ethanporcaro/eric-fulltext-meta huggingface dataset:
Holding Hope: Infant-Early Childhood Mental Health Consultation in Early Achievers
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Mental Health,Early Intervention,Infants,Toddlers,Consultants,Child Behavior,Behavior Problems,Agency Cooperation,Emotional Development,Mental Disorders,Preschool Children,At Risk Persons,Program Effectiveness,Social Development,Well Being,State Legislation,Preschool Education,Partnerships in Education,Program Development,Program Implementation,Program Evaluation,Barriers,Child Care Centers,Preschool Teachers,Child Caregivers,Interaction,Behavior Modification,Prosocial Behavior,Minority Group Children,Stress Management

Second Substitute Senate Bill 5903 (2019) directed the Department of Children, Youth, and Families (DCYF) to contract with an organization providing coaching services to early achievers program participants, i.e., Child Care Aware of Washington (CCA WA), to provide statewide Infant-Early Childhood Mental Health Consultation (IECMH-C) to Early Achievers Quality Rating and Improvement System (QRIS) participants and coaches. State general funds were allocated to hire one mental health consultant for each of the six regions. DCYF was also required to submit a report on provided services and outcomes in collaboration with CCA WA. The state investment was leveraged to access additional funding for key infrastructure needed by CCA WA to develop, implement, and evaluate this program. Private funding enabled CCA WA to hire an IECMH-C Program Director, contract The Athena Group to complete a formative evaluation during the program's initial year, and purchase foundational training for mental health consultants. Federal grant funding enabled the hiring of three additional mental health consultants. The Early Achievers IECMH-C program was developed and implemented during the first months of the COVID-19 pandemic. While this impacted the timeline and model of implementation, the program has flexed in response to provider and coach needs. It has been invaluable support during the unprecedented stressors of the past year. An interim evaluation report from The Athena Group (which is presented appendix A of this report) describes the developmental process and the activities and impacts of the program during its first seven months of implementation. This report provides a summary of key activities, information about the context within which this program is operating, and plans for scaling up the program as part of a more integrated statewide IECMH-C system.
Performance Results Report for FY 2021
Author: Office of Inspector General (ED)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,COVID-19,Pandemics,Federal Aid,Federal Legislation,Organizational Change,Performance,Deception,Audits (Verification),Investigations

In accordance with the Government Performance and Results Modernization Act of 2010, this report provides a summary of the U.S. Department of Education (Department) Office of Inspector General (OIG) performance highlights and results of their performance measures for fiscal year (FY) 2021. Those goals align with OIG's FYs 2018-2022 Strategic Plan (see ED620770)--their plan for providing effective and objective oversight of the Department's programs and operations. Over the past year OIG protected and recovered millions of taxpayer dollars, fought fraud and corruption, and issued guidelines to assist external auditors with meeting Federal requirements. OIG also continued their practice of reaching outside of their office to collaborate with other agencies on intergovernmental projects that encourage them to perform ever better. [For the FY 2020 report, see ED620887.]
Compensating College Athletes: Examining the Potential Impact on Athletes and Institutions. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixteenth Congress, Second Session on Examining Compensating College Athletes, Focusing on the Potential Impact on Athletes and Institutions (September 15, 2020). Senate Hearing 116-526
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: College Athletics,Athletes,Hearings,Commercialization,College Students,Government Role,Income,Federal Legislation,State Legislation,Educational Legislation,Higher Education,Scholarships,Student Financial Aid,COVID-19,Pandemics

This hearing of the Committee on Health, Education, Labor, and Pensions examines compensating college athletes, focusing on the potential impact on athletes and institutions. Opening statements were presented by: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented statements: (1) Rebecca Blank, Chancellor, The University of Wisconsin-Madison, Madison, Wisconsin; (2) Karen Dennis, Director of Track &amp; Field and Cross Country, The Ohio State University, Columbus, Ohio; (3) John Hartwell, Vice President &amp; Director of Athletics, Utah State University, Logan, Utah; and (4) Ramogi Huma, Executive Director, National College Players Association, Norco, California. Additional material submitted by Honorable Patty Murray: Supplemental documents submitted by Ramogi Huma for the Record; and University of San Diego, prepared statement.
Performance Results Report for FY 2020
Author: Office of Inspector General (ED)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,COVID-19,Pandemics,Federal Aid,Federal Legislation,Organizational Change,Performance,Deception,Audits (Verification),Investigations

