ethanporcaro/eric-fulltext-meta huggingface dataset:
Portfolio of Choice: District Open Enrollment. Brief
Author: Robson, Kelly
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Public Schools,School Districts,Open Enrollment,School Choice,Educational Policy,Program Effectiveness,Program Implementation,Outcomes of Education,School Desegregation,State Policy,Transportation,State Aid,Educational Trends,Student Participation,Program Design,Best Practices

In the United States, students are assigned to public schools based on where they live. School districts have set boundaries and students living in the neighborhoods within those boundaries attend the district's schools. The district's boundaries are further delineated into attendance zones, in which particular homes and neighborhoods are assigned to a particular elementary, middle, and high school. While all school choice policies aim to disrupt this--giving families options other than their assigned neighborhood schools--open enrollment policies specifically target the issue of school and district boundaries by giving families the ability to send their children either to another school within their district of residence (intra-district open enrollment) or to a school in another district (inter-district open enrollment). Today, 47 states and the District of Columbia have open enrollment policies in place giving parents the ability to send their children to public, district-operated schools other than the one to which they are assigned. The goal of this brief is to provide policymakers with an overview of the landscape of open enrollment policies, including how they work, where they operate, and what the research says about their implementation and effect on student achievement. It also offers state policymakers some recommendations to strengthen their states' open enrollment policies. This publication is one of seven in a series of briefs on school choice from the National Comprehensive Center.
Restorative Restart: The Path towards Reimagining and Rebuilding Schools
Author: Myung, Jeannie
Date: 2021-05-00
Type: Guides - General
Subjects: Educational Change,COVID-19,Pandemics,Educational Improvement,Elementary Secondary Education,School Districts,School Closing,Distance Education,Educational Planning,Family Involvement,Student Needs,School Community Relationship,Partnerships in Education,Individualized Instruction,Mental Health,Equal Education,Culturally Relevant Education,Systems Approach,Resource Allocation,Technology Uses in Education

When K-12 schools in California closed for in-person instruction in response to COVID-19 in March 2020, few would have predicted that most schools would remain physically closed for more than one year. Throughout this period, California's educators and students have continued teaching and learning remotely for the most part, demonstrating resilience and perseverance to sustain schooling under unprecedented circumstances. Nonetheless, the impact of COVID-19 and associated educational disruptions were challenging for all students; its consequences were particularly severe for students who had inadequate access to distance learning opportunities as well as for those from communities that were disproportionately affected by the economic and public health impacts of COVID-19. This report offers a framework for advancing student learning for California's students as school and community leaders navigate the challenges that lie ahead when schools reopen at scale in the 2021-22 school year. It presents specific actions, grounded in the science of learning and development, that schools can take to ensure a restorative restart for students. This report also includes a guide to anticipate and plan for the costs associated with the five restorative restart action areas: (1) center relationships among families, students, and educators; (2) understand whole child needs; (3) strengthen staffing and deepen community-based partnerships to address students' individualized learning and mental health needs; (4) prioritize racial equity, relevance, and rigor in curriculum and instruction; and (5) lay the groundwork for systemic transformation. This report is intended to guide school and district leaders in their plans and approaches to returning to school at scale at the start of the 2021-22 school year. The restorative actions included in this report were developed by California-based family and student engagement organizations, educator organizations, research institutes, and civil rights and equity groups. They arise from the evidence that has collectively emerged from focus groups with educators, students, and parents and guardians; polls and surveys of stakeholders; a deep review of the literature; and original research conducted on COVID-19's impact on schools and students.
Project QUEST (Quality Employment through Skills Training). Intervention Report. Postsecondary Career and Technical Education Topic Area. WWC 2022-001
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Employment Potential,Skill Development,Job Training,Program Effectiveness,Program Evaluation,Postsecondary Education,Program Implementation,Program Costs

