ethanporcaro/eric-fulltext-meta huggingface dataset:
Education in Prison: A Literature Review
Author: Behan, Cormac
Date: 2021-00-00
Type: Information Analyses
Subjects: Correctional Education,Correctional Institutions,Institutionalized Persons,Barriers,Curriculum,Access to Education,Technological Literacy,Educational Practices,Educational History,Disadvantaged,Higher Education,Citizen Participation,Social Integration,Educational Policy,Educational Finance,Educational Technology,Foreign Countries,Civil Rights,International Cooperation,Adult Education,Public Policy,At Risk Persons,Minority Groups,Informal Education,Lifelong Learning,Immigrants,Second Language Instruction,Politics of Education,Special Libraries

This publication focuses on some of the unique characteristics and challenges concerning the provision of education in prison, including: the emergence of an informal curriculum; language tuition in prison; access to higher education; the availability of library facilities; digital literacy; civic engagement and social (re)integration; and prison programmes for education. It also analyses commitments made through international and regional declarations and agreements. Furthermore, it examines penal policies, strategies and pedagogical approaches established in jurisdictions around the world. Finally, this review provides sets of recommendations to local administrations and national government on education in prison.
Using PISA 2018 to Inform Policy: Learning from the Republic of Ireland
Author: Hepworth, Neal
Date: 2021-05-00
Type: Reports - Research
Subjects: Foreign Countries,International Assessment,Achievement Tests,Secondary School Students,Scores,Reading Tests,Reading Achievement,Educational Policy,Comparative Analysis,Policy Analysis,Equal Education,Educational Opportunities,Intervention,Institutional Autonomy,Educational Change,Teacher Education Programs,Faculty Development,Teaching Methods,Family School Relationship,Outreach Programs,Cultural Influences,Comparative Education,Educational History

The Republic of Ireland has a history of high reading scores in the Programme for International Student Assessment (PISA). Analysis from PISA 2018 shows that although the country has many cultural similarities to the four UK nations (England, Wales, Scotland and Northern Ireland), 15-year-old pupils in the Republic of Ireland achieved significantly higher scores for reading literacy than their counterparts in the UK. The National Foundation for Educational Research (NFER) interviewed policy makers and education experts in the Republic of Ireland to develop an in-depth understanding of its policies, its history, and to understand more about its perceptions on what impacts most on its higher performance in PISA reading. Comparing PISA results and policy history across the country and the four UK nations, the report draws out findings which provide potential lessons that could be applied more widely in the UK. The report highlights two major, long-term policy initiatives, Delivering Equality of Opportunity in Schools (DEIS, 2005) and the National Strategy (2011), that policy experts identified as instrumental in driving reading improvement in the Republic of Ireland and contributing to the strong levels of basic literacy over many years. Policy experts believed the key reasons for the success of these policies include: (1) stable, integrated, policymaking and meaningful collaboration with key stakeholders as part of ongoing policy development; (2) more autonomy for schools to select from a range of interventions most appropriate to their own school context; (3) reforms to teacher training and continued professional development (CPD) with an extra year of training and a focus on pedagogy; (4) active engagement with families and the local community and provision of a range of linked outreach services that promote a strong culture that values reading and education more widely and a shared understanding of how to support learners; and (5) a long history of sustained policy that tackles educational disadvantage. [This report complements two previous reports using PISA 2018 additional analyses. For &quot;PISA 2018 Additional Analyses: What Differentiates Disadvantaged Pupils Who Do Well in PISA from Those Who Do Not?,&quot; see ED612752. For &quot;PISA 2018 Additional Analyses: What Does PISA Tell Us about the Wellbeing of 15-Year-Olds? Report,&quot; see ED612544.]
Diversifying Minnesota&apos;s Educator Workforce: A Series of Research Briefs
Author: Carter, Victor Coy, Jr.
Date: 2021-04-00
Type: Reports - Research
Subjects: Diversity (Faculty),Minority Group Teachers,Culturally Relevant Education,Instructional Leadership,Work Environment,Teacher Recruitment,Teacher Persistence,Evidence Based Practice,Elementary Secondary Education,Public Education,Teacher Characteristics,Role Models,Teacher Qualifications,Teacher Retirement,Teacher Supply and Demand,Disproportionate Representation,Racial Bias,Inclusion,Leadership Responsibility,Parent Participation,Indigenous Knowledge

