ethanporcaro/eric-fulltext-meta huggingface dataset:
Proposition 16 and a Brighter Future for All Californians: A Synthesis of Research on Affirmative Action, Enrollment, Educational Attainment and Careers at the University of California
Author: Kidder, William C.
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: State Legislation,State Policy,Educational Policy,College Students,Student Diversity,Minority Group Students,Disproportionate Representation,Enrollment,Graduation Rate,Income,Educational Benefits,Educational Attainment,Affirmative Action,Success,Racial Relations,Medical Students

This policy brief synthesizes research on enrollment, graduation and career success for traditionally underrepresented students, the benefits of diverse learning environments including campus racial climate, and the need to increase diversity in UC professional and graduate schools to better serve the health and wellbeing of all Californians. This educational policy brief is short but research-dense, and synthesizes findings from over a hundred studies. It focuses on five themes related to the importance of race-conscious tools and Prop 16: (1) positioning California's future economic competitiveness; (2) UC freshmen enrollment access; (3) undergraduate graduation rates and career success/earnings (contra claims of &quot;mismatch&quot;); (4) educational benefits of diversity versus the harms of Prop 209/racial isolation regarding campus racial climate; and (5) Prop 209's negative impact on UC medical school enrollment, and physician diversity as well as 209's contribution to worsening health disparities for vulnerable communities of color in CA, with a brief discussion of other UC professional/graduate school harms. The brief is primarily focused on African American and Latinx impacts, but also documents where Prop 16 could add to the toolkit to address access needs within acutely disadvantaged Asian American and Pacific Islander communities: intervention needed to support UC's Hmong graduation rates; CA needs more doctors who speak Tagalog and Vietnamese, etc. There are also two original data charts: one on the latest graduation rates with/without affirmative action and the other on long-term pre/post-209 UC African American M.D. degree impacts.
How Is School Enrollment in Washington State Shifting during COVID-19?
Author: Tuchman, Sivan
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Enrollment Trends,Public Schools,Elementary Secondary Education,Institutional Characteristics,Charter Schools,School Districts,Students with Disabilities,English Language Learners,Instructional Program Divisions,Federal Aid,At Risk Students

As in other states, disruptions in schooling amid the pandemic have impacted public school enrollment in Washington State. This brief examines shifts in public school enrollment in Washington since the pandemic began last spring, using data reported by OSPI in October 2020, and statewide headcount data from the Office of Superintendent of Public Instruction. We found: (1) Statewide enrollment dropped 3 percent in 2020 compared to enrollment before the pandemic; (2) Elementary grades experienced the greatest enrollment declines; (3) Charter school enrollment jumped 35 percent in fall 2020, while districts saw losses; (4) Enrollment of students with disabilities in charters grew more than 14 percent; and (5) English language learner enrollment fell over 5 percent in districts, but charter schools saw an almost 50 percent increase.
Community Conditions That Strengthen Families: Protective Factors Work at the Community Level
Author: Center for the Study of Social Policy
Date: 2020-12-00
Type: Reports - Research
Subjects: Family Programs,Community Programs,Social Justice,Needs Assessment,Prevention,Child Abuse,Child Neglect,Racial Bias,Community Characteristics,Community Involvement,Community Responsibility,Program Implementation

The Strengthening Families Protective Factors Framework, developed by the Center for the Study of Social Policy (CSSP), has had a significant influence on how child- and family-serving programs operate and support healthy development and wellbeing. Many organizational partners and members of the Strengthening Families National Network are interested in looking beyond programs and services to apply a Protective Factors approach to transform communities, address root causes of adversity, and advance equity and social justice. Some states and localities have focused on broad, community-wide adoption of Strengthening Families, and are looking for more guidance on how best to implement that approach. In order to explore this interest, CSSP partnered with several organizations to develop, administer, and analyze the results of a survey designed to capture the various ways organizations approach community-level work as well as their viewpoints on community conditions that support children and families. This report summarizes survey findings from organizational partners and members of the Strengthening Families National Network interested in using the Protective Factors Framework in their community-level approach and their viewpoints on community conditions that support child and family outcomes. [This work was carried out by an informal Steering Committee of partners, including the Center for the Prevention of Abuse and Neglect (University of Oregon), 90by30, Safe &amp; Sound, Colorado's Office of Early Childhood, and the Center for Public Partnerships &amp; Research at the University of Kansas. For the executive summary, see ED610652.]
Community Conditions That Strengthen Families: Protective Factors Work at the Community Level. Executive Summary
Author: Center for the Study of Social Policy
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Family Programs,Community Programs,Social Justice,Needs Assessment,Prevention,Child Abuse,Child Neglect,Racial Bias,Community Characteristics,Community Involvement,Community Responsibility,Program Implementation

