ethanporcaro/eric-fulltext-meta huggingface dataset:
Growing Strong Learners in Galt Joint Union Elementary School District
Author: McCarthy, Elizabeth
Date: 2020-06-00
Type: Reports - Research
Subjects: School Districts,School Readiness,English Language Learners,Capacity Building,Preschool Children,Preschools,Parent Teacher Cooperation,Faculty Development,Preschool Teachers,Outreach Programs,Parents,Parent Participation,Program Effectiveness,Outcomes of Education,Elementary Education,Preschool Education

As a grantee in the James B. McClatchy Foundation's Pre-K initiative, Growing Strong Learners, the Central Valley's Galt Joint Union Elementary School District (GJUESD) is working to support parents, families, schools, and communities in developing tools and processes to support successful kindergarten entry and continuing academic achievement for the district's English Learner students. The central goals of the project include increasing family engagement and building the capacity of parents and educators to promote kindergarten readiness for English Learners. The purpose of this evaluation was to collect data from the 2019-2020 school year at Fairsite Preschool and involved analysis of data related to parent engagement, teacher practices, and kindergarten readiness outcomes in students.
NGSS Instruction: A Powerful Lever for Equitable Learning, Language Development, and Learning in Other School Subjects. Policy Brief
Author: Tyler, Burr
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Science Instruction,Academic Standards,Instructional Effectiveness,Learner Engagement,Equal Education,Elementary School Students,Middle School Students,Integrated Curriculum,Mathematics Instruction,Relevance (Education),English Language Learners,Second Language Instruction,English (Second Language)

From 2014 to 2020, the Next Generation Science Standards (NGSS) Early Implementers Initiative supported several K-8 school districts in implementing the NGSS, which call for substantial changes in science teaching and learning. This brief describes some key results and takeaways from WestEd's evaluation of the initiative, which found that NGSS teaching: (1) Fosters strong student engagement and deep learning for K-8 students, particularly for students who have often been inadequately reached through traditional science instruction; and (2) Has natural synergy with the core subjects of English language arts (ELA) and math, and supports language development. The brief discusses how the NGSS engage students more deeply and integrate effectively with other subjects -- and why it is critical to ensure that all students have access to effective NGSS instruction, even during COVID-triggered distance learning.
What California Educators Are Saying about Their Professional Learning and Materials Needs. Knowledge Brief
Author: Makkonen, Reino
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Teacher Attitudes,Educational Needs,Faculty Development,Instructional Materials,Principals,Administrator Attitudes,State Standards,Textbooks,Curriculum,Teacher Competencies,Special Needs Students,English Language Learners,Educational Technology,Technology Uses in Education,Teacher Collaboration

For several years, WestEd's Measure to Learn and Improve (MLI) project team has kept state policy leaders informed about statewide implementation of the California Academic Standards in English language arts (ELA) and mathematics, by summarizing and disseminating survey results from the RAND Corporation's annual American Educator Panel (AEP) surveys of teachers and principals. This brief summarizes recent results related to educators' reported needs for high-quality instructional materials and professional learning.
Addressing the Needs of Students Experiencing Homelessness during the COVID-19 Pandemic: Highlights from the Alameda, Contra Costa, San Mateo, Santa Clara, and Solano County Offices of Education Bay Area Geographic Leads Consortium. White Paper
Author: Berliner, Bethann
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Homeless People,At Risk Students,Student Needs,Distance Education,Access to Education,Mental Health,Well Being,Hunger,Housing,Counties,Access to Computers,Internet,Educational Technology,School Community Programs,Federal Legislation,Barriers,Intervention

This report, commissioned by the Bay Area Geographic Leads Consortium, explores how five county offices of education and local school districts pivoted to reach, teach, and support the holistic needs of students experiencing homelessness during the COVID-19 pandemic. The report documents the rising number of students experiencing homelessness as well as the causes and consequences of childhood homelessness. It also describes how educators faced unique challenges and creatively found solutions to educating students without a stable home or an appropriate place to attend school remotely. Each county offers promising examples of ways to provide instruction and learning supports to students without homes and meaningful ways to deliver urgently needed social-emotional, mental health, and well-being assistance to students and families, including meeting basic needs such as food and shelter. The report also describes innovative ways that the counties addressed technology and connectivity gaps that resulted from the shift to distance learning and collaborated with community-based partners.
State Systemic Improvement Plan (SSIP): Phase III, Year 4
Author: West Virginia Department of Education
Date: 2020-04-01
Type: Reports - Research
Subjects: Educational Improvement,State Programs,Improvement Programs,Program Implementation,High Schools,Middle Schools,Dropout Prevention,Counties,Graduation Rate,Evidence Based Practice,Elementary Schools,Scoring Rubrics,Program Evaluation,Educational Quality,State Standards,Accountability,Governance,Educational Finance