Leaders across the state of Minnesota and nation proclaim to want to diversify the educator workforce. However, the reality nationwide is that less than 20% of teachers who teach a student population that is at least 51% students of color are teachers of color (Ingersoll et al., 2018). What follows are a number of research briefs organized around a theory of action for diversifying the educator workforce. Each of the components of this theory of action is supported by a brief that overviews the literature and evidenced based practices. These briefs are intended to help leaders at the local, state, and national levels not only confirm the necessity, the 'Why', of diversifying the educator workforce, but also to begin to gain a better understanding of the 'How'.
Selected Knowledge Base on Remote Learning Support for Students with Disabilities
Author: Cors, Rebecca
Date: 2021-00-00
Type: Information Analyses
Subjects: Distance Education,Students with Disabilities,Research Reports,Databases,Readability,Teaching Methods,Academic Support Services,Educational Resources,Technical Assistance,Barriers,Citations (References),Kindergarten,Elementary Secondary Education

This document summarizes a review of research, evaluation, resources, and stakeholder knowledge related to the topic of &quot;Remote Learning Support for Students with Disabilities.&quot; Databases used for conducting this review included: Google Scholar, EBSCO general Academic Search, EBSCO ERIC, and 'Disability in the Modern World.' Literature from peer-reviewed, scholarly journals were reviewed (noted with an asterisk), along with conference papers, reports, and resources from education research centers and institutions. The search was limited to studies and sources published from 2000-2020. Sources were also vetted for readability. Search terms used include but are not limited to: &quot;Remote Learning Support for Students with Disabilities&quot; or &quot;Remote learning support.&quot; The search for resources about &quot;Remote Learning Support for Students with Disabilities&quot; turned up many research papers and also a handful of resources from research and education centers. The knowledge database describes these resources in two tables, one for research papers and one for technical assistance and education centers. Overall, findings indicate that challenges involved with remote learning for students with disabilities are not new and that over the last five years, many resources have been developed. A handful of themes, listed in this review, emerged from the knowledge base.
How America Pays for College, 2021: Sallie Mae&apos;s National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2021-00-00
Type: Reports - Research
Subjects: Paying for College,Parents,Undergraduate Students,Student Financial Aid,COVID-19,Pandemics,Costs,Scholarships,Electronic Learning,Loan Repayment,Financial Aid Applicants,Family Income,Grants,School Choice

For the past 14 years, Sallie Mae's &quot;How America Pays for College&quot; report has surveyed college students and parents of undergraduate students about their attitudes toward higher education and how they are paying for it. The research examines families' attitudes toward the value of a college education, as well as their key considerations about what school to attend and how to pay for that education. &quot;How America Pays for College&quot; considers the range of financial resources families draw on--from federal financial aid programs to extended family support, and from college savings plans to credit cards--and evaluates trends in attitudes and payment resources over time. The annual study reflects the results of online interviews Ipsos conducted, in English, with: (1) 985 parents of children ages 18-24 enrolled as undergraduate students; and (2) 1,000 undergraduate students ages 18-24. The research was conducted between April 8 and May 4, 2021. Dollar and proportional amounts in this report are averages that reflect composite representations intended to illustrate how the &quot;typical&quot; family pays for college. The composite is a computed formula that spreads individual responses across all survey respondents. [For the 2020 report, see ED608915.]
A Summary of Texas Teacher Attrition. Policy Brief
Author: Reyes, Pedro
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,National Surveys,Faculty Mobility,Teacher Persistence,Teacher Certification,Teaching Experience,Public School Teachers,Teacher Distribution,Rural Schools,Charter Schools,School Districts,Ethnicity,Racial Differences,Minority Group Students,Minority Group Teachers,Economically Disadvantaged,Predictor Variables

Teachers are crucial to student achievement. It therefore becomes important to assure that teachers who can foster student achievement are present in all schools, and that they remain in the teaching field. The most effective teachers are not evenly distributed across schools. Schools with poor, high-minority, and low-achieving students are more likely to have teachers with less experience, lower certification scores, and a weaker history of success in the classroom (Clotfelter, Ladd, &amp; Vigdor, 2007; Goldhaber et al., 2014). In addition, higher quality teachers tend to leave these types of campuses (Boyd et al., 2005; Lankford, Loeb &amp; Wyckoff, 2002). The primary data source used for the analyses in this brief is the database maintained by the Texas Education Research Center (Texas ERC) at the University of Texas at Austin. This data contain statewide, longitudinal, student-level data comprised of P-12 data provided by the Texas Education Agency (TEA) and higher education data provided by the Texas Higher Education Coordinating Board (THECB). The analytic models presented include all employees identified as teaching (role code of 87) in the Texas public schools. Additionally, this study adds supplementary analyses using datasets maintained by National Center for Education Statistics (NCES). For this study the data sets that are analyzed include the Schools and Staffing Survey (SASS) and the Teacher Follow-up Survey (TFS). Using logistic regression, the following question is addressed: What individual, teacher preparation, school-level, and district-level factors influence three-year teacher retention, both school-specific retention and retention in the teaching profession overall?
Academic Achievement Outcomes of Latino English-Language Learners in Texas: A Longitudinal Analysis. Policy Brief
Author: Ren, Han
Date: 2016-04-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Outcomes of Education,English Language Learners,Second Language Learning,English (Second Language),Longitudinal Studies,Elementary School Students,Secondary School Students,Bilingual Education,Individual Differences,Grade 3,Grade 7,Grade 9,Language Proficiency,Hispanic American Students