This executive summary describes the study, &quot;Community Conditions That Strengthen Families: Protective Factors Work at the Community Level.&quot; The Strengthening Families Protective Factors Framework, developed by the Center for the Study of Social Policy (CSSP), has had a significant influence on how child- and family-serving programs operate and support healthy development and wellbeing. Many organizational partners and members of the Strengthening Families National Network are interested in looking beyond programs and services to apply a Protective Factors approach to transform communities, address root causes of adversity, and advance equity and social justice. Some states and localities have focused on broad, community-wide adoption of Strengthening Families, and are looking for more guidance on how best to implement that approach. In order to explore this interest, CSSP partnered with several organizations to develop, administer, and analyze the results of a survey designed to capture the various ways organizations approach community-level work as well as their viewpoints on community conditions that support children and families. Findings from the survey are highlighted herein. [This work was carried out by an informal Steering Committee of partners, including the Center for the Prevention of Abuse and Neglect (University of Oregon), 90by30, Safe &amp; Sound, Colorado's Office of Early Childhood, and the Center for Public Partnerships &amp; Research at the University of Kansas, and others. For the full report, see ED610651.]
Colorado&apos;s Early Care and Education Professionals 2019 Snapshot Report. Report No. 19-02A
Author: LeBoeuf, Whitney
Date: 2020-06-00
Type: Reports - Research
Subjects: Early Childhood Teachers,Child Care,Infants,Toddlers,Teacher Background,Educational Attainment,Faculty Mobility,Rural Areas,Teaching Conditions,COVID-19,Pandemics,Data Use,Labor Force Development

A qualified and dedicated early care and education (ECE) professional workforce is essential for the well-being of our youngest children. Despite the importance of ECE professionals, the field continues to experience challenges recruiting and retaining individuals in the workforce, often due to high expectations for early care with inadequate compensation. The rise in attention to early childhood programs and policies in Colorado has demanded information on the ECE population including its size, educational and professional characteristics, and stability and turnover to guide public investments. This study was designed to meet this escalating need for actionable information among decisionmakers. Using the capacity of the Linked Information Network of Colorado (LINC), this study pulled together disparate data assets in the Colorado Department of Human Services (CDHS), Office of Early Childhood and created the first comprehensive dataset on ECE professionals in Colorado. These data were used to create a web-based interactive data dashboard as well as this snapshot report. This report does not reflect the priorities of CDHS for allocating funding or other resources. Any CDHS requests for funding or statutory changes will be developed in collaboration with the governor's office and communicated to the legislature through the regular budget and legislative processes.
Project N.E.W. - N.O.R.M.A.L.: Navigating Electronic World to Numerous Online Resources of Modality Approaches in Learning
Author: Jimenez, Edward C.
Date: 2021-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Teacher Student Relationship,Educational Change,Program Descriptions,Teaching Methods,Learning Processes,Independent Study,Social Networks,Computer Assisted Instruction,School Surveys,Parent Attitudes,Preferences,Public Agencies,Educational Administration,Foreign Countries,Institutional Characteristics,Educational Resources,Reports,Kindergarten,Elementary Secondary Education,Student Attitudes,Blended Learning,Comparative Analysis,Technology Integration,Distance Education,Access to Computers,Internet,Educational Finance,Mental Health,Emotional Intelligence,Principals

The advent of the current COVID-19 pandemic almost halted the education process between teachers and students. Nonetheless, the government strived and overcame all the challenges posited by the pandemic and forged forward to continue the learning experience of students. This paper introduces the proposal entitled Project NEW-NORMAL which will provide substantial support in the learning modalities of students and cater the basic needs of teachers and students for the teaching and learning process. Different learning modalities provided various avenues to the learners to the most convenient and available modes of learning to which they preferred to select and experience. Printed learning modality was one the options where provision of self-learning modules is necessary that could stand without the help of the teachers. Likewise, digitized learning modality offered the utilization of technological platform through social networking sites, media, fora, etc. to download the materials provided by the teachers and the Department. The increased of technological and adversity quotients created a strong hold to face the current situation brought by the pandemic.
What Does It Take to Educate Students with Mild to Moderate Disabilities in General Education Settings? Lessons from Washington&apos;s Public Charter Schools
Author: Heyward, Georgia
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Inclusion,Mild Disabilities,Students with Disabilities,Regular and Special Education Relationship,Charter Schools,Barriers,Educational Policy,Administrator Role,Public Schools,Elementary Schools,Student Needs,Mentors,Social Emotional Learning,Parent Participation,High Schools,Middle Schools,Teacher Competencies,General Education,Special Education Teachers,Team Teaching,Educational Quality,Agency Cooperation,Educational Finance,Capacity Building