The State Systemic Improvement Plan (SSIP), WV GRADUATION 20/20 was implemented during the 2015-2016 academic school year beginning with 69 schools in 36 counties, representing 59% of West Virginia's high schools. During the 2016-2017 academic year the number of high schools grew to 72 and the cohort included 20 middle schools bringing the total to 92 schools in 41 counties. The success of the program led to the growth in participation during the 2017-2018 academic school year. The number of participating schools grew to 103 schools in 41 counties. The cohort included 74 high schools, 23 middle schools, six (6) elementary schools, and two (2) alternative centers. The 2018-2019 cohort, the largest to date, contained 121 schools in 44 counties and included 78 high schools, 32 middle schools, nine (9) elementary schools, and two (2) alternative schools. The 2019-2020 cohort of 111 schools in 40 counties includes 66 high schools, 35 middle schools, eight (8) elementary schools, and two (2) alternative schools. The implementation model utilized by West Virginia from 2014-2015 to 2017-2018 was to partner with the eight (8) Regional Education Service Agencies (RESAs) to execute the SSIP-WV GRADUATION 20/20. This model was based on eight (8) Regional School Support Specialists (RS[superscript 3]s) who worked directly with local education agencies (LEAs) and schools to implement the frameworks through coaching and technical support. The 2017 WV Legislative Session resulted in a bill which dismantled the RESAs on June 30, 2018, and included an optional provision allowing the establishment of Educational Service Collaboratives (ESCs). After the enactment of this legislation, the West Virginia Department of Education's (WVDE's) Office of Special Education and Student Support (OSESS) developed the West Virginia Results-Driven Priorities (RDP) Program. Starting in 2018-2019, the RDP's central goal is to improve results for students with disabilities by providing funding directly to the LEAs. Phase III, Year 4 of West Virginia's (WV's) State Systemic Improvement Plan has resulted in developing several new partnerships, and expanding the number of districts served by its partner, the Transition Technical Assistance Center (TTAC). [For &quot;State Systemic Improvement Plan (SSIP): Phase III, Year 3,&quot; see ED609079.]
What Evidence from Research Tells Us: Addressing Mental Health Needs for Postsecondary Students. Research Spotlight
Author: Kwakye, Isaac
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Postsecondary Education,College Students,Student Needs,Mental Health,Low Income Students,Socioeconomic Influences,Racial Bias,Ethnicity,Social Bias,Cultural Relevance,Access to Health Care,Well Being,Intervention,Evidence Based Practice,School Closing,Distance Education,Mental Disorders

As students navigate the many challenges of higher education, compounded by the disruption of the COVID-19 crisis, mental health is a key issue that can impact their academic and personal success. A growing body of evidence shows that a significant portion of postsecondary students experience mental health issues. Some students are more commonly affected by mental health issues than others. Racial discrimination, mental health stigma, and a lack of culturally relevant support services contribute to poorer mental health and lower utilization of services (Volpe, n.d.). Consequently, the prevalence of depression is higher among students of color than White students. There is also a higher prevalence of all mental health issues among students from lower socioeconomic backgrounds (Healthy Minds Network, 2020). These disparities have been further exacerbated during the COVID-19 crisis. Providing mental health services to postsecondary students can help reduce stigma and improve student well-being. In considering programs and interventions to help students with mental health, it is critical to allow data and research to inform solutions. The evidence-based practices presented in this Research Spotlight have been rigorously evaluated and proven effective for addressing mental health issues among postsecondary students. Some of these programs can be implemented in a remote learning environment. Additionally, some emerging strategies have shown promising indications of helping during the COVID-19 pandemic. Prioritizing students' health and well-being is a key component of ensuring continued access and success in higher education.
What Evidence from Research Tells Us: Closing Equity Gaps in Postsecondary Access and Completion. Research Spotlight
Author: Kwakye, Isaac
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Equal Education,Postsecondary Education,Educational Attainment,Racial Differences,Minority Group Students,Access to Education,Evidence Based Practice,College Programs,Academic Advising,College Bound Students,Grants

