ethanporcaro/eric-fulltext-meta huggingface dataset:
Commuting Concerns: A Survey of U.S. Parents on K-12 Transportation before and during the COVID-19 Pandemic
Author: Catt, Andrew D.
Date: 2020-11-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Student Transportation,Parent Attitudes,Public Schools,Charter Schools,Private Schools,Experience,Preferences,Barriers,Decision Making,School Choice,Proximity,Time,School Buses,Bus Transportation,At Risk Persons

The distance to school, commute time, student safety, and the cost and availability of transportation are all critical elements that determine the degree of real &quot;choice&quot; present in any school system, and more information is needed regarding family experiences, preferences, and challenges related to school transportation across school types. This study shows the current pandemic has forced many parents to rethink their child's schooling and has caused changes in family preferences and challenges related to school transportation. The study examines the results of a nationwide survey on transportation and school choice. The survey collected responses from 1,419 parents throughout the United States with school-aged children both before and during the COVID-19 pandemic. The analyses compare perceptions among traditional public, charter, and two types of private school (religious and non-religious private school) parents. Ultimately, the study aims to answer the following questions: (1) What are families' experiences with transportation related to schooling? (2) What are families' major preferences, challenges, and concerns related to school transportation? (3) How does transportation influence families' decisions regarding where to send their child to school? and (4) What is the impact of COVID-19 on how families think about transportation to school? This report discusses previous research on the intersection of transportation and school choice, methodology, and results of the study.
The Arts in Charter Schools
Author: Quillen, Cassandra
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Art Education,Charter Schools,Interdisciplinary Approach,School Community Relationship,Faculty Development,Curriculum,Educational Methods,Partnerships in Education,Governance,Teacher Recruitment,Teacher Collaboration

This special report looks at how arts-based charter schools in the District of Columbia, Louisiana, Maryland and North Carolina provide access to arts education and integrate the arts schoolwide across curricula, community engagement and teacher professional development.
Impact of the COVID-19 Pandemic on the NEET (Not in Employment, Education or Training) Indicator, March and April 2020. Education Indicators in Canada: Fact Sheet
Author: Brunet, Sylvie
Date: 2020-09-24
Type: Reports - Research
Subjects: COVID-19,Pandemics,Unemployment,Employment Level,Training,Education,Adolescents,Young Adults,Gender Differences,Geographic Location,Age Differences,School Closing,Out of School Youth,Educational Attainment,At Risk Persons,Foreign Countries,Females,Parents,Immigrants,Indigenous Populations

This fact sheet explores the impact of the COVID-19 pandemic on the NEET (not in employment, education or training) indicator for young Canadians aged 15 to 29 during the first two months of the pandemic. Findings include the following: (1) in March and April 2020, NEET rates for young Canadians increased to unprecedented levels. These increases were comparable between men and women and they were similar among the provinces; (2) among Canadians aged 15 to 19, the increase in NEET rates in the early months of the COVID-19 pandemic, when most of the school closures took place, was primarily the result of youth who reported that they were not attending school. It is likely that these closures, as well as the change in the way in which education was delivered, are the reasons why youth reported not attending school. However, as of May 2020, Canadian youth plan to continue their studies in fall 2020, despite the pandemic; (3) among Canadians aged 20 to 24 and 25 to 29, the increase in NEET rates in the first two months of the pandemic was mostly because of a decrease in employment. When highest level of education attained was examined, youth aged 25 to 29 with a trades diploma showed the largest increase in NEET rates; and (4) during the early months of the pandemic, certain groups typically at higher risk for being NEET (young women with children, immigrant youth and off-reserve Indigenous youth) did not experience greater increases in their NEET rates than the overall population.
A Canada-U.S. Comparison of the Economic Outcomes of STEM Immigrants. Analytical Studies Branch Research Paper Series
Author: Picot, Garnett
Date: 2020-09-00
Type: Reports - Research
Subjects: Foreign Countries,Comparative Education,STEM Education,Immigrants,Labor Market,Job Skills,National Surveys,Census Figures,Educational Attainment,Salary Wage Differentials,Employment Patterns

