ethanporcaro/eric-fulltext-meta huggingface dataset:
2023: The Year of Education Freedom. Backgrounder. No. 3788
Author: Butcher, Jonathan
Date: 2023-09-11
Type: Reports - Descriptive
Subjects: Public Schools,Educational History,School Choice,Parent Rights,Educational Change,State Legislation,State Policy,Racism,Diversity,Inclusion,Equal Education,Academic Achievement,Educational Finance,Funding Formulas,School Personnel,Educational Policy,College Administration,Eligibility,Kindergarten,Elementary Secondary Education

Americans are dissatisfied with the public school system--and student academic outcomes have fallen to historic lows. Increasingly, state lawmakers are responding by giving parents more options for their children's education. Some of these new opportunities, such as in Arkansas and Iowa, allow every child in the state to apply. Policymakers also took crucial steps to protect parents' rights as the primary caregivers for their children. Several states adopted new parent bills of rights or prohibited attempts by schools to withhold information from parents about their children. All these reforms, including efforts to eliminate the racial prejudice caused by colleges' so-called diversity, equity, and inclusion offices, are crucial changes that will give students more opportunities to succeed in school and in life. This &quot;Backgrounder&quot; lists the new state policies and describes the features of these laws.
Equity Elementary Extended: The Growth and Effects of &quot;Diversity, Equity, and Inclusion&quot; Staff in Public Schools. Backgrounder. No. 3791
Author: Greene, Jay
Date: 2023-10-04
Type: Reports - Research
Subjects: Student Diversity,Achievement Gap,Elementary Secondary Education,Public Schools,Inclusion,Equal Education,Administrator Role,Minority Group Students,School Districts,White Students,Hispanic American Students,Program Effectiveness,Socioeconomic Status,Low Income Students,School District Size,Politics of Education,African American Students,COVID-19,Pandemics,Mathematics Achievement

Two years ago, the Heritage Foundation &quot;Backgrounder&quot; &quot;Equity Elementary&quot; (ED616087) first examined the extent to which the idea that educational institutions should have Chief Diversity Officers (CDO) had spread from higher education into public school districts. That &quot;Backgrounder&quot; also examined whether there was a relationship between the presence of a CDO within a district and the size and trend in achievement gaps between minority and white students. Despite CDOs ostensibly having the goal of reducing the extent to which black and Hispanic achievement, on average, lags behind average white achievement, the authors found that districts with CDOs had &quot;larger&quot; racial achievement gaps, which had been growing larger despite the adoption of CDOs during the preceding decade. This &quot;Backgrounder&quot; updates information on the number of school districts with CDOs and conducts a new analysis on how minority student achievement fared during the COVID-19 pandemic in districts with CDOs relative to districts without CDOs. Districts with a CDO suffered greater pandemic learning losses by black and Hispanic students. Not only did these black and Hispanic students experience significantly larger declines in math achievement, but those declines, on average, exceeded the rate of decline among white students. In fact, CDOs' energies appear to have been directed to politically contentious issues: Districts with CDOs were significantly more likely to have policies to keep parents in the dark about children's &quot;gender&quot; confusion or dysphoria. Chief Diversity Officers enforce the ideological orthodoxies opposed by majorities of parents instead of assisting with student learning or closing minority achievement gaps.
The Dangerous DEI Bloat at Virginia&apos;s Public Universities. Backgrounder. No. 3789
Author: Greene, Jay P.
Date: 2023-09-21
Type: Reports - Descriptive
Subjects: State Universities,Equal Education,Diversity,Inclusion,Reputation,School Personnel,College Faculty,Tenure,Educational Environment,Political Attitudes,Ideology,Educational Policy,State Policy,Administrators,Departments

Surprisingly, public universities in Virginia have larger diversity, equity, and inclusion (DEI) bureaucracies than taxpayer-funded universities in any other state. George Mason University, which has a reputation as a right-of-center institution, has 7.4 DEI personnel per 100 tenure-track faculty, which is the highest of any public university in the country analyzed in this Backgrounder. These bloated DEI staffs are wasteful, associated with worse campus climates, and are found at universities that promote radical ideologies. Virginia policymakers must rein in this dangerous DEI expansion.
Texas Families Deserve School Choice. Factsheet No. 255
Author: Heritage Foundation
Date: 2023-08-25
Type: Reports - Descriptive
Subjects: School Choice,Kindergarten,Elementary Secondary Education,Rural Schools,Educational Benefits,School Effectiveness,National Competency Tests,Low Achievement

