ethanporcaro/eric-fulltext-meta huggingface dataset:
Students&apos; Use of School-Based Telemedicine Services and Rates of Returning to Class after These Services in a Small Elementary School District. REL 2021-078
Author: Lam, Arena C.
Date: 2021-02-00
Type: Reports - Research
Subjects: Elementary Schools,Urban Schools,Age Differences,Instructional Program Divisions,Racial Differences,Ethnicity,Access to Health Care,Telecommunications,Program Effectiveness,Communicable Diseases,Injuries,Prevention,Wellness,Diseases

Even before COVID-19, school districts wanted to understand if school-based telemedicine services met student health needs during the school day and helped keep students in school all day, every day. Specifically, districts were interested in knowing if telemedicine enabled students with a school-day health issue to return to class instead of being sent home, preventing the loss of instruction. This study examined students' use of school-based telemedicine in all five of the schools in urban Robla Elementary School District in California during the first two years of implementation (2017/18 and 2018/19). The study also examined how students' use of services varied by grade level and by race/ethnicity. Districtwide, 26 percent of students used telemedicine services at least once over the two years, with 9 percent of students using telemedicine multiple times. The reasons students used telemedicine services varied, with the most frequent reasons being for noncommunicable health conditions(44 percent) and communicable illnesses(19 percent). Nearly all telemedicine visits (94 percent) resulted in students returning to class. This resulted in these students receiving, on average, approximately 3 hours of instruction remaining in that school day. Students in lower and upper elementary grades did not differ in their use of telemedicine services, though there were some differences by student race/ethnicity. Black students had the highest use of telemedicine and Asian students had the lowest use. This suggests that needs, awareness, level of comfort, or rate of parent/guardian consent for receiving school-based telemedicine services may vary across student groups. Compared to visits made by students of other race/ethnicity groups, a higher percentage of the telemedicine visits by Hispanic students were for preventative/wellness reasons. Telemedicine services may hold promise to help students stay healthy and in school, and is adaptable for students at home during the pandemic and when school buildings reopen. Results indicate that telemedicine can treat students during the school day, enabling them to attend their classes for the remainder of instruction that day.
Access + Equity: Mapping SFUSD&apos;s Transportation Infrastructure for Students with Disabilities. PLUS Fellows Policy Brief 2014
Author: Leung, Julie
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: School Districts,Student Transportation,Budgets,Special Education,Students with Disabilities,Enrollment,Geographic Location,Student Characteristics,Elementary Secondary Education,Urban Schools

San Francisco Unified School District's (SFUSD) special education (SpEd) transportation budget is large and comprises 82% of their overall transportation budget. Since 2010, the budget has increased substantially and currently is at $19.9 million for the 2013-2014 school year. Providing safe transportation to school meets SFUSD's strategic goal of providing equity and access to educational opportunities to ensure that every student has access to high quality teaching and learning. It is important to analyze the current transportation infrastructure and develop a deeper understanding of the current state in order to strategically explore ways to maximize use of and access to resources for students with disabilities. The author coordinated with SFUSD's transportation department, special education services, and enrollment placement center to gather transportation and enrollment data on SpEd students. Project visualization maps were created using a geographic information system (ArcGIS) to understand the location of students and services in the district. The maps and findings in this brief address the current transportation infrastructure in place for students with disabilities in the San Francisco Unified School District.
Rural Higher Education: Realities &amp; Opportunities. A Special Supplement to the Rural Matters Podcast Series
Author: MDRC
Date: 2021-00-00
Type: Collected Works - General
Subjects: Rural Education,Higher Education,Barriers,Educational Opportunities,Specialists,Rural Areas,College Attendance,Enrollment Trends,Access to Education,Internet,Partnerships in Education,Private Sector,Economic Development,COVID-19,Pandemics,Educational Change,Futures (of Society),Educational Innovation,Statewide Planning,Minority Group Students,Student Diversity,Educational Strategies,Distance Education,Educational Trends,Brain Drain,Minority Group Teachers,Teacher Recruitment,College Faculty,Nontraditional Students,Community Needs,College Students,Information Technology,Program Descriptions

