Public Charter Schools
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Charter Schools,Economic Impact,Educational Finance,Public Schools,State Legislation,Educational Legislation,School Law,Elementary Secondary Education

Charter schools and district schools are both public schools serving public school students and operating within the same public education ecosystem. For nearly as long as charter schools have been in existence, there has been concern about how these innovative public schools that generally sit outside the jurisdiction of the school district might potentially impact other public schools that sit within the school district--or even cause harm to the district itself. One of the most common misperceptions of charter schools is that they take financial resources from the local school district, thereby causing a negative &quot;fiscal impact&quot; on the district and hurting the overall public education system. This report discusses Rhode Island law on the relevance of public charter schools' &quot;fiscal impact&quot; on school districts as a basis for limiting charter growth. Following a brief summary of the status of public charter schools and the relevance of their 'fiscal impact' under Rhode Island law, the report briefly lists arguments school districts and others make on this basis for resisting charter growth, then outlines a series of affirmative and responsive legal and policy reasons why arguments of this sort should not generally block charter growth in the state. Facts, data, arguments, and citations supporting analysis in the main body of the report are laid out in greater detail in appendices cross-referenced at the end of paragraphs of the report. While this report is a deep dive into the specifics of Rhode Island's charter sector, many of the fiscal impact arguments and rebuttals made are also relevant in other states.
An Analysis of &apos;Micro-Credentials&apos; in VET. Research Report
Author: Palmer, Bryan
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Credentials,Vocational Education,Foreign Countries,Minicourses,COVID-19,Pandemics,Course Selection (Students),Educational Finance,Training,Learning Modules,Geographic Regions,Specialization,Federal Aid,Work Environment,Occupational Safety and Health,Emergency Programs,Labor Market,Private Sector,Enrollment Trends

In recent years, there has been substantial interest in micro-credentials in post-secondary education. In November 2019, Australian skills ministers agreed to fast-track work exploring micro-credentials in the national vocational education and training (VET) system, with the aim of ensuring that the system responds more effectively to the needs of students and employers. Nevertheless, a surprising amount of other, shorter, non-qualification training occurs in the VET sector, officially known as enrolments in subjects not part of a nationally recognised program (course). This report refers to them as 'subject bundles'. This is construed in this paper as a student enrolling in a 'bundle' of subjects at a single registered training organisation (RTO), termed here 'RTO-student pairs'. This report contributes to the information already available on the largest segment of the VET sector, by analysing these subject bundles and their salient features. The author found that engagement in subject bundles was found to be typically short, with bundles of three subjects or fewer accounting for 89.5% of RTO-student pairs. Furthermore, engagement was focused on a small number of bundles (with 601 of around 50 000 bundles accounting for 90% of the RTO-student pairs) and with a relatively small number of RTOs (with 456 RTOs registering 90% of student activity). [For the technical support document, see ED612979.]
An Analysis of Micro-Credentials in VET - Technical Support Document
Author: Palmer, Bryan
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Credentials,Minicourses,Course Selection (Students),Foreign Countries,Data Collection,Enrollment Trends,Educational Finance,Geographic Regions,Training

This report is the support document accompanying &quot;An analysis of 'micro-credentials' in VET,&quot; which examines subject-bundle enrolments in Australia's vocational education and training (VET) system in 2019. This support document is a technical discussion of how the raw data were extracted and transformed for analytical purposes and it provides the key descriptive statistics identified. [For the full research report, see ED612978.]
Measuring up to the Model: A Ranking of State Public Charter School Laws. Twelfth Annual Edition
Author: Ziebarth, Todd
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Public Schools,Charter Schools,School Law,State Legislation,Geographic Location,Educational Legislation,Accountability,Educational Quality,Educational Equity (Finance),State Aid,Educational Finance,Governance,Performance,Data Collection,Educational Administration,Enrollment,Collective Bargaining,Boards of Education,Extracurricular Activities,Special Education,Retirement Benefits,Virtual Schools

