ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating the Landscape of Data Literacy: It IS Complex
Author: Mandinach, Ellen B.
Date: 2012-07-27
Type: Reports - Evaluative
Subjects: Information Literacy,Data Analysis,Faculty Development,Data,Decision Making,Formative Evaluation,Stakeholders,Definitions,Transcripts (Written Records),School Districts,Teachers,Administrators,Information Systems,Data Interpretation,State Agencies,Best Practices,Accountability,Models

There's much talk about using data to inform education decision-making, both in and beyond the classroom. This paper examines the landscape of data literacy, based on a meeting in May 2012 which brought together the foremost researchers and professional development providers in the field of data-driven decision-making in education. The meeting also included other relevant stakeholders, such as representatives from funding agencies, state and federal education officials, and experts in assessment. The aim was to develop a working, or operational, definition of data literacy for educators. Although an explicit definition of data literacy is an elusive and challenging task, the meeting was able to contribute to an in-depth understanding of the complexity of the concept, explore the interrelatedness of contextual components, and identify the knowledge and skills that comprise data literacy. This paper describes the process of striving toward making the concept of data literacy clearly measurable, and includes: an examination of relevant issues and the context in which data literacy resides, a brief and targeted exploration of relevant literature, a description of the methodology used in the project, and findings and recommendations for potential next steps.
Focus Groups to Support the Development and Utility of EdWise for Parental Stakeholders: Findings from the Parental Focus Groups
Author: Mandinach, Ellen B.
Date: 2017-02-21
Type: Reports - Research
Subjects: Focus Groups,Stakeholders,Parents,Public Education,Information Dissemination,Federal Legislation,Grandparents,Caregivers,School Safety,Attitude Measures,Educational Environment,Student Diversity,Institutional Characteristics,Success,Tests,Scores,Graduation Rate,Teacher Qualifications,Web Sites,Access to Information,Data Collection,Elementary Secondary Education,Reports,Progress Monitoring,Student Needs

In the summer of 2015, The Ewing Marion Kauffman Foundation released an education data tool, EdWise, that made publically available much of the data about public education that had been released by the Missouri Department of Elementary and Secondary Education (DESE). EdWise is a rich source of aggregate, grade level information on student performance, as well as demographic and financial data about schools and districts in the state. The tool was designed to inform the Kauffman Foundation about the condition of education in the schools the philanthropy supports in Kansas City. However, multiple groups including researchers, school district staff, and other non-profit organizations heard about the tool with the potential that it had much wider utility beyond just internal Foundation use. This report was commissioned to determine whether the current structure and functions of EdWise might have utility for parents, an important group whose use of data for decisionmaking is of special interest given the new emphasis on parental involvement in education at the federal and state level as laid out in the Every Student Succeeds Act (ESSA). WestEd conducted focus groups of parents, grandparents, and guardians during the months of February through May of 2016. A total of 118 individuals participated in 21 focus groups. Findings from the focus groups indicated that the primary information parents wanted was school safety. This was particularly true for the youngest children. Parents wanted to ensure that their children are safe and learning in supportive environments. Most parents also wanted information about school diversity and demographics. Standard quantitative indices of school success such as test scores, graduation rate, and educator qualification were deemed of secondary importance by parents. Parents want websites that are easily accessible, understandable, and navigable. They want sufficient explanations about metrics and drill-down capabilities for those parents who seek a deeper level of information.
Immigrant Students&apos; Rights to Attend Public Schools (Derechos De Los Estudiantes Inmigrantes a Asistir a Escuelas Públicas)
Author: Intercultural Development Research Association
Date: 2017-08-00
Type: Reports - Descriptive
Subjects: Immigrants,Migrant Children,Student Rights,Public Schools,Access to Education,Undocumented Immigrants,Court Litigation,Educational Practices,Educational Discrimination,Enrollment Influences,Elementary Secondary Education