What works to help rural students succeed in higher education? In fall 2020, MDRC partnered with Rural Matters and Ascendium Education Group to produce a four-part podcast series called &quot;Rural Higher Education: Challenges &amp; Opportunities.&quot; The series gathered experts from across the country to examine the realities of rural life and to address the educational challenges facing rural communities, such as low college enrollment rates, inadequate access to broadband internet, and lack of funding for rural education. This report summarizes the podcast series and focuses on four main issues: How are rural colleges adapting to the coronavirus pandemic? How are states approaching public-private partnerships to improve educational outcomes? What is the impact of racial diversity in rural America? How are communities and colleges pursuing economic development and preparing students for jobs in the modern economy? The four reports include: (1) &quot;COVID-19 and Rural Higher Education: Rapid Innovation and Ideas for the Future;&quot; (2) &quot;West Virginia's Climb: A Statewide Education Collaboration That Centers on Rural Communities;&quot; (3) &quot;Recognizing Diversity in Rural America: College Access Strategies in Rural Communities of Color;&quot; and (4) &quot;Innovation, Technology, and the Future of Rural Colleges.&quot;
The State of Reopening Education in Colorado: Themes and Ideas for Moving Forward
Author: Colorado Children's Campaign
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: School Closing,COVID-19,Pandemics,Conferences (Gatherings),Equal Education,Family School Relationship,School Community Relationship,Mental Health,Distance Education,Educational Change

On November 13, the Colorado Children's Campaign and the Colorado Education Initiative cohosted a three-hour virtual event, convening almost 200 educators, district administrators, education advocates and policymakers to discuss the state of reopening schools during the COVID-19 pandemic. Across two virtual panels featuring system leaders from rural and urban/suburban contexts, panelists answered four questions: (1) What hard lesson have you learned in reopening?; (2) What's a proud accomplishment in reopening?; (3) What are the &quot;elephants in the room&quot; that we need to name?; and (4) What are bold ideas for the future of education? The goal of the event was to give panelists and attendees space to pause and reflect on COVID's impact on education, and to think about what might be possible in what remains of this school year, and in school years beyond, for young people who have experienced significant learning disruption. Several major themes, and many forward-looking policy ideas, emerged across all of these conversations and are summarized in this report. [This report was co-produced by Colorado Education Initiative (CEI).]
Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon. REL 2021-061
Author: Nishioka, Vicki
Date: 2021-02-00
Type: Reports - Research
Subjects: Equal Education,Racial Bias,Discipline,State Legislation,Educational Policy,Suspension,African American Students,Hispanic American Students,White Students,Minority Group Students,Policy Formation,Behavior Problems,Student Behavior,Disproportionate Representation,Aggression,Elementary Education,Positive Behavior Supports,American Indian Students,Alaska Natives,Asian American Students,Multiracial Persons,Expulsion,Pacific Islanders,Pacific Americans,Hawaiians

Racial equity is a high priority in Oregon, which along with many other states has enacted reforms in the past decade to improve racial equity in school discipline practices. One common approach has been to focus on reducing the use of exclusionary discipline, which removes students from classroom instruction. In 2015 the Oregon legislature limited the use of exclusionary discipline for students in grades K-5 to situations that pose a direct threat to the safety of other students and adults. The 2015 legislation built on 2013 policies that required schools to reduce the unnecessary use of exclusionary discipline and increase the use of nonexclusionary discipline. This study was conducted in response to a request from Oregon education leaders for information on the association between the 2015 state policy reform and school discipline and how the association differed by student race/ethnicity. Using data from a voluntary sample of 401 schools that served grades K-5, the study found that the numbers of office discipline referrals that resulted in exclusionary discipline and in nonexclusionary discipline increased after the 2015 policy reform relative to pre-policy trends, especially for Black students. During the post-policy years Black students experienced the largest increase in exclusionary discipline and were twice as likely as students overall to experience exclusionary discipline. For most student racial/ethnic groups the 2015 policy reform was associated with a significant shift in the post-policy years from exclusionary to nonexclusionary discipline. However, this finding did not hold for Black students, for whom office discipline referrals became more likely to result in exclusionary discipline and less likely to result in nonexclusionary discipline after the 2015 policy reform. For White students and some other racial/ethnic student groups, the 2015 policy reform was also associated with a shift from exclusionary to nonexclusionary discipline for minor, disruptive, and aggressive behavioral infractions that were not considered a threat to safety. However, the reform was associated with a shift toward exclusionary discipline for office discipline referrals issued to Black students for disruptive infractions and to Hispanic students for aggression. [For the study snapshot, see ED610683. For the appendices, see ED610684.]
Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon. Study Snapshot. REL 2021-061
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Equal Education,Racial Bias,Discipline,Educational Policy,Suspension,African American Students,Hispanic American Students,Minority Group Students,Policy Formation,Behavior Problems,Student Behavior,Disproportionate Representation,Elementary Education,Expulsion