This twelfth edition of &quot;Measuring up to the Model: A Ranking of State Charter School Laws&quot; evaluates each state's public charter school law against the 21 essential components of a strong charter school law. These 21 components are drawn from the National Alliance's &quot;A New Model Law for Supporting the Growth of High-Quality Public Charter Schools: Second Edition&quot; (ED613003). Key takeaways include: (1) For the sixth year in a row, Indiana has the nation's strongest charter school law in the country, ranking No. 1 (out of 45); (2) The Top 10 includes a mixture of states with more mature movements (Indiana at No. 1, Colorado at No. 2, Minnesota at No. 4, Florida at No. 7, Louisiana at No. 8, and the District of Columbia. at No. 101) and states with newer movements (Washington at No. 3, Alabama at No. 5, Mississippi at No. 6, and Maine at No. 9); (3) States that are enacting laws for the first time and states that are overhauling their laws are bypassing states that were previously more highly ranked, such as Massachusetts, Arizona, and New York; and (4) Maryland has the nation's weakest charter school law, ranking No. 45 (out of 45). [For the eleventh edition, see ED609763.]
Foreign Language Learning and Its Impact on Wider Academic Outcomes: A Rapid Evidence Assessment
Author: Murphy, Victoria A.
Date: 2020-07-00
Type: Reports - Research
Subjects: Second Language Learning,Second Language Instruction,Comparative Analysis,Attribution Theory,Outcomes of Education,Evidence,Teaching Methods,Instructional Effectiveness,Language of Instruction,Meta Analysis,Decision Making,Second Language Programs,Educational Attainment,Educational Policy,Correlation,Research Reports,Educational Benefits,Cognitive Development,Transfer of Training,Metalinguistics,Cultural Awareness

The Education Endowment Foundation (EEF) commissioned this Rapid Evidence Assessment (REA) with a view to understanding what is known from the research literature concerning learning a foreign language (FL) and its impact on students' wider academic outcomes. The key questions addressed examine: (1) the research identifying what approaches to teaching FLs are being used and what variables impact on the effectiveness of these approaches; (2) the research which has examined the influence of learning a FL (or knowing another language) on other aspects of attainment; and (3) the impact of using a non-native language as the Medium of Instruction (MoI) on language learning and academic attainment. To address these questions, this REA first identified relevant extant synthesis literature (systematic reviews and/or meta-analyses) which we then updated by locating and reviewing more recent research that adopted either a Randomised Controlled Design (RCT) or a Quasi-Experimental Design (QED) as these research designs enable the determination of underlying causal relationships between variables. The research discussed in this report will lead to a greater understanding of the key findings in the literature, together with the trustworthiness of these findings, and will in turn enable strategic decision making regarding future research programmes, funding for research, and policy making.
Remote Professional Development: Rapid Evidence Assessment
Author: Education Endowment Foundation (EEF) (United Kingdom)
Date: 2020-08-00
Type: Reports - Research
Subjects: Distance Education,Literature Reviews,Faculty Development,COVID-19,Pandemics,Meta Analysis,Program Effectiveness,Computer Mediated Communication,Asynchronous Communication,Synchronous Communication,Coaching (Performance),Mentors,Video Technology

This rapid evidence assessment aims to summarise the efficacy of remote professional development (PD) approaches to support school leaders and PD providers with decisions they are making about PD provision given social distancing requirements caused by the 2020 COVID-19 pandemic. The review systematically searched for meta-analyses and systematic reviews to find the best evidence for fully remote and for blended PD approaches. The research questions posed were: (1) What evidence is available on the effectiveness of remote professional development approaches, compared to face-to-face, blended approaches and other remote approaches? (2) (a) Does some face-to-face contact moderate outcomes in remote professional development approaches? (b) How do different remote professional development approaches moderate outcomes? and (3) What can we learn from existing systematic reviews and meta-analyses about the characteristics of effective remote professional development implementation? The review is structured to reflect the themes in the available literature. This report summarises the findings from 17 systematic reviews and meta-analyses answers under 5 key topic areas: (1) Effectiveness of remote PD; (2) Synchronous and asynchronous remote PD; (3) Remote coaching, mentoring and expert support; (4) Evidence on common approaches; and (5) Support from leadership teams. Each section details the included reviews and listed findings and implications drawn from the evidence.
Innovative Strategies to Close Postsecondary Attainment Gaps: Reclaiming Earned Degrees through Reverse Transfer
Author: Pocai, Jennifer
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Associate Degrees,College Transfer Students,College Credits,Minority Group Students,Low Income Students,Partnerships in Education,Two Year Colleges,Educational Attainment,Program Effectiveness,Intercollegiate Cooperation