In accordance with the Government Performance and Results Modernization Act of 2010, this U.S. Department of Education (Department) Office of Inspector General (OIG) Fiscal Year 2020 Performance Results Report presents the results of OIG's work over fiscal year (FY) 2020 in meeting their performance measures goals. Those goals align with OIG's FYs 2018-2022 Strategic Plan (see ED620770). The Strategic Plan provides a roadmap for the OIG to continue providing effective and objective oversight of the Department's programs and operations. Performance highlights for this year include: (1) issuance of 19 audit reports and related reviews, identifying nearly $12.5 million in unsupported and questioned costs; (2) closure of 80 investigations involving fraud or corruption and securing more than $35.5 million in restitution, settlements, fines, recoveries, forfeitures, and estimated savings; (3) continuing to investigate cases involving unauthorized access and misuse of Department data systems; (4) issuance of new audit guides for Federal Family Education Loan Program lenders, lender servicers, and guaranty agency servicers, and a new guide for foreign institutions; and (5) participation in more than 30 intergovernmental task forces and work groups, where OIG shared their perspectives on proposed and draft legislation, regulations, Departmental directives, and guidance and information to grantees.
Question: What Is the Demographic and At-Risk Profile of 2004-05 Official Dropouts in Comparison to the Remaining AISD Population in Grades 7-12? E-Team Report: DPE Publication Number 06.33
Author: Malerba, Cathy
Date: 2006-11-00
Type: Reports - Descriptive
Subjects: Demography,At Risk Students,Profiles,Secondary School Students,Dropouts,Dropout Characteristics,Age,Sex,Ethnicity,Incidence

This report describes the demographic and at-risk profiles of the official secondary school dropout students and the remaining Austin Independent School District secondary student population for school year 2004-2005.
Question: What Were the Post-Graduation Employment Outcomes of Members of the AISD Class of 2006? Publication No. 07.52
Author: Garland, Marshall W.
Date: 2008-06-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,School Districts,Student Characteristics,Postsecondary Education,Higher Education,Enrollment Trends,Academic Achievement,Student Attitudes,High School Students,Student Employment,High School Graduates,Employment Opportunities,Grade Point Average,College Attendance,Academic Aspiration,Hispanic American Students,Student Surveys,Ethnicity,Gender Differences,Student Financial Aid,College Entrance Examinations,Labor Force

This report summarizes the following results from Austin Independent School District's student graduating class of 2006: student demographic information, results from their High School Exit Survey responses, their postsecondary enrollment data, and students' academic performance data.
Top Education Issues, 2021-22. Measuring Progress
Author: Fox, Lauren
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Elementary Secondary Education,Access to Computers,Internet,Teacher Recruitment,Teacher Persistence,Diversity (Faculty),Social Emotional Learning,Culturally Relevant Education,School Districts,Accountability,Educational Assessment,After School Programs,Early Childhood Education,Educational Attainment,Postsecondary Education,State Aid,Educational Finance,Financial Support,Educational Equity (Finance),COVID-19,Pandemics,Principals,Community Colleges

The Public School Forum's Top Education Issues outlines the Forum's priorities on what should be at the forefront of education policy decision-making each legislative biennium, as the Forum works toward eliminating the systemic racism and inequities that exist and are visible throughout the educational system. The Top Education Issues publications provide analysis and recommendations, grounded in research, to help guide discussions and decision-making by state and local policymakers when it comes to the most critical needs facing public school students across North Carolina. The Forum's 2021 Top Education Issues identified a set of evidence-based actions that they hoped to see policymakers tackle during the 2021-23 legislative biennium. Over the past twelve months, the Forum's team has worked towards and tracked progress on specific metrics for each of their policy priorities. This year's report presents an overview of progress made in year one of the biennium and the significant needs that remain in order to build a stronger and more equitable system of public education in North Carolina. [For the 2021 report, see ED613189.]
Excessive Credit Hours at Graduation. Issue Brief
Author: Palica, Mike
Date: 2022-04-00
Type: Reports - Research
Subjects: College Credits,Graduation,Bachelors Degrees,Associate Degrees,Undergraduate Students

A typical bachelor's degree within the Utah System of Higher Education (USHE) requires 120 credit hours while a typical associate degree requires 60. If a student enrolls in 15 credit hours per semester, it would take them a total of eight semesters to complete 120 credit hours for a bachelor's degree and four semesters to complete 60 credit hours for an associate. Assuming a student is enrolled for two semesters per year, they would be able to complete a typical associate degree program in two years and a typical bachelor's degree program in four. Unfortunately, students frequently earn credit hours in excess of the required minimum hours to complete their degree. This can occur for a variety of reasons--students changing their major, transfer credits not counting towards the degree's requirements, students taking personal interest courses unrelated to their program of study, etc. The present study compares the number of excessive credit hours students have earned at graduation to the hours required for their degree. Undergraduate degrees, associate and bachelor's degrees, earned from USHE institutions during the 2020-21 academic year were examined.
Impact of COVID-19 Pandemic on Education in Nigeria: Implications for Policy and Practice of e-Learning
Author: Eze, Uchenna N.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teaching Methods,Foreign Countries,Learning Processes,Barriers,School Closing,Educational Change,Access to Education,Equal Education,Educational Opportunities,Enrollment,Low Achievement,Health,Educational Policy,Electronic Learning,Technology Uses in Education,Elementary Secondary Education,Administrator Attitudes,Parent Attitudes,Student Attitudes,Teacher Attitudes