In 2015 Oregon enacted a school discipline policy reform for students in grades K-5 to limit exclusionary discipline actions (suspensions or expulsions that remove students from classroom instruction) to situations that threaten the safety of other students and adults. The reform built on a 2013 policy that directed districts to shift from a zero-tolerance school discipline approach that imposed predetermined exclusionary disciplinary consequences on students in grades K-12 to one that emphasizes nonexclusionary discipline or other approaches to behavior problems that do not result in the loss of classroom instruction. This study examined office discipline referrals that resulted in exclusionary or nonexclusionary discipline in a voluntary sample of 401 Oregon elementary schools to determine whether the 2015 policy reform was associated with differences in exclusionary discipline and nonexclusionary discipline among students overall and across by student racial/ethnic groups. [For the full report, see ED610682. For the appendices, see ED610684.]
Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon. Appendixes. REL 2021-061
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Reports - Research
Subjects: Equal Education,Racial Bias,Discipline,State Legislation,Educational Policy,Suspension,African American Students,Hispanic American Students,White Students,Minority Group Students,Policy Formation,Behavior Problems,Student Behavior,Disproportionate Representation,Aggression,Elementary Education,Positive Behavior Supports,American Indian Students,Alaska Natives,Asian American Students,Multiracial Persons,Expulsion,Pacific Islanders,Pacific Americans,Hawaiians,At Risk Students,Student Characteristics,Gender Differences,Socioeconomic Status,Referral,Zero Tolerance Policy

These are the appendixes for the report, &quot;Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon&quot; (ED610682). Students in grades K-5 who receive exclusionary discipline are more likely to experience chronic absenteeism, academic failure, and disciplinary problems throughout their school career. In the long term they are at greater risk of delinquency, substance abuse, and dropout. Elementary school students in schools with higher rates of exclusionary discipline report lower ratings of classroom order, feelings of safety, and have lower academic achievement than students in schools that use positive behavioral supports. Further, removing students for minor disruptive behaviors does not improve academic outcomes for students in the school who are not suspended. These studies provide evidence that school discipline is an important concern. However, additional research is needed to determine whether exclusionary discipline causes these negative student outcomes. This study used University of Oregon Schoolwide Information System (SWIS) data to examine the use of exclusionary and nonexclusionary discipline practices in grade K-5 from 2011/12 through 2017/18 in a voluntary sample of schools implementing Positive Behavioral Interventions and Supports (PBIS). The data covered the four years before implementation of the 2015 school discipline policy change (2011/12-2014/15) and the three years following implementation (2015/16-2017/18). Three appendixes are included: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED610682. For the study snapshot, see ED610683.]
Building a Grad Nation: Progress and Challenge in Raising High School Graduation Rates. Featuring the Meeting the Moment Plan. Annual Update 2020
Author: Atwell, Matthew N.
Date: 2020-00-00
Type: Reports - Research
Subjects: Graduation Rate,High School Students,Low Income Students,African American Students,Hispanic American Students,Homeless People,Students with Disabilities,English Language Learners,High Schools,Dropouts,Educational Improvement,College Readiness,Career Readiness,Dropout Prevention,Early Experience,Alignment (Education),College Admission,High School Graduates,Education Work Relationship,Accountability