&quot;Project QUEST&quot; (&quot;Quality Employment through Skills Training&quot;) provides comprehensive support services to help participants complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. &quot;Project QUEST&quot; started in 1992 in San Antonio, Texas, and has been adapted in other locations in Texas and Arizona under different names, including &quot;VIDA&quot; (&quot;Valley Initiative for Development and Advancement&quot;) in the Rio Grande Valley of Texas, &quot;Capital IDEA&quot; in Austin, Texas and Houston, Texas, &quot;Project ARRIBA&quot; (&quot;Advanced Retraining &amp; Redevelopment Initiative in Border Areas&quot;) in El Paso, Texas, and &quot;JobPath&quot; in Tucson, Arizona. This What Works Clearinghouse™ (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;Project QUEST&quot; on education and labor market outcomes. The WWC identified five studies of &quot;Project QUEST.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Project QUEST&quot; on students enrolled in occupational training programs--including Asian, Black, White, and Hispanic students--in community colleges and professional training institutes in urban, suburban, and rural settings. [For the Intervention Brief, see ED615789. For the Intervention Snapshot, see ED615790.]
Distribution of Education Savings Accounts Usage among Families: Evidence from the Florida Gardiner Program. Working Paper No. 09
Author: Lofton, Michelle L.
Date: 2021-06-00
Type: Reports - Research
Subjects: Educational Finance,Financial Support,Longitudinal Studies,Scholarship,State Programs,Private Schools,Tuition,Tutoring,Rural Areas,Urban Areas,Suburbs,Expenditures,School Choice,Purchasing,Student Characteristics,Program Descriptions,Ancillary School Services,Elementary Secondary Education,Race,Special Needs Students,Religious Schools,Family Characteristics,Institutional Characteristics

Education savings accounts (ESAs) are education funding mechanisms that allow for families to receive a deposit of public funds to a government-authorized savings account. Using student-level longitudinal data, this paper examines how families participating in the Florida Gardiner Scholarship Program use education savings account funds. Results indicate that families use an increasing proportion of ESA funds when students remain in the program. The longer students remain in the program, the share of ESA funds devoted to private school tuition decreases while expenditure shares increase for curriculum, instruction, tutoring, and specialized services. Students in rural areas not only use a greater portion of their ESA funds than families in urban and suburban areas, but they also spend smaller portions of their funds on tuition and appear to customize more.
Project QUEST (Quality Employment through Skills Training). Intervention Brief. Postsecondary Career and Technical Education Topic Area. WWC 2022-001
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Employment Potential,Skill Development,Job Training,Program Effectiveness,Program Evaluation,Postsecondary Education,Program Implementation,Program Costs

&quot;Project QUEST&quot; (&quot;Quality Employment through Skills Training&quot;) provides comprehensive support services to help participants complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. This What Works Clearinghouse™ (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;Project QUEST&quot; on education and labor market outcomes. The WWC identified five studies of &quot;Project QUEST.&quot; Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Project QUEST&quot; on students enrolled in occupational training programs--including Asian, Black, White, and Hispanic students--in community colleges and professional training institutes in urban, suburban, and rural settings. This Intervention Brief provides an overview of the full Intervention Report. [For the Intervention Report, see ED615787. For the Intervention Snapshot, see ED615790.]
Project QUEST (Quality Employment through Skills Training). Intervention Snapshot. Postsecondary Career and Technical Education Topic Area. WWC 2022-001
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Employment Potential,Skill Development,Job Training,Program Effectiveness,Program Evaluation,Postsecondary Education,Program Implementation,Program Costs

&quot;Project QUEST&quot; (&quot;Quality Employment through Skills Training&quot;) provides comprehensive support services to help participants complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. This What Works Clearinghouse™ (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;Project QUEST&quot; on education and labor market outcomes. The WWC identified five studies of &quot;Project QUEST.&quot; Three of these studies meet WWC standards. Findings on &quot;Project QUEST&quot; from the three studies that meet WWC standards are shown in the table featured in this Snapshot. The table reports an effectiveness rating, the improvement index (a measure of the intervention's effect on an outcome), and the number of studies and students that contributed to the findings. [For the Intervention Report, see ED615787. For the Intervention Brief, see ED615789.]
Juvenile Residential Facility Census 2018: Selected Findings. Juvenile Justice Statistics: National Report Series Bulletin. NCJ 255090
Author: Hockenberry, Sarah
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Juvenile Justice,Delinquency,Institutionalized Persons,Correctional Institutions,Facilities,Institutional Characteristics,Organization Size (Groups),Group Homes,Residential Programs,Student Needs,Access to Education,Needs Assessment,Correctional Education,Screening Tests,Drug Abuse,Mental Health,Health Needs,Suicide,At Risk Persons