In both Canada and the United States, immigrants constitute a disproportionately large share of the supply of university-educated labour trained in the science, technology, engineering and mathematics (STEM) fields. This article examines the Canada-U.S. differences in the occupational skill utilization and earnings of STEM-educated immigrant workers. Using data from the 2016 Census for Canada and the combined 2015 to 2017 American Community Survey, this analysis focuses on immigrants with a university degree in a STEM field who were aged 25 to 64 and arrived as adults. Over one-half of STEM-educated immigrant workers in both countries held non-STEM jobs. In Canada, only about 20% of these immigrants with non-STEM jobs worked in occupations that required a university education, compared with 48% in the United States. There was a large earnings gap between STEM-educated immigrants and native-born workers in Canada, even after adjusting for sociodemographic differences, while no corresponding earnings gap existed in the United States. The earnings gap in Canada was particularly large for STEM-educated immigrants holding non-STEM jobs. Possible explanations for these results are discussed.
Reference Guide to the Regulations Governing the Education of Children with Disabilities
Author: Rhode Island Department of Education (RIDE)
Date: 2019-01-00
Type: Guides - Non-Classroom
Subjects: Students with Disabilities,State Regulation,State Legislation,Educational Legislation,Equal Education,Federal Legislation,Boards of Education,Access to Education,Public Education,School Districts,Inclusion,Regular and Special Education Relationship,Private Schools,Public Schools,Supervision,Grievance Procedures,Elementary Secondary Education,Eligibility,Student Rights,Disability Identification,Individualized Education Programs,Student Placement,Civil Rights,Accountability,Confidentiality,Committees,Bus Transportation

In 2018 the Rhode Island (RI) Regulations Governing the Education of Children with Disabilities were revised to comply with the 2016 amendments to the RI Administrative Procedures Act. In this process members of the community requested that the RI Department of Education develop a companion document that maintained the relevant sections of the federal Individuals with Disabilities Education Act (IDEA) Regulations and the revised RI Regulation Governing the Education of Children with Disabilities. This guide is a result of the request from the community for a merged document of the federal and state regulations.
Labour Market Outcomes of Postsecondary Graduates, Class of 2015. Education, Learning and Training: Research Paper Series
Author: Reid, Alana
Date: 2020-11-17
Type: Reports - Research
Subjects: Foreign Countries,College Graduates,Labor Market,Employment Patterns,Young Adults,Wages,Salaries,National Surveys,Education Work Relationship,Academic Degrees,Income,Gender Differences,Job Satisfaction,Part Time Employment,Humanities

This article looks at the labour market outcomes of 2015 postsecondary graduates three years after graduation. Specifically, it examines their employment status, job permanency, relatedness of their job or business to their 2015 educational program, the degree to which graduates feel qualified for their job, their employment income and their job satisfaction. This article answers the question: How are graduates of 2015 faring in terms of their integration into the labour market?
High Performing Charter Schools
Author: Foundation for Excellence in Education
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Charter Schools,High Achievement,School Policy,Public Schools,Educational Finance,Expenditure per Student,Minority Group Students,Urban Schools,Low Income Students,Access to Education,Eligibility,Institutional Autonomy,Financial Support,Accountability,Federal Legislation,State Legislation,Equal Education,At Risk Students

Parental demand for charter schools is at an all-time high. The goal of a high-performing charter school policy is to increase access to the best charter schools by identifying schools with a demonstrated record of improving student learning and giving those schools the opportunity to grow. This policy overview document introduces charter schools, identifies fundamental principles, and answers frequently asked questions.
The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: Results from the Experimental Sites Initiative. Evaluation Report. NCEE 2021-001
Author: Thomas, Jaime
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Federal Aid,Grants,Eligibility,Student Financial Aid,Low Income Students,Access to Education,Vocational Education,Job Training,Outcomes of Education,Two Year Colleges,Two Year College Students,Enrollment,Bachelors Degrees