Texas has one of the highest populations of English Language Learners (ELLs) in the country, with a complex system for ELL identification, program placement, and high-stakes assessment. Spanish-speaking Latino ELLs represent a large proportion of this population in the state of Texas. The long-term academic achievement of ELLs identified in elementary grades and educated in different program placements is not well known. Prior research presents support for Bilingual Education models as most promising for future student achievement. Using strict sampling criteria and analysis of variance (ANOVA) procedures, this study compared student achievement during secondary years, as measured by high-stakes assessments, of demographically similar Latino former-ELLs, long-term ELLs, and non-ELLs who received a variety of language service programming during elementary school. Former-ELLs are students reclassified as English proficiency by the start of secondary education, while long- term ELLs are not reclassified until after 5th grade or not at all. Data was examined from a cohort of 18,188 students enrolled in all 10 major urban school districts in Texas from 3rd to 9th grades, between 2003-2004 and 2009-2010 school years. Math and reading high-stakes test (TAKS) scores during students' 7th and 9th grade years were used as outcome variables, while controlling for students' baseline English proficiency level.
The Reported Effects of the Pandemic on Pupils in Special Schools and Colleges and What They Need Now
Author: Skipp, Amy
Date: 2021-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Special Needs Students,Special Education,Special Schools,Educational Needs,College Students,Principals,Administrator Attitudes,Foreign Countries,Achievement Gains,Individualized Education Programs,Well Being,Family (Sociological Unit),School Personnel

Following on from a previous study of what happened to provision in special settings during lockdowns, this study reports what effects Headteachers felt the pandemic has had on pupils with Education, Health and Care Plans (EHCPs). It involved a representative survey of Headteachers in special schools and colleges in England, followed by depth interviews with a sample of Headteachers and parents of pupils in these settings. Findings show that: (1) Pupils in special settings experienced greater learning losses than pupils in mainstream settings due to the pandemic; (2) Pupils with EHCPs have experienced further developmental losses; (3) Legally required Health and Care input has been severely disrupted; (4) The wellbeing of families and staff has been negatively impacted; and (5) Proposed recovery support does not meet the needs of pupils with SEND. [This report was co-published with ASK Research (United Kingdom).]
Removing Barriers and Expanding Opportunity: NASFAA Higher Education Act Reauthorization Priorities
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Higher Education,Federal Legislation,Educational Legislation,Student Financial Aid,Paying for College,Educational Change,Student Needs,Educational Policy,Policy Analysis,Educational Opportunities,Access to Education,College Applicants,Barriers,Grants,Federal Aid,Pandemics,COVID-19,Loan Repayment,Delivery Systems,Debt (Financial)

The last comprehensive reauthorization of the Higher Education Act (HEA) occurred in 2008, and the law has been overdue for another reauthorization for nearly a decade. The National Association of Student Financial Aid Administrators (NASFAA) has worked on reauthorization for nearly a decade. In this report, NASFAA updates its recommendations to modernize the HEA to meet the needs of today's students and institutions. These refreshed recommendations reflect the ever-changing postsecondary landscape. This document provides an overview of NASFAA's top HEA policy priorities including: (1) Strengthening Need-Based Aid; (2) Improve and Simplify the Federal Financial Aid Application Process &amp; Enhance Student Aid Delivery; (3) Promoting Opportunity Through Education; (4) Curbing Excessive Student Indebtedness; (5) Reforming Student Loan Repayment; and (6) Improving Information for Students and Families.
Charter Schools and Human Capital Outcomes. Policy Brief
Author: Dobbie, Will
Date: 2017-06-00
Type: Reports - Research
Subjects: Charter Schools,Human Capital,Educational Policy,Labor Market,Scores,Income,Enrollment,College Attendance,High School Graduates,Predictor Variables,State Legislation,Educational Legislation,High Stakes Tests,Accountability,Outcomes of Education