In October 2018, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) administered the 10th Juvenile Residential Facility Census (JRFC). JRFC began in 2000 with data collections occurring every other year. JRFC routinely collects data on how facilities operate and the services they provide. It includes questions on facility ownership and operation, security, capacity and crowding, and injuries and deaths in custody. The census also collects supplementary information each year on specific services, such as mental and physical health, substance abuse, and education. Nationally, 37,529 juvenile offenders were held in 1,510 residential placement facilities on October 24, 2018. Facilities that hold juvenile offenders vary in their operation, type, size, security features, screening practices, and services provided. To better understand the characteristics of these facilities, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) sponsors the Juvenile Residential Facility Census (JRFC), a biennial survey of public and private juvenile residential facilities in every state. Findings in this bulletin are based on JRFC data collected for 2018. [For the 2016 report, see ED600317.]
Families&apos; Schooling Experiences in Ohio
Author: Catt, Andrew D.
Date: 2021-10-00
Type: Reports - Research
Subjects: Educational Experience,Family School Relationship,School Choice,Educational Vouchers,Educational Environment,Elementary Secondary Education,Parent Participation,Empowerment,Satisfaction

While public school enrollment has declined in recent years, Ohio has seen growth in other K-12 education sectors. More than 100,000 Ohio students have been enrolled in community schools (what are commonly known as &quot;charter schools&quot; in other states) since 2010-2011. Community school enrollment declined from 2013-2014 to 2019-2020, and enrollment increased 11 percent from 2019-2020 to 2020-2021. More than 200,000 Ohio K-12 students attend private schools, and while that number has declined in recent years, it remains to be seen how private school enrollment has been affected during the COVID-19 pandemic. Even before the pandemic led many more parents to consider homeschooling, more than 33,000 Ohio K-12 students were homeschooled. This brief, continues the study of Ohio's school choice programs by surveying K-12 parents in the state. We focus on the Educational Choice Scholarship Program and Cleveland Scholarship Program, as well as how the COVID-19 pandemic has changed parents' educational experiences in the state.
Emerging Anew after COVID: How One Top Performer Is Redefining Education While Reopening
Author: Rothman, Robert
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,School Districts,School Closing,COVID-19,Pandemics,Online Courses,Educational Change,Technology Uses in Education,Blended Learning,Elementary Secondary Education

The Surrey School District in British Columbia, Canada--the largest district in one of the top-performing provinces in a top-performing nation--abruptly closed all schools in March, as the pandemic swept through the nation. After two months of all-online instruction, the province called for partially reopening for a month in June, allowing students to return to class part-time on a voluntary basis. But as the district planned for the 2020-2021 school year, educators agreed that they would not go back to the way things were before the pandemic. They would create something new--something that builds on what they learned during the shutdown that supports learning and development for all students. This paper examines what kind of system the district built from what they learned during the shutdown.
Empowering Men of Color in Higher Education: A Focus on Psychological, Social, and Cultural Factors
Author: Huerta, Adrian H.
Date: 2021-00-00
Type: Information Analyses
Subjects: Student Empowerment,Males,Minority Group Students,College Students,Social Influences,Cultural Influences,Psychological Characteristics,Barriers,Enrollment,Literature Reviews

To understand the factors that contribute to men of color graduating from higher education institutions at lower rates than their same-aged peers, the authors conducted a literature review of 70 articles related to the experiences of men of color in higher education. The authors then used the Psychosociocultural (PSC) Framework to capture individual, institutional, and cultural factors that shape students' college experiences, which affords a multi-layered approach to crafting interventions to empower men of color in higher education. Through this analysis, the authors categorize major themes from the literature review as addressing either psychological, social, or cultural factors, or a combination of these factors. These themes are then used to provide student affairs practitioners with suggested practices to address these emerging findings related to men of color in the educational pipeline. This report aims to provide practitioners with tangible strategies to holistically attend to the needs of men of color in higher education.
Understanding the Uses of Safe Space to Inform Higher Education Policy
Author: Sam, Cecile H.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: School Policy,Higher Education,School Safety,School Space,Freedom of Speech,Social Isolation,Risk,COVID-19,Pandemics

This report provides a broad overview of the history and recent controversies surrounding safe space, and explains the variation of how safe space is defined or enacted at campus, division, and classroom levels within institutions. This brief is designed to give policymakers a broader perspective on safe spaces and the different ways that people have used the term in a higher education context. It will also present the different ways people have used or enacted the idea of safe space. The report also includes a list of resources to further inform policymakers on the topic.
Physician Workforce: Caps on Medicare-Funded Graduate Medical Education at Teaching Hospitals. Report to Congressional Requesters. GAO-21-391
Author: Rosenberg, Michelle
Date: 2021-05-00
Type: Reports - Research
Subjects: Graduate Medical Education,Federal Aid,Financial Support,Hospitals,Graduate Students,Medical Students,Resource Allocation,Costs,Institutional Characteristics