To identify promising strategies for full inclusion, the Center on Reinventing Public Education (CRPE) and the National Center on Special Education in Charter Schools conducted in-depth case studies of five Washington State charter schools as part of a national study of special education in charter schools. These studies were conducted during the 2018-19 school year, but researchers also conducted follow-up interviews in the summer of 2020 to understand how the schools were responding to the pandemic. Through interviews, the researchers identified strategies that were core to student learning prior to COVID-19 and that remained constant even as schools moved to remote instruction last spring. The case studies also point to challenges that school leaders and policymakers can learn from, including teacher capacity, school scheduling, and funding. This report offers recommendations for Washington State school leaders and policymakers to find a path forward for better educating Washington's students with disabilities.
Automated Disengagement Tracking within an Intelligent Tutoring System
Author: Chen, Su
Date: 2021-01-00
Type: Journal Articles
Subjects: Intelligent Tutoring Systems,Artificial Intelligence,Attention,Adult Literacy,Adult Students,Reading Comprehension,Natural Language Processing,Vocabulary Development,Sentences,Technological Literacy,Skill Development,Learner Engagement,Accuracy,Reading Tests,Scores,Achievement Tests

This paper describes a new automated disengagement tracking system (DTS) that detects learners' maladaptive behaviors, e.g. mind-wandering and impetuous responding, in an intelligent tutoring system (ITS), called AutoTutor. AutoTutor is a conversation-based intelligent tutoring system designed to help adult literacy learners improve their reading comprehension skills. Learners interact with two computer agents in natural language in 30 lessons focusing on word knowledge, sentence processing, text comprehension, and digital literacy. Each lesson has one to three dozen questions to assess and enhance learning. DTS automatically retrieves and aggregates a learner's response accuracies and time on the first three to five questions in a lesson, as a baseline performance for the lesson when they are presumably engaged, and then detects disengagement by observing if the learner's following performance significantly deviates from the baseline. DTS is computed with an unsupervised learning method and thus does not rely on any self-reports of disengagement. We analyzed the response time and accuracy of 252 adult literacy learners who completed lessons in AutoTutor. Our results show that items that the detector identified as the learner being disengaged had a performance accuracy of 18.5%, in contrast to 71.8% for engaged items. Moreover, the three post-test reading comprehension scores from Woodcock Johnson III, RISE, and RAPID had a significant association with the accuracy of engaged items, but not disengaged items.
Successful Decision-Making during Uncertainty: Four Pathways for School System Leaders
Author: Arnett, Thomas
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Decision Making,COVID-19,Pandemics,Economic Climate,Crisis Management,Curriculum Research,Educational Change,Curriculum Development,Educational Innovation,Compliance (Psychology),Adoption (Ideas),Delivery Systems,Leadership Role,Stakeholders,Elementary Secondary Education

These are unprecedented times for K-12 schools. With a global pandemic, an economic recession, calls for racial justice, natural disasters, divisive politics, and the already demanding work of educating students on their plates, school system leaders face a set of crises unlike anything most have ever experienced. To help leaders through these challenging times, this brief offers four research-based pathways for navigating the tough decisions before them. Understanding these decision pathways, and the tradeoffs each entails, can help leaders steer through their present storms with a greater likelihood of success. This report outlines the research behind these pathways and the insights they have to offer leaders for this moment.
Implementation Support Practitioner Profile: Guiding Principles and Core Competencies for Implementation Practice, Version 4.0
Author: Metz, Allison
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Program Implementation,Health Services,Human Services,Capacity Building,Evidence Based Practice,Improvement,Sustainability,Stakeholders,Empathy,Cooperation,Power Structure,Needs Assessment,Context Effect,Change,Feedback (Response),Intervention,Leadership Training,Participative Decision Making,Professional Personnel,Data Use