Education is among the sectors with devastating impact of COVID-19 pandemic. Before the pandemic, the Nigerian education system has adopted purely, face-to-face approached to teaching and learning in primary and secondary schools. Primary and secondary school learners were not allowed to own any digital gadget such as phone or computer, neither were they allowed to be seen with such in the schools. With the emergence of the lockdown condition and school closure, following the COVID-19 pandemic, both teachers and learners were helpless about how to continue learning in the face of the pandemic. This study investigated the challenges posed by, and the impacts of COVID-19 on Education in Nigeria. A sequential exploratory mixed method design was adopted for the study. Results showed that the challenges of education during the COVID-19 pandemic include school closure, poor learning, unequal access to education opportunities and poor skills. Further, the pandemic negatively impacts education, causing poor school enrollment, inequality in education, poor achievement, poor school health and challenges in school assessment and transition. It was concluded that COVID-19 has negatively affected education in Nigeria. Implications for practice policy and practice of electronic learning (e-learning) were discussed.
Segregation and School Funding: How Housing Discrimination Reproduces Unequal Opportunity
Author: Baker, Bruce D.
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Racial Segregation,Ethnicity,Educational Finance,Racial Bias,Educational Equity (Finance),United States History,Housing,Socioeconomic Status,Taxes,Income,Elementary Secondary Education,Urban Areas,School Districts,Minority Group Students,African American Students,Hispanic American Students,White Students,Public Schools,Expenditure per Student,Residential Patterns,Neighborhoods,Government Role,Ownership,Desegregation Litigation,School Desegregation,Educational History,Zoning,Academic Achievement

It is difficult to overstate the importance of segregation for race- and ethnicity-based school funding disparities in the United States. In many respects, unequal educational opportunity depends existentially on segregation. Racial and ethnic disparities in wealth accumulation are perpetuated over generations, ensuring persistent segregation even after explicitly racist housing discrimination was outlawed. This process has had serious and lasting implications for many important outcomes, including modern school funding equity. The mutually dependent relationship between economic and racial/ethnic segregation simultaneously depresses revenue and increases costs in racially isolated districts, creating a self-sustaining cycle of unequal opportunity and unequal outcomes. The descriptive analysis presented in this report examines this process, both nationally and with a focus on seven metropolitan areas: Baltimore (Maryland), the Bay Area (California), Birmingham (Alabama), Hartford (Connecticut), Kansas City (Kansas/Missouri), San Antonio (Texas), and the Twin Cities (Minnesota/Wisconsin).
Washington State Encyclopedia of Education Data
Author: Washington Student Achievement Council
Date: 2021-06-00
Type: Numerical/Quantitative Data
Subjects: Outcomes of Education,Educational Attainment,Adults,Elementary Secondary Education,Graduation Rate,High School Graduates,Unemployment,Income,Student Costs,Higher Education,Student Financial Aid,Educational Finance,State Aid,Debt (Financial),Enrollment,Graduation,Undergraduate Students,Demand Occupations,Educational Trends,Academic Achievement,Dual Enrollment,Student Characteristics,College Preparation

The Washington State Encyclopedia of Education Data uses data from a variety of sources to present a holistic look at educational outcomes in the state organized around the Washington Student Achievement Council's Strategic Framework. The key areas addressed in the Encyclopedia are educational attainment and outcomes, state investment and affordability, enrollment and completion, and labor market outcomes. Where applicable, the Encyclopedia presents trends over time and disaggregated data by relevant socio-demographic characteristics, including gender, race, and income. The data shared is meant to provide useful information about the educational landscape in Washington to help inform policymaking and program development in the state. Data in this report was compiled during the first half of 2021 and is current to the greatest extent possible. [This publication was prepared by the Washington Student Achievement Council Research Division.]
Underfunded &amp; Unprepared: Examining How to Overcome Obstacles to Safely Reopen Public Schools. Hearing before the Subcommittee [on] Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, Second Session (July 23, 2020). Serial No. 116-61
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Barriers,School Safety,COVID-19,Pandemics,School Closing,Elementary Secondary Education,Planning,Disease Control,Federal Aid,Federal Legislation,Public Schools,Readiness,Stakeholders,Attitudes,Educational Technology,Technology Uses in Education,Equal Education,Budgets,Educational Finance,Health,School Schedules