Pell Grants are the cornerstone of federal financial aid for low-income students enrolled in postsecondary education. Currently, these grants are available only to those who seek an initial undergraduate degree or credential lasting at least a typical semester. Because these rules may restrict access to programs providing skills needed for new or better jobs, the U.S. Department of Education (ED) began pilots of two experimental expansions to Pell Grant eligibility in 2011. The first experiment allowed income-eligible students with a bachelor's degree to obtain Pell Grants for short-term occupational training programs. The second experiment allowed income-eligible students to obtain Pell Grants for very short-term programs lasting as little as eight weeks. This report presents the results from a rigorous evaluation of the experiments conducted by ED's Institute of Education Sciences. The evaluation examined whether these pilot eligibility expansions increased enrollment in and completion of occupational training programs, a first step toward improving individuals' success in the labor market. [For the appendix, see ED609409. For the study highlights, see ED609410.]
The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: Results from the Experimental Sites Initiative. Appendix. NCEE 2021-001A
Author: Thomas, Jaime
Date: 2020-12-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Eligibility,Vocational Education,Job Training,Outcomes of Education,Two Year Colleges,Two Year College Students,Student Financial Aid,Low Income Students,Enrollment,Bachelors Degrees,Program Implementation,Research Design,Outcome Measures

These are the appendices for the report &quot;The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: Results from the Experimental Sites Initiative.&quot; Four appendices are included in the document: (1) Implementation of the 2011 Pell Experiments; (2) Study Design and Analytic Approach; (3) Supporting Details for Key Findings; and (4) Sensitivity Analyses. [For the full report, see ED609406. For the study highlights, see ED609410.]
The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: Results from the Experimental Sites Initiative. Study Highlights. NCEE 2021-001
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Grants,Federal Aid,Eligibility,Student Financial Aid,Low Income Students,Access to Education,Vocational Education,Job Training,Outcomes of Education,Two Year Colleges,Two Year College Students,Enrollment,Bachelors Degrees

Pell Grants are the cornerstone of federal financial aid for low-income students enrolled in postsecondary education. Currently, these grants are available only to those who seek an initial undergraduate degree or credential for a program lasting at least a typical semester. Because these rules may restrict access to programs providing skills needed for new or better jobs, the U.S. Department of Education conducted pilots of two experimental expansions to Pell Grant eligibility between 2012 and 2017. Experiment 1 allowed income-eligible students with a bachelor's degree to obtain Pell Grants for short-term occupational training programs lasting up to one year. Experiment 2 allowed income-eligible students to obtain Pell Grants for very short-term programs lasting as little as eight weeks. The study examined whether these pilots increased enrollment in and completion of occupational training programs, a first step toward improving individuals' success in the labor market. These effects were determined by comparing what happened to about 2,700 eligible students who were randomly assigned either to be offered or not offered experimental Pell Grant funds in their financial aid award packages. [For the full report, see ED609406. For the appendix, see ED609409.]
Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 3: Vocabulary (Sessions 7-9). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Teacher
Subjects: Kindergarten,Grade 1,Emergent Literacy,Literacy Education,Communities of Practice,Faculty Development,School Readiness,Evidence Based Practice,Teaching Methods,Preschool Teachers,Facilitators (Individuals),Guides,Communication Skills,Instructional Materials,Cooperative Learning,Vocabulary Development,Video Technology,Computer Software,Partnerships in Education,Students with Disabilities,English Language Learners,Independent Study,Oral Language,Phonological Awareness,Pedagogical Content Knowledge

Children entering kindergarten and grade 1 vary greatly in their emergent literacy skills. Because preschool teachers can help set the foundation of literacy skills related to school readiness, one way to address those gaps is to build teachers' capacity to apply evidence-based strategies in language and literacy instruction. &quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a professional learning community (PLC). Preschool teachers who participate in this PLC will learn evidence-based instructional practices that can enhance their emergent literacy instruction and benefit children in their classrooms. This Facilitator Guide for &quot;Professional Learning Community: Emergent Literacy&quot; and its accompanying suite of materials were prepared to enable facilitators to lead a team of preschool teachers through emergent literacy PLC sessions. Given the rich content of emergent literacy instruction addressed in these materials, the ideal facilitator will be an educator with a strong background in emergent literacy, good communication skills, and the ability to relate well to adult learners. This Guide includes a structured plan to deliver professional learning, slides, and speaker notes. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. [For the &quot;Professional Learning Community: Emergent Literacy. Participant Guide. Module 3: Vocabulary (Sessions 7-9). REL 2021-045,&quot; see ED609433.]
Professional Learning Community: Emergent Literacy. Participant Guide. Module 3: Vocabulary (Sessions 7-9). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Learner
Subjects: Emergent Literacy,Literacy Education,Faculty Development,Communities of Practice,Evidence Based Practice,Instructional Materials,Cooperative Learning,Teaching Methods,Language Skills,Vocabulary Development,Phonological Awareness,Oral Language,Preschool Teachers,Preschool Children,School Readiness,Students with Disabilities,English Language Learners,Video Technology,Pedagogical Content Knowledge,Guides,Partnerships in Education,Facilitators (Individuals),Computer Software,Glossaries,Independent Study,Reading Assignments

&quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a literacy professional learning community (PLC). PLCs are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and refining their craft. PLC members often share the goal of improving student achievement by enhancing their own teaching practice. PLCs typically meet regularly to learn new topics, share ideas, and solve problems. A facilitator or team leader might guide PLC members in learning a new topic, perhaps with professional development materials designed to walk them through the content. This guide was developed for preschool teachers to participate in the &quot;Professional Learning Community: Emergent Literacy,&quot; which helps preschool teachers in collaborative learning experiences apply evidence-based strategies in their instruction. In turn, preschool teachers can provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through this collaborative learning experience, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based key ideas and strategies. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. For each module, the Participant Guide includes a self-study reading assignment to be completed before each session and a set of activities to be completed during and after each session. The guide also includes a copy of the presentation slides used during each session (with room for notes), a set of reproducible materials that can be used in the classroom, a glossary of terms used throughout the module, and a list of resources that participants can explore for additional information. [For the &quot;Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 3: Vocabulary (Sessions 7-9). REL 2021-045,&quot; see ED609432.]
Head Lice Management in Schools. Position Statement. Revised
Author: Kern, Lisa
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Child Health,Communicable Diseases,Hygiene,Prevention,Role,Health Promotion,Evidence Based Practice,Attendance,Screening Tests

It is the position of the National Association of School Nurses (NASN) that the management of head lice (Pediculus humanus capitis) infestations in school settings should not disrupt the educational process, including but not limited to the elimination of classroom screening, forced absences from school for nits and/or live lice and broad notification that a case of head lice has been found. As the leader who bridges health care and education, the registered professional school nurse advocates for evidence-based head lice management strategies that eliminate exclusionary practices and promote positive student outcomes, including reduced absenteeism. NASN recommends school nurses take an active role in the education of parents, students, providers, and school communities to promote proper evidence-based practices in the treatment and management of head lice. These actions include clarifying misinformation about how head lice are transmitted and advocating for a more supportive, less exclusionary approach to head lice management that does not disrupt the educational environment and promotes student attendance and academic success. [This position statement was initially adopted in 1999. It was revised in 2004, January 2011 (see ED539225), January 2016, and June 2020.]
Naloxone in the School Setting. Position Statement. Revised
Author: Levasseur, Suzanne
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Drug Abuse,Drug Therapy,Intervention,Role,Emergency Programs,Narcotics

It is the position of the National Association of School Nurses (NASN) that the safe and effective management of opioid-related overdoses in schools must be incorporated into the school emergency preparedness and response plans. The registered professional school nurse provides leadership in all phases of emergency preparedness and response. When emergencies happen, including drug-related emergencies, proper management of these incidents at school is vital to positive outcomes. The school nurse is essential to the school team responsible for developing and implementing emergency response procedures. School nurses in this role should facilitate access to naloxone for quick response in the management of opioid-related overdoses in the school setting. Through community outreach with prescription opioid abuse, misuse and overdose awareness programs, school nurses can provide valuable education and be a useful resource for K-12 students and their families. Furthermore, school nurses can assist families in recognizing the signs and symptoms of substance abuse, support and guide them in locating resources for care, counseling, and even refer students for appropriate treatment of opioid use disorder (OUD). [This position statement was initially adopted in June 2015. It was revised in June 2020.]