Although the Texas economy is racing ahead at full speed, state K-12 education has stalled. One major obstacle has been the claim by opponents of school choice in Texas that giving families more education options via education choice policies would harm or even destroy rural district schools. These concerns, even if understandable, are not based on evidence. By looking at Arizona's school choice program, it can be seen that both rural students and teachers have a great deal to gain from education choice. This factsheet presents why Texas families deserve school choice.
The Alarming Rise in Teacher Absenteeism. Issue Brief No. 5322
Author: Greene, Jay P.
Date: 2023-07-06
Type: Reports - Descriptive
Subjects: Teacher Attendance,COVID-19,Pandemics,Public School Teachers,Educational Policy,Elementary Secondary Education,Employee Absenteeism

Student absenteeism has been a problem for at least a decade in schools around the country, and school officials report that student attendance rates worsened during and after the COVID-19 pandemic. A survey of schools across the country found that 72 percent of public schools had higher teacher absenteeism rates than before the COVID-19 pandemic. Teacher absenteeism is also a growing problem over the past three school years, which can result in significant learning loss and can have negative impacts on nonacademic and behavioral outcomes for students. Policy recommendations are provided to state policymakers and school-district officials in order to address the alarming teacher absences by expanding education choice and consequences for absentee teachers.
Commitments to Action on College Opportunity
Author: Executive Office of the President
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Educational Opportunities,Higher Education,Academic Persistence,Graduation Rate,Elementary Secondary Education,Partnerships in Education,STEM Education,School Counseling,Educational Planning

In 2014 Building on the Obama Administration's efforts to increase college opportunity, the President and First Lady hosted a College Opportunity Day of Action, asking colleges and universities and other higher education leaders to make commitments to increase college opportunity. This report is the action plans of institutions and organizations who made commitments. The types of commitments that were made are: (1) Completion; (2) K-16 Partnership; (3) STEM; and (4) Counseling.
Building Blocks™. Intervention Report. Preparing Young Children for School. WWC 2024-001
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-12-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Preschool Children,Mathematics Education,Mathematics Curriculum,Group Instruction,Educational Technology,Mathematics Activities,Early Childhood Education,School Readiness

Young children, especially those from lower-resource communities, often do not have adequate exposure to robust mathematics instruction in preschool. Well-organized and focused early mathematical interventions can help young children develop a foundation of informal mathematics knowledge and lead to greater mathematics knowledge upon entry into kindergarten. &quot;Building Blocks&quot; is a mathematics curriculum that aims to develop preschool children's knowledge of mathematics using activities that are intentionally sequenced based on the developmental progression of children's mathematical learning. The &quot;Building Blocks&quot; curriculum includes whole- and small-group instruction, center activities, and computer activities, as well as activities for the children's families to do at home to support classroom learning. Teachers' use of the &quot;Building Blocks&quot; curriculum is supported by professional development. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;Building Blocks&quot; used in preschool sites on student outcomes.
Progress Report on Coordinating Federal Science, Technology, Engineering, and Mathematics (STEM) Education
Author: Executive Office of the President
Date: 2014-03-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Strategic Planning,Federal Aid,Educational Research,Educational Finance,Information Dissemination

As called for in the America COMPETES Reauthorization Act of 2010, the National Science and Technology Council's (NSTC) Committee on STEM Education (CoSTEM) released, in May of 2013, the Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5Year Strategic Plan (Strategic Plan). As required by the Act, this report includes an update on Strategic Plan implementation activities, a report on efforts being taken to increase efficiency and coherence across the Federal STEM education portfolio, and a discussion of methods to disseminate information about Federally-supported STEM education research and resources. This report also includes tables containing Federal STEM Education funding by agency (FY2013-2015) and program (FY2012-2015). These data build on historical reporting of Federal STEM Education investment that appear in the Strategic Plan and in the Federal Science, Technology, Engineering, and Mathematics (STEM) Education Portfolio released by CoSTEM in December 2011. This report is also in fulfillment of the requirement in Title III of the Joint Explanatory Statement for the Consolidated Appropriations Act of 2014 (Public Law 113-76) for the Office of Science and Technology Policy (OSTP) to report to the House and Senate Appropriations Committees on the dissemination of STEM education findings.
Building Blocks™. Intervention Report [Brief]. Preparing Young Children for School. WWC 2024-001
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-12-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Preschool Children,Mathematics Education,Mathematics Curriculum,Group Instruction,Educational Technology,Mathematics Activities,Early Childhood Education,School Readiness