Across the country, students are unwittingly leaving postsecondary credentials on the table without institutions awarding the associate degrees they have earned. A disproportionate number of those students are from populations that have been historically excluded from or overlooked in higher education, including Black, Latinx, Indigenous students, and students from low-income backgrounds. Recognizing these missed opportunities for students--as well as for their families, potential employers, and communities--colleges across the country are institutionalizing a practice called &quot;reverse transfer&quot; (or &quot;reverse credit transfer&quot;) that eliminates a needless impediment to postsecondary attainment. &quot;Reclaiming Earned Degrees through Reverse Transfer&quot; shares how equity-centered reverse transfer initiatives in Los Angeles and Richmond ensure that students are awarded the degrees they earned. When a student transfers from a two-year institution to a four-year institution and earns the credits required of an associate degree, the two institutions employ &quot;reverse transfer&quot; to apply credits from the four-year institution back to the two-year institution for the purpose of awarding that associate degree. Early studies suggest reverse transfer recovers a significant number of associate degrees, particularly for students from populations that historically have been marginalized by the nation's higher education system. Drawing from in-depth interviews with Adam Gottlieb, Senior Manager of Postsecondary Initiatives at UNITE-LA, and Stephanie Odera, former Director of Adult and Non-Traditional Student Services at Virginia Commonwealth University, the guidebook outlines the process of reverse transfer, the role of strong partnerships between institutions, the need for data sharing to inform better advising pathways, and the hope for expanding to other institutions. To that end, the guidebook also includes recommendations for other communities interested in closing attainment gaps by helping students in their regions reclaim earned degrees. &quot;Reclaiming Earned Degrees through Reverse Transfer&quot; is the sixth in IHEP's Innovative Strategies to Close Postsecondary Attainment Gaps series, a component of IHEP's work with communities that have shown the ability and commitment to significantly increase college-level learning among students of all backgrounds. Designated by Lumina Foundation, with support from The Kresge Foundation, Talent Hub Communities work across business, education, and civic sectors to attract cultivate, and retain skilled and knowledgeable workers.
Innovative Strategies to Close Postsecondary Attainment Gaps: Neighbors Helping Neighbors through Nashville&apos;s Reconnect Ambassador Program
Author: Pocai, Jennifer
Date: 2020-10-00
Type: Guides - General
Subjects: Postsecondary Education,Achievement Gap,Racial Differences,Ethnicity,Low Income Students,First Generation College Students,Adult Students,Minority Group Students,Social Influences,Enrollment Trends,Graduation,Social Mobility,Equal Education,Community Programs,Neighborhoods,Access to Education,Barriers,Social Capital,Partnerships in Education,Mentors,High School Graduates,School Community Programs

Recognizing the special relationship that exists between neighbors, communities across the nation are spearheading innovative programs to build, amplify, and leverage social networks in distressed communities to reach residents not yet enrolled in higher education. Grounded in existing relationships and established trust, the Chamber of Commerce in Nashville, Tennessee is widening circles to close opportunity gaps by connecting potential students with the information and resources they need to guide their entry--or re-entry--into higher education. Such programs play a powerful role in disrupting a multi-generational cycle of lower enrollment and completion rates for students from lower-income, first-generation, adult, Black, and Latinx populations and promoting upward mobility through more equitable postsecondary attainment in their region. Known as Reconnect Ambassadors, this program provides community members in the Nashville Promise Zone (NPZ) with the tools and information to meet students where they are--literally: Reconnect Ambassadors live and work in the same neighborhoods as potential students. In addition to providing encouragement and support, Reconnect Ambassadors provide concrete information about the benefits of postsecondary education and options available to potential students. Reconnect Ambassadors also help students navigate the complex and bureaucratic system of higher education and other barriers, such as lack of transportation. This guidebook outlines the goals, partnerships, implementation, and impact of the Nashville Reconnect Ambassador program as a strategy that leverages relationships to build meaningful connections across community networks and increase equity in postsecondary education. It also provides an Ambassador Program Planning Guide for other communities interested in establishing their own ambassador program to help institutions engage students who otherwise might not have the support to connect--or reconnect--with higher education. The guidebook is part of the Talent Hubs program.