Studies have shown the United States faces a shortage of physicians, making it increasingly difficult for people to access needed health care. Physicians need graduate medical education (GME) training before they can practice medicine independently and often practice in the same geographic area as their training. The vast majority of federal funding for this training--about $15 billion in 2018--supports physician training through the Department of Health and Human Services' Medicare GME payments. Medicare offers payments to teaching hospitals to offset costs of training full-time equivalent residents, up to a capped number of resident slots for each hospital. The Government Accountability Office (GAO) was asked to review Medicare GME funding. This report describes the extent to which hospitals were over or under their Medicare GME caps and stakeholders' views on extending the time window before new caps are established. GAO analyzed 2018 Medicare data (the most recent available at the time of GAO's analysis), reviewed agency documentation, and interviewed eight selected stakeholder groups--including a GME accreditor and groups representing health care providers--identified through past GAO work.
Financial Services Industry: Factors Affecting Careers for Women with STEM Degrees. Report to the Ranking Member, Subcommittee on Diversity and Inclusion, Committee on Financial Services, House of Representatives. GAO-21-490
Author: Cackley, Alicia Puente
Date: 2021-06-00
Type: Reports - Research
Subjects: Finance Occupations,Financial Services,STEM Education,Females,Influences,Recruitment,Labor Turnover,Womens Education,Disproportionate Representation,Access to Education,Access to Computers,Role Models,Sex Stereotypes,College Students,Partnerships in Education,Employment Opportunities,Occupational Information

The financial services industry is highly dependent on technology and more than one-fifth of industry employees have Science, Technology, Engineering, and Math (STEM) degrees. Women continue to be underrepresented in management positions in the financial services industry and in STEM degree programs. As a result, some financial services firms have made efforts to promote interest among women in both STEM and financial services. These factors include young girls' early exposure to STEM topics, access to resources such as computers and high-speed internet, and a sense of whether they belong in STEM degree programs. GAO was asked to review factors affecting financial services careers for women with STEM degrees. This report examines: (1) factors that affect the participation of women in STEM degree programs and subsequent participation in financial services careers; (2) how selected financial services firms encourage girls and women to participate in STEM education programs; and (3) how selected financial services firms recruit and retain women with STEM backgrounds.
The Use of Restraint and Seclusion on Children with Disabilities in K-12 Schools. 2017-2018 Civil Rights Data Collection
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: Students with Disabilities,Public Schools,School Districts,Civil Rights,Discipline,Federal Legislation,Elementary Secondary Education,Student Characteristics,Racial Differences,Ethnicity,Equal Education,Educational Legislation,Gender Differences,English Language Learners,Compliance (Legal),Data Collection,Technical Assistance,Enrollment

The 2017-18 Civil Rights Data Collection (CRDC) is a survey of nearly all public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that relate to Federal civil rights laws. The CRDC has long provided important information used by the U.S. Department of Education's (Department) Office for Civil Rights (OCR) in its enforcement and monitoring activities. As a collection, the CRDC is an aggregate of self-collected and self-reported data. Almost all reporting entities are school districts, and the district superintendent or an authorized designee certifies that the data they submit are true and correct. This report includes data on the following: (1) Who is in the CRDC?; (2) Restraint and Seclusion; (3) Data Quality Improvements; (4) Restraint and Seclusion based on Students with Disabilities; and (5) More About the CRDC.
Sexual Violence in K-12 Schools. 2017-2018 Civil Rights Data Collection
Author: Department of Education (ED), Office for Civil Rights (OCR)
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Elementary Secondary Education,Sexual Harassment,Sexual Abuse,School Districts,Data Collection,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,English Language Learners,Students with Disabilities,Prevention,Compliance (Legal),Federal Legislation,Educational Legislation,School Role,Geographic Location,Rape

The 2017-18 Civil Rights Data Collection (CRDC) is a survey of nearly all public schools and school districts in the United States. The CRDC has long provided important information used by the U.S. Department of Education's Office for Civil Rights in its enforcement and monitoring activities. As a collection, the CRDC is an aggregate of self-collected and self-reported data. Almost all reporting entities are school districts, and the district superintendent or an authorized designee certifies that the data they submit are &quot;true and correct.&quot; This report includes data on the following: (1) Who is in the CRDC?; (2) The New Title IX Rule; (3) Sexual Violence in the Nation's Public Schools; and (4) More About the CRDC.