Young children, especially those from lower-resource communities, often do not have adequate exposure to robust mathematics instruction in preschool. Well-organized and focused early mathematical interventions can help young children develop a foundation of informal mathematics knowledge and lead to greater mathematics knowledge upon entry into kindergarten. &quot;Building Blocks&quot; is a mathematics curriculum that aims to develop preschool children's knowledge of mathematics using activities that are intentionally sequenced based on the developmental progression of children's mathematical learning. The &quot;Building Blocks&quot; curriculum includes whole- and small-group instruction, center activities, and computer activities, as well as activities for the children's families to do at home to support classroom learning. Teachers' use of the &quot;Building Blocks&quot; curriculum is supported by professional development. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;Building Blocks&quot; used in preschool sites on student outcomes.
Hispanic Association of Colleges and Universities 2022 Annual Report
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2023-05-01
Type: Reports - Descriptive
Subjects: Minority Serving Institutions,Hispanic American Students,College Students,Advocacy,Nonprofit Organizations,Institutional Characteristics,Higher Education,Leadership Training,Diversity,Institutional Mission,Labor Force Development,Federal Programs,Internship Programs,Conferences (Gatherings),Corporations,Scholarships,Awards,Donors,Income,Expenditures,Universities

For more than 37 years, the Hispanic Association of Colleges and Universities (HACU) has advocated on behalf of Hispanic higher education in the U.S. and around the world. The mission of the association is to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. The Annual Report highlights advocacy efforts, HACU's membership, conferences and events, financials, leadership programs, student services and activities supported by HACU's staff at its National Headquarters in San Antonio, Texas and regional offices in Washington, D.C. and Sacramento, California. [For the 2021 report, see ED620469.]
IDRA Newsletter. Volume 50, No. 8
Author: Intercultural Development Research Association (IDRA)
Date: 2023-09-00
Type: Collected Works - Serial
Subjects: Culturally Relevant Education,Race,Gender Issues,State Legislation,Equal Education,Educational Policy,Mexican Americans,Cultural Awareness,Advocacy,High School Students,Hispanic American Students

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Cultural Connections in Schooling.&quot; Contents include: (1) A Defining Moment for IDRA's Founder; (2) Students Advocate Culturally-Rich Education (Aurelio M. Montemayor); (3) IDRA School Resource Hub Provides Tools for Teaching about Race and Gender (Christie L. Goodman); and (4) Texas Legislative Education Equity Coalition Policy and Advocacy in 2023 (Rebekah Skelton).
IDRA Newsletter. Volume 50, No. 7
Author: Intercultural Development Research Association (IDRA)
Date: 2023-08-00
Type: Collected Works - Serial
Subjects: Student Diversity,Federal Government,Discipline,Educational Resources,Educational Vouchers,Immigrants,Student Rights,Public Schools,Race,Legislation,Tuition

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Supporting Diverse Students.&quot; Contents include: (1) Federal Departments of Education and Justice Release Discipline Resources for Schools (Morgan Craven); (2) School Voucher Schemes Continue to Grow in the South (Terrence Wilson); (3) Immigrant Students' Rights to Attend Public Schools; (4) Students' Racial Diversity Should be Celebrated, Not Minimized or Erased; and (5) Court Sides with UNT by Reversing Anti-Immigrant Tuition Challenge.
IDRA Newsletter. Volume 50, No. 9
Author: Intercultural Development Research Association (IDRA)
Date: 2023-10-00
Type: Collected Works - Serial
Subjects: Educational Opportunities,Books,Diversity,Reading Material Selection,Educational Policy,Educational Technology,Equal Education,Adolescents,Essays,Awards,Program Evaluation,Agriculture,Food,Federal Programs

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Opportunity.&quot; Contents include: (1) Students Deserve to Read Diverse Books -- Texas Policymakers Should Help (Rebekah Skelton); (2) Digital Equity Not a Luxury for Students (Michelle Martínez Vega and Christina Quintanilla-Muñoz); (3) Teens Win 2023 National Essay Contest Awards; and (4) IDRA Evaluation of USDA Program to Cultivate Diverse Food and Agriculture Professionals.
IDRA Newsletter. Volume 50, No. 6, June-July 2023
Author: Goodman, Christie L., Ed.
Date: 2023-00-00
Type: Collected Works - Serial
Subjects: State Policy,Educational Policy,State Legislation,Student Needs,Culturally Relevant Education,Educational Vouchers,Educational Change,College Students,Prevention