By law, public schools must serve all children. The education of undocumented students is guaranteed by the &quot;Plyler vs. Doe&quot; decision, and certain procedures must be followed when registering immigrant children in school to avoid violation of their civil rights. In &quot;Plyler vs. Doe,&quot; the U.S. Supreme Court ruled that children of undocumented workers and children who themselves are undocumented have the same right to attend public primary and secondary schools as do U.S. citizens and permanent residents. Like other students, children of undocumented workers in fact are required under state laws to attend school until they reach a mandated age. School personnel--especially principals and those involved with student registration and enrollment--should be aware that they have no legal obligation to enforce U.S. immigration laws. Practices that deny or discourage immigrant children and families from public schooling do the following: (1) Victimize children; (2) Are counterproductive for the country; (3) Waste valuable time while losing sight of principal goals of public education; (4) Promote misinformation; and (5) Encourage racism and discrimination. The U.S. Department of Justice and the U.S. Department of Education in 2014 clarified the intent of the Plyler ruling in a letter advising school officials that activities that deny or discourage students to attend school are unlawful. The letter begins, &quot;Under federal law, state and local educational agencies are required to provide all children with equal access to public education at the elementary and secondary level.&quot;
Immigration Policy&apos;s Harmful Impacts on Early Care and Education
Author: Matthews, Hannah
Date: 2018-03-00
Type: Reports - Research
Subjects: Immigration,Public Policy,Young Children,Early Childhood Education,Immigrants,Undocumented Immigrants,Child Care,Enrollment,Attendance,Parent Participation,Social Services,Family Needs,Labor Force,Readiness,Child Caregivers,Preschool Teachers

The Center for Law and Social Policy (CLASP) conducted the first ever multi-state study of the effects of the current immigration climate on young children under age 8. In 2017, CLASP interviewed early care and education providers, community-based social service providers, and immigrant parents in six states. The findings, detailed in &quot;Our Children's Fear: Immigration Policy's Effects on Young Children&quot; (ED582818), reveal a distressing picture of fear, stress, and unease that occupy the minds of millions of young children and their parents daily. This stress--and other documented hardships--puts children's growth and development at great risk with the potential for impacts that last well into adulthood. Young children of immigrants--children with one or more foreign-born parents--make up a quarter of our country's young children. The vast majority of them are U.S. citizens. Most live with parents who have some form of legal immigration status; many others are members of &quot;mixed-status families,&quot; meaning that they are living with at least one undocumented family member. This study found impacts on all these children regardless of parents' status. The focus of this companion paper is the effects on early care and education programs and the central role of early childhood professionals working with families during a grave and stressful time, often with limited resources, insufficient information on immigration-related issues, and under tremendous strain. Key findings included: (1) Early care and education programs have experienced drops in enrollment, attendance, and parent participation; (2) Early care and education programs face increased difficulty connecting immigrant families to health, nutrition, and social services; (3) Many early care and education programs feel unprepared to meet families' needs; (4) Immigration policy changes directly affect the early care and education workforce; and (5) Early care and education programs' responses to the current environment differ--with some taking on new roles and approaches.
Our Children&apos;s Fear: Immigration Policy&apos;s Effects on Young Children
Author: Cervantes, Wendy
Date: 2018-03-00
Type: Reports - Research
Subjects: Immigration,Public Policy,Young Children,Focus Groups,Parents,Early Childhood Education,Immigrants,Undocumented Immigrants,Fear,Trauma,Access to Education,Access to Health Care,Crime,Housing,Economically Disadvantaged,Anxiety,Preschool Teachers,Semi Structured Interviews

This report documents how the current immigration context is affecting the nation's youngest children, under age eight, based on interviews and focus groups in 2017 with more than 150 early childhood educators and parents in six states--California, Georgia, Illinois, New Mexico, North Carolina, and Pennsylvania. This study was motivated by widespread reports that children and families are being harmed by the Trump Administration's immigration policy priorities. This report documents impacts on young children of immigrants, whether their parents have some form of lawful immigration status or are undocumented. [For the companion report, see &quot;Immigration Policy's Harmful Impacts on Early Care and Education&quot; (ED582817).]
What We Are Learning about Guided Pathways. Part 1: A Reform Moves from Theory to Practice
Author: Jenkins, Davis
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Theory Practice Relationship,Community Colleges,Educational Change,Models,College Planning,Strategic Planning,Educational Improvement,Career Choice,Student Improvement,Student Educational Objectives,Guidance Programs,Graduation Rate,Time to Degree,Alignment (Education),Educational Counseling