Despite progress in the number of Washingtonians receiving postsecondary credentials, there are persistent gaps in attainment rates for underrepresented minority groups. Notably, the Hispanic population is the state's second-largest racial/ethnic group, but educational outcomes lag behind their white counterparts. Narrowing these equity gaps requires proactive and targeted policies and programs focused on increasing college access and completion for students of color. While there is no one-size-fits-all solution, this Research Spotlight presents evidence from research that has shown promising results.
2015 Transfer Report: A Review of Improvements in Transfer
Author: West, James B.
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Student Mobility,College Transfer Students,Community Colleges,Technical Institutes,Private Colleges,Public Colleges,Undergraduate Students,College Graduates,Bachelors Degrees,Associate Degrees,State Policy,Transfer Policy,Academic Persistence,Intention,Graduation Rate,Nursing Education,Fine Arts,Computer Science Education,Articulation (Education)

This report highlights the proportion of students who enroll in the community and technical colleges with intent to transfer, growth in the number of students completing coursework under transfer agreements designed to facilitate transfer to baccalaureate institutions without loss of credit, and continuous improvements in Washington's transfer system. After highlighting areas of significant progress on a number of policy issues for transfer groups as well as other system improvements, the report lays out key work activities for the next two years. These activities are centered on exploring the feasibility of an integrated system report on transfer, evaluation of metrics to assess performance of transfer in Washington, and continuous improvement of existing transfer policies and practices.
Results in Brief: Study of Native American and Alaska Native Children in School Program--FY 2011 and FY 2013 Cohorts
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: American Indian Students,Alaska Natives,Achievement Gap,American Indian Languages,English (Second Language),Language Usage,Language Proficiency,Reading Achievement,Language Arts,Academic Achievement,College Readiness,Intervention,Cultural Maintenance,Language Maintenance,Grants,Program Effectiveness,Child Development,Parent Participation,Family Involvement,Young Children,Early Intervention,Faculty Development,Instructional Materials,Partnerships in Education,American Indian Education,Elementary Secondary Education,Preschool Education,Postsecondary Education,Tribally Controlled Education,Public Schools

The Native American and Alaska Native Children in School (NAM) discretionary grants program aims to reduce the persistent achievement gap between Native American and Alaska Native (NA/AN) youth and their peers in reading and English language arts (ELA) and college readiness in reading. NA/AN students enter school with varying levels of skill in the English used in classroom instruction. The purpose of the NAM program is to build or improve NA/AN English learners' (ELs') English language proficiency (ELP) skills to promote their overall academic success, while simultaneously honoring and promoting NA/AN languages and cultures. Program priority areas for funding for the FY 2011 and FY 2013 competitions included NA/AN languages and cultural revitalization, parent and family engagement, postsecondary preparation and success, early childhood development, data-based decision making, and civic learning and engagement. This qualitative study examined the types of activities grantees funded, and the perceived benefits, challenges, and lessons learned that they experienced in implementing these activities. [For the full report, see ED613385.]
Results in Brief: Case Studies of Schools Implementing Early Elementary Strategies--Preschool through Third Grade Alignment and Differentiated Instruction
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Preschool Education,Primary Education,Alignment (Education),Individualized Instruction,Case Studies,Educational Strategies,Communities of Practice,Coaching (Performance),Parent Participation,Student Centered Learning,Vocabulary,Oral Language,Social Development,Emotional Development,Language Skills,Learner Engagement,Attendance,Educational Finance,Financial Support,Outcomes of Education

Research shows that participation in a high-quality preschool can improve young children's readiness skills for elementary school, positively influencing behavioral, social-emotional, and cognitive outcomes. However, some preschool program evaluations document that some initial benefits may not persist into early elementary school. To explore how educators might build on and sustain the positive effects of preschool, the study highlighted in this &quot;Results in Brief&quot; examined two types of strategies that preliminary literature searches revealed as promising practices to support children's learning in early elementary school: (1) aligning instruction from preschool through grade 3 (referred to as P-3 alignment); and (2) differentiated instruction. The P-3 alignment strategy emphasizes coordination among standards, curricula, instructional practices and environments, student assessment, and teacher professional development between the preschool years and the early elementary school years. The differentiated instruction strategy focuses on teachers varying their pedagogical practices to meet the diverse needs and skills of individual students. This brief provides the study questions, design, and highlights from the full report. [For the full report, see ED571886.]
Results in Brief: Evaluation of the Carol M. White Physical Education Program
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Physical Activity Level,Nutrition,Eating Habits,Obesity,Physical Fitness,Children,Adolescents,Program Development,Physical Education,Elementary Secondary Education,Health,Policy,Grants,Data Collection,Body Composition,Body Weight,School Community Programs,Community Programs,Health Education,Barriers,Partnerships in Education,Youth Programs,Safety,School Policy