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;State Education Policy Impact.&quot; Contents include: (1) Texas Legislature Fails to Address the Needs of Texas Students and Teachers (Chloe Latham Sikes and Paige Duggins-Clay); (2) Coalition in Georgia Pushes for Culturally Sustaining Education (Thomas Marshall, III); (3) Lawmakers Refuse to Adopt School Vouchers, for Now (Diana Long); (4) Major Changes Ahead for Texas Future College Students (Steve Kemgang); and (5) Texas Prioritizes Hardening Measures Over Preventative Practices (Alisha Tuff).
Unveiling the Educational Path: Exploring Retention Patterns in Primary Education among Schedule Tribe Children, Emphasizing Gender and Educational Zones
Author: Bhat, Zahoor Ahmad
Date: 2023-00-00
Type: Journal Articles
Subjects: Elementary School Students,Tribes,Geographic Regions,Gender Differences,School Holding Power,Indigenous Populations,Foreign Countries

The aim of the study was to determine the retention/retention rate of primary school pupils (I-V) who belong to the &quot;scheduled tribes&quot; (ST). It also aimed to compare these parameters by gender and educational sector. A descriptive survey method was adopted and Ganderbal district (J&amp;K, India) forms the study area. The primary data on these parameters were collected from Chief and zonal education officers. The data was analysed with the help of percentage statistics and visualised with tables, pie charts and bar charts. The study revealed that the overall and GRR of tribal students at primary level was low at 80.49% and 75.87% respectively. In addition, the study revealed notable observations in terms of sex and zonal differences. The GRR of boys was low in contrast to that of girls (overall 75.52%, ST students 67.36%). It is noteworthy that Hariganwan zone had the lowest GRR for both tribal and all students as compared to Kangan, Ganderbal and Tullamulla zones.
Classroom Emotional Climate and School Burnout in Secondary School Students: A Hierarchical Regression Model
Author: Sipahioglu, Mete
Date: 2023-00-00
Type: Journal Articles
Subjects: Psychological Patterns,Classroom Environment,Burnout,Secondary School Students,Gender Differences,Foreign Countries,Mental Health

This study aims to examine the relationship between gender, grade level, classroom emotional climate and school burnout levels of secondary school students. Using a correlational research design, data were collected by random sampling method in this study. The study included a sample of 404 students enrolled in secondary schools located in Batman city, Turkey. Personal information form, Classroom Emotional Climate Scale and Elementary School Student Burnout Scale for Grades 6-8 were used as data collection tools. Descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used to analyse the data. The findings showed that there were significant negative correlations between the positive classroom emotional climate and school burnout and significant positive correlations between the negative classroom emotional climate and school burnout. Also, the findings obtained from the hierarchical regression analysis revealed that both positive and negative classroom emotional climate significantly predicted school burnout even after controlling for the potential effects of gender and grade level. These results suggest that interventions that focus on increasing the positive classroom emotional climate and simultaneously reducing the negative classroom emotional climate may effectively reduce school burnout among adolescents despite gender and grade level differences.
Progress Report on Coordinating Federal Science, Technology, Engineering, and Mathematics (STEM) Education
Author: Executive Office of the President
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: STEM Education,Strategic Planning,Federal Aid,Educational Finance,Educational Research,Educational Resources,Information Dissemination,Elementary Secondary Education,Undergraduate Study,Graduate Study,Informal Education,Educational Technology,Program Implementation,Federal Government,Public Agencies

As called for in the America COMPETES Reauthorization Act of 2010, the National Science and Technology Council's (NSTC) Committee on STEM Education (CoSTEM) released, in May of 2013, the &quot;Federal Science, Technology, Engineering, and Mathematics (STEM) Education 5-Year Strategic Plan&quot; (Strategic Plan) (ED570924). As required by the Act, this report includes an update on Strategic Plan implementation activities, a report on efforts being taken to increase efficiency and coherence across the Federal STEM education portfolio, and a discussion of methods to disseminate information about Federally-supported STEM education research and resources. This report also includes tables containing estimated and actual Federal STEM Education funding by agency and program (FY2014-2016).
Increasing College Opportunity for Low-Income Students: Promising Models and a Call to Action
Author: Executive Office of the President
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Low Income Students,Access to Education,Educational Opportunities,Higher Education,Federal Aid,Student Loan Programs,Grants,Tax Credits,Student Costs,Paying for College,Barriers,Models

With the growing demand for college-educated workers, a college education is one of the surest ways into the middle class. To help more students afford and graduate from college, the Administration has taken steps to address these challenges -- doubling Federal investments in Pell Grants and college tax credits, reforming student loans, and taking new steps to reduce college costs and improve value. But while the President continues to push for changes that keep college affordable for all students and families, more must be done to get more low-income students prepared for college, enrolled in quality institutions, and graduating. Under the President and First Lady's leadership, the Administration and the Department of Education engaged with leading experts to identify the barriers to increasing college opportunity. Some of the most promising actions are to help and encourage low-income students to apply, enroll, and succeed in college. Based on the existing evidence, four key areas where more could be done to promote college opportunity are presented in this report.