Since the publication of &quot;Redesigning America's Community Colleges&quot; (Thomas Bailey, Shanna Smith Jaggars, and Davis Jenkins) in 2015, guided pathways reform has become a national movement in community colleges. As of spring 2018, more than 250 community colleges have committed to undertaking large-scale guided pathways reforms as part of national, state, or regional efforts, and many other colleges are doing so on their own. Guided pathways colleges are redesigning their policies, programs, and services to support student success in four major practice areas: (1) mapping pathways to student end goals; (2) helping students choose and enter a program pathway; (3) keeping students on path; and (4) ensuring that students are learning. Part 1 of this practitioner packet provides an overview of the changes in practice involved in the four areas of the guided pathways model. It also presents examples from colleges and data on improvements they have achieved in leading indicators of longer term success. [For &quot;Part 2: Case Studies,&quot; see ED582821. For &quot;Part 3: Timeline and Tips for Implementing Pathways Reforms,&quot; see ED582823.]
Expanding the Dream: Engaging Immigrant Youth and Adults in Postsecondary and Adult Education
Author: Pham, Duy
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Immigrants,Youth,Undocumented Immigrants,Access to Education,Federal Legislation,Educational Legislation,Adult Education,Postsecondary Education,Barriers,Low Income Groups,Eligibility,Mobility,Economic Factors,Civil Rights,Politics of Education,Labor Force Development,Vocational Education,Educational Policy,State Policy,Student Financial Aid

Dreamers--undocumented immigrant youth who came to the United States as children--make up a small share of total immigrants, but they contribute immensely to the nation's success. Among the 11 million undocumented immigrants living in the U.S., over 3.2 million came before turning 18 and have lived in the country for at least four years. For many of these immigrants, the United States is the only country they have ever known. They have grown up as Americans and attended the nation's schools. However, Dreamers' lack of legal immigration status has created barriers to postsecondary education and economic mobility. Improving access to traditionally underserved students, particularly immigrant youth, would help the country meet its growing workforce demand and close gaps in college completion. This brief provides an overview of the Dreamer population, the Deferred Action for Childhood Arrivals (DACA) success and challenges, and the various legislative proposals currently in Congress. The brief concludes with recommendations for improving the economic security of immigrant youth and adults through expanded access to adult and postsecondary education.
What We Are Learning about Guided Pathways. Part 2: Case Studies
Author: Jenkins, Davis
Date: 2018-04-00
Type: Reports - Research
Subjects: Educational Change,Change Strategies,Academic Support Services,College Programs,Program Improvement,Program Implementation,Educational Practices,Majors (Students),Cluster Grouping,Academic Advising,Career Exploration,Community Colleges,School Orientation,First Year Seminars,Partnerships in Education,Dual Enrollment,Case Studies

Guided pathways reforms require colleges to rethink how they teach and support students. The case studies in Part 2 of this practitioner packet examine how colleges at the forefront of these reforms are transforming their programs and support services by implementing three key guided pathways practices: (1) meta-majors (clusters of programs in similar academic and career fields that can help students understand a college's offerings); (2) career exploration; and (3) intensive advising. The three colleges (Cleveland State Community College in Tennessee, Jackson College in Michigan, and Indian River State College in southeast Florida) are participating in the American Association of Community Colleges' Pathways Project, which is supporting more than 40 colleges nationally to implement guided pathways reforms at scale. [For &quot;Part 1: A Reform Moves from Theory to Practice,&quot; see ED582819. For &quot;Part 3: Timeline and Tips for Implementing Pathways Reforms,&quot; see ED582823.]
Short-Term Education and Training Programs as Part of a Career Pathway: The Case for Pell Eligibility. Policy Brief
Author: Taliaferro, Wayne
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Career Education,Job Training,Credentials,Employment Qualifications,Student Financial Aid,Grants,Access to Education,Educational Finance,Federal Aid,At Risk Students,Academic Persistence,Alignment (Education),Educational Policy,Federal Legislation,Educational Legislation,Higher Education,Postsecondary Education

Many good jobs have &quot;middle skill&quot; requirements that can be met through post-high school, non-degree training. This often takes the form of short-term education and training programs that lead to an industry-recognized credential. The best designed short-term programs are embedded in a longer-term career pathway program, enabling students to &quot;stack&quot; credentials. This helps students secure jobs more quickly, pursue additional credentials throughout their careers, and earn family-supporting wages. However, without federal financial aid, specifically Pell grants, from the Higher Education Act (HEA), students can only access these types of programs by paying out of pocket. Employer assistance and state, local, and institutional support are all too rare. This brief explains why high-quality, short-term education and training programs that are part of a career pathway should be eligible for Pell grants.
What We Are Learning about Guided Pathways. Part 3: Timeline and Tips for Implementing Pathways Reforms
Author: Jenkins, Davis
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Program Administration,Educational Change,Change Strategies,Program Improvement,Cluster Grouping,Majors (Students),Student Recruitment,Career Exploration,School Business Relationship,Partnerships in Education,Career Readiness,Academic Advising,Academic Support Services,Faculty Development,Staff Development,Alignment (Education),Articulation (Education),Educational Indicators,Program Costs