The Carol M. White Physical Education Program (PEP) provides grants to districts and community-based organizations (CBOs) to initiate, expand, and improve physical education for students in kindergarten through grade 12. In 2010, the U.S. Department of Education issued new regulations for PEP that included the following: (1) requiring grantees to give attention to healthy eating habits and nutrition; (2) requiring grantees to conduct a needs assessment, with districts and CBOs partnering with a district or school required to use four designated modules of the Centers for Disease Control and Prevention's School Health Index (SHI); (3) using this assessment to develop project goals and plans to address identified weaknesses; (4) encouraging grantees to establish partnerships with community entities; (5) encouraging grantees to collect and use body mass index (BMI) data; and (6) establishing new performance measures and standard data collection methods. This report provides the results of the implementation study of the 76 projects (64 district-led and 12 CBO-led) funded by fiscal year (FY) 2010 PEP grant awards--the first cohort of grantees under the revised PEP. [For the full report, see ED594697.]
The Every Student Succeeds Act: States Leading the Way. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fifteenth Congress, Second Session on Examining the Every Student Succeeds Act, Focusing on States Leading the Way (September 25, 2018). Senate Hearing 115-848
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Educational Finance,Federal Aid,Federal State Relationship,Accountability,State Legislation,Educational Change

This hearing of the Committee on Health, Education, Labor, and Pensions examines how three states--Nebraska, South Carolina, and Delaware--are taking advantage of the opportunities within the Every Student Succeeds Act (ESSA). Under ESSA, in order to receive over $18 billion in annual Federal funding, states have the opportunity to design their own state plan that includes setting academic goals for students, measuring schools' performance, and deciding how to fix failing schools. The following opening statements by the Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Patty Murray (Ranking Member, Committee on Health, Education, Labor, and Pensions), a U.S. Senator from the State of Washington. The following prepared witness statements are offered by: (1) Matthew L. Blomstedt, Commissioner, Nebraska Department of Education, Lincoln, Nebraska; (2) Susan Bunting, Secretary, Delaware Department of Education, Dover, Delaware; (3) Shavar Jeffries, President, Democrats for Education Reform, Newark, New Jersey; and (4) Molly Spearman, Superintendent, South Carolina Department of Education, Columbia, South Carolina. The following additional material of statements, articles, publications, letters, etc. were presented: (1) Matthew Bloomstedt: Supporting documentation from the Nebraska Department of Education; and (2) Susan Bunting: U.S. Department of Education, Office of Elementary and Secondary Education; and One Percent Waiver Request, Delaware Department of Education. The following questions and answers were presented: (1) Response by Matthew Bloomstedt to questions of: Senator Todd Young, Senator Patty Murray, Senator Bernard Sanders, Senator Elizabeth Warren, Senator Tim Kaine, Senator Maggie Hassan, and Senator Doug Jones; (2) Response by Molly Spearman to questions of: Senator Patty Murray, Senator Bernard Sanders, Senator Elizabeth Warren, Senator Tim Kaine, Senator Maggie Hassan, and Senator Doug Jones; (3) Response by Shavar Jeffries to questions of: Senator Patty Murray, Senator Bernard Sanders, Senator Tim Kaine, and Senator Doug Jones; and (4) Response by Susan Bunting to questions of: Senator Patty Murray, Senator Bernard Sanders, Senator Elizabeth Warren, Senator Tim Kaine, Senator Maggie Hassan, and Senator Doug Jones.
Results in Brief: Study of the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Grants,Teacher Education,Undergraduate Students,Graduate Students,Federal Aid,Student Attitudes,Student Characteristics,Program Administration,Standards,Career Choice,Student Loan Programs,Teacher Certification,Teacher Employment

The Teacher Education Assistance for College and Higher Education (TEACH) Grant aims to increase the number of highly qualified individuals teaching in high-need fields, such as reading specialist, mathematics, or science, at high-need schools. TEACH Grants provide up to $4,000 per academic year to students preparing to become teachers. To receive a TEACH Grant, students must sign a service agreement to teach in a high-need field and school for a minimum of four years in an eight-year period. After leaving their program, recipients must provide annual certification indicating that they intend to or are currently teaching in a high-need field and school. For recipients who do not meet the service or certification requirements, their TEACH Grants convert to loans. This study was conducted to better understand institutional practices in implementing the TEACH Grant program and to identify factors associated with grant recipients not meeting the grant requirements. [For the full report, see ED613443.]