The impact of charter schools on early-life labor market outcomes using administrative data from Texas is estimated. It was found that, at the mean, charter schools have no impact on test scores and a negative impact on earnings. No Excuses charter schools increase test scores and four-year college enrollment, but have a small and statistically insignificant impact on earnings, while other types of charter schools decrease test scores, four-year college enrollment, and earnings. Moving to school-level estimates, it is found that charter schools that decrease test scores also tend to decrease earnings, while charter schools that increase test scores have no discernible impact on earnings. In contrast, high school graduation effects are predictive of earnings effects throughout the distribution of school quality. Texas enacted legislation allowing for the establishment of charter schools in 1995. The Texas charter sector has subsequently grown into one of the largest in the nation. Today, there are more than 600 charter schools in Texas educating approximately 3.5 percent of public school students. In this study, the authors estimate the impact of charter schools on early-life labor market outcomes using administrative data from the state of Texas. The combination of high-stakes accountability and large and varied charter school sector makes Texas an archetypal laboratory to measure the effect of charter schools on labor market outcomes.
College Costs and Educational Choices of Undocumented Immigrants in Texas. Policy Brief
Author: Kaur, Randeep
Date: 2017-11-00
Type: Reports - Research
Subjects: Paying for College,Student Costs,Costs,Undocumented Immigrants,College Students,Tuition,In State Students,Probability,Graduation,Academic Degrees,Majors (Students),State Policy,Community Colleges,Gender Differences

Undocumented immigrants constitute about 3.5% of the current US population and Texas ranks second, after California, in the number of unauthorized immigrant population. Annually, about 65,000 undocumented children graduate from American high schools. Using the variation provided by the in-state resident tuition policy of Texas, the author estimates the effect of changes in college costs resulting from the in-state resident tuition reforms on educational decisions of undocumented immigrants in Texas. Specifically, the author employs a difference-in-differences technique to estimate the impact of in-state tuition on probability of graduation, type of degree and choice of major for undocumented immigrants. Comparing undocumented Hispanics to the U.S. born Hispanics, the author finds that the reduced college costs significantly increased the graduation rate for undocumented immigrants enrolled in community colleges, but had no significant impact on students in four-year universities. The policy increased the probability of graduating with an academic degree or an advanced certification from community colleges. The author also finds that policy had a larger impact for males than females. The effect of the policy on timely graduation and choice of major (academic or technical) is unclear and is sensitive to the choice of specification. The evidence presented in this paper suggests that the in-state resident tuition policy reduced the gap in opportunities for higher education, but its impact was primarily concentrated among students enrolled in community colleges.
Community College Transfer Students in Texas: Examining Student Choices, Transfer Policies, and Outcomes. Policy Brief
Author: Schudde, Lauren
Date: 2021-08-00
Type: Reports - Research
Subjects: Two Year College Students,Community Colleges,College Transfer Students,Transfer Policy,Outcomes of Education,College Choice,Core Curriculum,Academic Persistence

Forty percent of all Texas public college students start at a community college and 75 percent earn at least some community college credits. Yet there is very little evidence about how students make transfer decisions and whether the policies meant to avoid credit loss, like the core curriculum, actually improve transfer success and degree attainment. In this study, the authors examine how community college students select which institutions to transfer to and whether state transfer policies, like the core curriculum, impact student outcomes. Using Education Research Center (ERC) data on community college entrants, the authors examine track student transfer and progress. First, they examine proximal outcomes in the transfer process--investigating how students select their destination university. Second, they examine the relationship between credits accumulated under the core curriculum--a set of courses that, as mandated in state policy, are universally accepted at public colleges statewide, totaling up to 42 credits--and degree attainment among students who transferred from community colleges to public universities. By examining both student transfer behavior and the impact of policies meant to illuminate transfer pathways, this project stands to inform ongoing debates about how to best improve transfer policies in the state.
Beyond City Limits: Does Attending a Rural Public High School in Texas Predict College Matriculation, Flagship Attendance, and Graduation Outcomes? Policy Brief
Author: Bernell, Kaitlin R.
Date: 2021-05-00
Type: Reports - Research
Subjects: Rural Schools,Public Schools,High Schools,Educational Attainment,College Attendance,Outcomes of Education,Prediction,Rural Urban Differences,Public Colleges

Rural students in the United States have a lower likelihood of entering and completing college compared with their non-rural peers, despite strong high school graduation rates. Postsecondary attendance and degree attainment gaps observed across geographic regions present equity and access concerns in the high school-to-higher education pipeline. This study uses recent Texas state administrative data to explore descriptive statistics and logistic regression models examining the college matriculation, flagship attendance, and bachelor's degree completion outcomes of students who attend rural and non-rural public high schools in Texas. The estimation strategy involves a stepwise regression model approach to understand which covariates explain rural and non-rural differences. Results indicate that, after controlling for demographic background, pre-college measures, and college-related factors, rural students experience lower rates of college matriculation, flagship attendance, and bachelor's degree attainment in comparison with their non-rural peers. Findings suggest high school experience predictors (e.g. test scores, school enrollment size) explain away the rural advantage associated with college matriculation. High school experience factors similarly narrow the gap between rurality and flagship attendance. College-related ability measures (e.g. top ten percent, SAT scores) and additional background measures (e.g. parents' highest education, household income) significantly diminish the relationship between attending a rural or non-rural public high school and bachelor's degree completion. The analyses offer insights into this understudied population of rural students in Texas to provide useful policy recommendations to state lawmakers, higher education administrators, and high school educators.