Guided pathways reforms can take several years to implement at scale because they require a thoroughgoing redesign of a college's major functions, including: (1) organizing programs into career-focused meta-majors to enhance student recruitment and exploration and program improvement; (2) mapping clear paths to degrees, employment, and further education in collaboration with employers and universities; (3) structuring advising to help students choose, enter, and complete a program of study; (4) rethinking academic support to enable students to take and pass critical program courses in their first year of college; and (5) training faculty and staff to facilitate these reforms. Part 3 of this practitioner packet describes the process and timeline for implementing pathways and discusses how colleges can measure the effectiveness of their efforts. [For &quot;Part 1: A Reform Moves from Theory to Practice,&quot; see ED582819. For &quot;Part 2: Case Studies,&quot; see ED582821.]
Establishing Universal Access to Prekindergarten as a Constitutional Right
Author: Rebell, Michael A.
Date: 2017-12-00
Type: Reports - Research
Subjects: Access to Education,Preschool Education,Student Rights,Socioeconomic Influences,Student Characteristics,Politics of Education,Civil Rights,Educational Opportunities,Educational Legislation,Court Litigation,State Legislation,Economic Factors,Enrollment,Delivery Systems,Educational Quality,Educational Finance,Financial Support

Strong evidence of the benefits of high-quality early childhood education for all children, and of the economic returns for the nation, has led to the rapid expansion of publicly funded prekindergarten (pre-K) in recent years and an explosion of interest among the public and policymakers in how best to increase access to high-quality early learning opportunities. Despite the evidence, only a few states make pre-K available to all who want to participate. In Part I of this report, the authors describe the case for establishing a right to universal pre-K. They base their case on an examination of the important recent evidence on the educational, social, and economic benefits of pre-K for all children of eligible age, regardless of socioeconomic status or other qualifying characteristic. In addition, they summarize the significant growth in bipartisan public and political support for universal pre-K in all parts of the United States. In Part II, they define the constitutional right to universal pre-K that they seek to establish, as well as the essential elements of the educational opportunities that it would ensure. In Part III, the authors present a national overview of the current state of the law on access to pre-K services as a constitutional right, based on an analysis of constitutions and legal decisions in all 50 states, and reviews of state laws and policy documents. Then, building on these precedents, they set forth a legal strategy for establishing universal access to pre-K as a constitutional right.
Making Ends MEET: The Role of Community Colleges in Student Financial Health. 2017 Special Report
Author: Johnstone, Rob
Date: 2017-00-00
Type: Reports - Research
Subjects: Educational Finance,Paying for College,Community Colleges,Two Year College Students,Student Needs,Graduation,Costs,State Aid,College Role,Grants,Low Income Groups,Student Surveys,Student Characteristics,Gender Differences,Age Differences,Racial Differences,Ethnicity,Student Employment,Federal Aid,Poverty,Child Rearing,Family Programs,Federal Programs,Welfare Services,Debt (Financial),Money Management,Budgeting

The data contained in this report provide new connective tissue and insight into students' lives and the ways in which their financial concerns coincide with their academic work and their ability to succeed. The report focuses on the financial health of community college students, including their perceptions of their current financial circumstances, budgeting and other practices, and financial management skills. While at times students' responses may seem to be contradictory, in fact they provide a detailed overview of the complex financial reality today's community college students face. Students' views of their own financial needs and circumstances point to clear steps that colleges can take to better support student financial health.
Even One Semester: Full-Time Enrollment and Student Success. 2017 National Report
Author: Center for Community College Student Engagement
Date: 2017-00-00
Type: Reports - Research
Subjects: Full Time Students,Community Colleges,Two Year College Students,Learner Engagement,Graduation,Attendance Patterns,Academic Persistence,Success,Student Surveys,Teacher Student Relationship,College Faculty,Active Learning,Cooperative Learning,Student Behavior,Student Personnel Services

This report is for students who wish to be full-time, but because of competing demands in their lives, attend part-time. Community colleges have long known that full-time students are more likely to complete college than are their part-time peers. In fact, a number of new completion efforts focus on full-time attendance throughout college. However, current Center findings show that students benefit from even one semester of full-time attendance. Data in this report confirm the benefits of full-time attendance: Survey data show that always-full-time students have consistently higher levels of engagement than always-part-time students. Transcript data show that always-full-time students are more likely to complete gateway courses, persist, and earn credentials than their always-part-time peers. Additional research is needed to further assess the extent of the benefit of attending full-time for even one semester as well as how helpful each additional full-time term may be. In the meantime, colleges that engage students in conversations about enrollment status can explore ways to help students who cannot attend full-time adopt the behaviors of full-time students.