This profile outlines the guiding principles and core competencies needed to build the capacity of practitioners and communities to effectively implement evidence in health and human services. Implementation support practitioners (ISP) are professionals who support organizations, leaders, and staff in their implementation of evidence-informed practices and policies. They identify, contextualize, and improve the use of evidenced-informed implementation strategies in a range of settings. They also build implementation capacity among teams, organizations, and systems. They can be referred to as coaches, improvement advisors, technical assistance providers, facilitators, consultants, mentors, and implementation specialists. Implementation support practitioners often reside outside of the service systems they work in, but may also reside within a service system when those systems have work units specifically designed to support implementation and scaling efforts. This ISP Profile presents &quot;principles&quot; that guide the work of ISPs and &quot;core competencies&quot; that they require to provide effective implementation support. Both were identified through an initial literature review, a document review, vetting with individuals providing implementation support, an integrative systematic review, and a content validation survey with international intermediary organizations. [This profile was prepared with the Centre for Effective Services and the European Implementation Collaborative. For &quot;Implementation Support Practitioner Profile: Guiding Principles and Core Competencies for Implementation Practice, Version 3.0,&quot; see ED607181.]
From Response to Reopening: State Efforts to Elevate Social and Emotional Learning during the Pandemic
Author: Yoder, Nick
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: State Policy,Social Emotional Learning,Pandemics,COVID-19,School Closing,Mental Health,Faculty Development,Educational Change,Educational Policy,Well Being,Educational Practices,Data Use,Federal Aid,Federal Legislation,Educational Finance

Schools have drastically changed the way that staff, students, families, and communities engage with one another due to the COVID-19 pandemic. As schools begin planning education for fall, states are in the process of developing guidance and support for districts and schools to navigate students' and adults' academic, social, emotional, and physical health, particularly for those most vulnerable and disenfranchised from the system. While the plans vary in approach and decision points, one thing is clear: student and adult social and emotional well-being and relationships are central to each decision point. This brief focuses on those social and emotional learning (SEL)-related policy actions, providing concrete recommendations based on state examples about ways to support student and adult social and emotional competencies, which are needed now more than ever as we navigate a global pandemic and social unrest.
Lifelong Learning Tendencies of Vocational School Students
Author: Yagan, Saadet Aylin
Date: 2020-11-00
Type: Journal Articles
Subjects: Lifelong Learning,Vocational Education,Vocational Schools,Foreign Countries,Learning Motivation,Academic Persistence,Self Control,Personality Traits,Gender Differences,Majors (Students),Family Income,Parent Background,Occupational Aspiration

In this study, which investigated lifelong learning tendencies of vocational school students, quantitative research method was adopted. The research designs are comparative research and descriptive research. Data were collected from 627 students from 13 vocational schools in Tokat. Data collection tool is Lifelong Learning Tendency Scale consisting of 27 items and four dimensions. Dimensions of the scale are motivation, persistence, self-regulation and curiosity. The findings show that vocational school students have a lifelong learning tendency above the intermediate level. Among the dimensions, motivation has the highest mean while curiosity has the lowest mean. Gender is a variable that differentiates the lifelong learning total scale mean. Female students have higher lifelong learning tendencies than males. In addition, a significant difference was found in favor of female students in terms of self-regulation and curiosity. Class level is a variable that makes a significant difference for self-regulation dimension. First year students tend to be more self-regulated than second years. The major, differentiates lifelong learning motivation tendencies. The students who study in the technical sciences have the highest motivation mean, while the students study in the health sciences have the lowest. Family income, mother education level and father education level did not make a significant difference in terms of lifelong learning total scale and its dimensions. Students' plans after graduation is a significant variable for the curiosity dimension. The students who want to pursue their education have significantly higher curiosity mean than the students who want to work.
California&apos;s Division of Juvenile Justice Fails to Protect Youth amid COVID-19. Fact Sheet
Author: Washburn, Maureen
Date: 2020-11-00
Type: Reports - Research
Subjects: State Agencies,Juvenile Justice,Correctional Institutions,Institutionalized Persons,Risk,COVID-19,Pandemics,Disease Control,Incidence,Prevention,Well Being,Barriers,Correctional Rehabilitation,Health,Safety

As COVID-19 cases surge worldwide, young people in California's state-run youth correctional system, the Division of Juvenile Justice (DJJ), remain at high risk of contracting the deadly virus. During a first-wave outbreak in June and July of 2020, DJJ was unable to control COVID-19's rapid spread, resulting in the infection of one in twelve youth (CDCR, 2020). By the end of the summer, DJJ had one of the highest coronavirus case counts in the nation, with its Ventura Youth Correctional Facility (&quot;Ventura&quot;) ranking sixth among over one thousand youth facilities (Rovner, 2020). This fact sheet reports on DJJ's handling of a COVID-19 outbreak that took place during the summer of 2020. That crisis, like many health and safety emergencies before it, was cloaked in secrecy. DJJ is one of the only correctional agencies in the state of California that does not provide data on COVID-19 cases by facility and has not revealed its testing numbers. In the absence of official information, they rely on alternative sources to construct a picture, however incomplete, of DJJ's COVID-19 response. This effort was informed by: (1) official data, some of which was obtained through a California Public Records Act request; (2) conversations with state leaders and DJJ administrators; and (3) personal accounts collected from family members of DJJ youth, community advocates, attorneys, and current DJJ staff.