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss how to overcome obstacles to safely reopen schools. Member statements were presented by: (1) Honorable Rick W. Allen, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Leslie Boggs, President, National Parent Teacher Association; (2) Mr. Michael Hinojosa, Superintendent, Dallas Independent School District; (3) Dr. Sean O'Leary, Vice Chair, Committee on Infectious Diseases, American Academy of Pediatrics; and (4) Ms. Penny Schwinn, Commissioner of Education, Tennessee Department of Education. Additional submissions were presented by: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut: Article--DeVos's Claim That Children Are Stoppers of COVID-19; (2) Honorable Virginia Foxx, a Representative in Congress from the State of North Carolina: Article--Considerations for Schools Operating Schools; Article--Preparing K-12 School Administrators for a Safe Return to School in Fall 2020; and COVID-19 Planning Considerations Guidance for School Re-entry; (3) Chairman Sablan: Remote Learning Synopsis; A Plan to Safely Reopen America's Schools and Communities; All Hands on Deck: Guidance Regarding Reopening School Buildings; AASA COVID-19 Recovery Task Force Guidelines for Reopening Schools: An Opportunity to Transform Public Education; and COVID-19 Planning Considerations Guidance for School Re-entry; and (4) Honorable Lauren Underwood, a Representative in Congress from the State of Illinois: Statement from the National Association of School Nurses (NASN). Questions for the record were submitted by: (1) Honorable Tim Walberg, a Representative in Congress from the State of Michigan; and (2) Ms. Schwinn, responses to questions submitted for the record.
Mastery-Based Learning in Washington State. 2021 Report
Author: Muller, Alissa
Date: 2021-12-10
Type: Reports - Descriptive
Subjects: Mastery Learning,High School Graduates,Profiles,Public Education,Elementary Secondary Education,Educational Change,State Programs,Competency Based Education,State Legislation,Educational Legislation

As directed by SSB 5249 (Chapter 144, Laws of 2021), the Mastery-based Learning (MBL) Work Group has developed a Washington State Profile of a Graduate describing the cross disciplinary skills a student should have developed by the time they graduate high school. Washington State's Profile of a Graduate represents a shift in the focus of their system. The Profile of a Graduate will be the bridge between the two routes to a diploma (credit-based and mastery-based). It would convey that every student is working toward meeting the same standards. The Profile will set the vision for expectations of students, whether they attend a traditional program, or mastery-based school, or both during their educational journey. Beyond the recommendations already laid out previously in the MBL Work Group's 2020 Report, this report discusses recommendations for implementation of the Profile of a Graduate (in section 3) and additional recommendations (in section 4) for supporting implementation of mastery-based learning. [For the 2020 report, see ED610100.]
Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students&apos; Outcomes. Evaluation Report. NCEE 2022-008r
Author: Condliffe, Barbara
Date: 2022-07-00
Type: Reports - Research
Subjects: Behavior Problems,Student Behavior,Positive Behavior Supports,Training,Technical Assistance,Elementary School Students,Elementary Schools,Program Effectiveness,Evidence Based Practice,Student Needs,Educational Environment,Classroom Techniques,School Policy,Educational Practices,Behavior Modification,Reading Achievement,Mathematics Achievement,Gender Differences,Age Differences,Students with Disabilities,English Language Learners

To prevent and address students' problem behaviors and support their learning, the Department of Education and many states have promoted the use of multi-tiered systems of support for behavior (MTSS-B). This study evaluated one promising, intensive program of MTSS-B training and technical assistance. The MTSS-B approach seeks to change the school learning environment by consistently teaching and reinforcing good behavior for all students and identifying and providing supplemental support to students who need it. About 90 elementary schools were randomly assigned either to participate in the program or to continue with their usual strategies for supporting student behavior. The study compared student and teacher experiences in the two sets of schools to measure the effectiveness of the program. [For the appendix, see ED620902. For the Study Highlights, see ED620901.]
Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students&apos; Outcomes. Study Highlights. NCEE 2022-008h
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Behavior Problems,Student Behavior,Positive Behavior Supports,Training,Technical Assistance,Elementary School Students,Elementary Schools,Program Effectiveness,Student Needs,Educational Environment,Classroom Techniques,Behavior Modification,Reading Achievement,Mathematics Achievement

Students' early problem behaviors in school can be disruptive and even hinder their learning and long-term success. To prevent and address these problem behaviors, schools across the country report adopting multi-tiered systems of support for behavior (MTSS-B). This one-page document highlights findings from &quot;Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students' Outcomes,&quot; which evaluated a promising, intensive program of MTSS-B training and technical assistance. [For the full report, see ED620900. For the appendix, see ED620902.]