The COVID-19 pandemic and protests against systemic racism have shaken the nation in recent months. In addition to presenting an update to the nation on progress and challenge in increasing high school graduation rates on a path to postsecondary and workforce readiness, this report also addresses some of the gaps, barriers, and innovations seen across school systems to strengthen the nation's educational response to these crises and help prepare for those in the future. It also unveils a &quot;Meeting the Moment&quot; plan of action to reach national goals and to ensure that these moments of crisis are used to re-envision education and to leverage what is most important to boost academic and other outcomes for children and youth. Since 2001, the nation has been committed to reaching a 90 percent high school graduation rate and the GradNation campaign has had a focused effort to reach that goal by the Class of 2020. The nation is currently off-pace to reach this goal, which would have required graduating an additional 174,152 students on-time in 2018. Across the nation, there remain serious gaps in providing an equal education to all students. Now, more than ever is the time to commit to meeting the moment on high school graduation and redoubling efforts to prepare students for the rigors of postsecondary education, training, and work. As such, this report lays out an in-depth Meeting the Moment plan of action that targets the remaining non-graduates, identifies critical metrics to strengthen the school to work pipeline, and provides detailed data that will allow states, in a spirit of equity, to develop locally-tailored efforts to support their students' graduations, ready for college, work, and civic life. The report also includes best practices in improving high school graduation rates and strengthening the school-to-work pipeline, highlights ongoing issues with high school accountability, and presents recommendations for policy and practice. [For the 2019 report, see ED597661.]
Ensuring All Students in Indiana Receive Their Fair Share of Funding
Author: Kleban, Ben
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Educational Finance,Resource Allocation,Educational Equity (Finance),Low Income Students,Students with Disabilities,English Language Learners,Charter Schools,Minority Group Students,Disproportionate Representation,Taxes,Funding Formulas,State Aid,School District Wealth,Special Education

School-funding changes over the last decade have created funding inequities for Indiana's students from low-income communities, students with disabilities, English language learners, and students in public charter schools--inequities which will likely be exacerbated by COVID-19. Students of color are disproportionately impacted by these funding gaps. This report examines what caused these inequities, including 2008 property tax reforms and a 2015 change to Indiana's funding formula. We propose solutions to ensure all students in Indiana receive their fair share of funding: (1) Differentiate state aid based on local wealth; (2) Create more equitable funding for students from low-income households and English language learners; (3) Create a fairer system for special education funding; and (4) Share local funding with charter schools. [This report was written with contributions from Lisa Chu.]
Welcoming, Registering, and Supporting Newcomer Students: A Toolkit for Educators of Immigrant and Refugee Students in Secondary Schools. REL 2021-064
Author: Greenberg Motamedi, Jason
Date: 2021-02-00
Type: Guides - General
Subjects: Student Needs,Refugees,Immigrants,Secondary School Students,Student School Relationship,Family School Relationship,Family Involvement,Student Records,English Language Learners,Special Needs Students,Trauma,Teacher Competencies,Faculty Development,Educational Resources

Meeting the unique educational and social needs of newcomer students (students who were born outside of the United States and have arrived in the country within the past three years) is an ongoing challenge for educators and community stakeholders across the country. This resource toolkit is intended to help educators and other stakeholders identify and use research-based practices, policies, and procedures for welcoming, registering, and supporting newcomer immigrant and refugee students who are attending secondary schools (grades 6-12) in the United States. The research and resources in the toolkit are divided into four areas: welcoming and engaging newcomer immigrant and refugee students, registering newcomer immigrant and refugee students, building educators' capacity to support newcomer immigrant and refugee students, and supporting newcomer immigrant and refugee students. Resources include professional development curricula, policy and implementation guides, evaluation reports, and sample surveys and assessments.
Getting Back to School: An Update on Plans from across the Country
Author: Gross, Betheny
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Change,COVID-19,Pandemics,School Closing,Conventional Instruction,Rural Schools,Suburban Schools,Urban Schools,Rural Urban Differences,Poverty,Distance Education,School Schedules

This brief gives a snapshot of how school districts across the country are currently planning for fall 2020, how they are planning for contingencies of COVID-19 spread, and how this varies based on district characteristics. From August 17-21, we reviewed district websites, social media, and local news to collect data from a sample of 477 districts that provide a statistical representation of all districts across the U.S. This sample includes most of the large school districts that Center on Reinventing Public Education (CRPE) has tracked on a weekly basis throughout the pandemic, but also includes 399 additional districts. We apply statistical weights to provide a nationally representative sample. Key findings include: (1) Almost half of the nation's school districts will be returning to full in-person instruction; (2) Students in rural communities are far more likely to have access to fully in-person instruction than suburban and city students; (3) Students in the highest-poverty districts are the most likely to start the year in remote learning; and (4) Most districts have outlined plans for how remote learning and in-person learning might look this year.
U-Turn: Surge of COVID Cases Reverses Reopening Progress in America&apos;s School Districts
Author: Gross, Betheny
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Districts,School Closing,Distance Education,Public Schools,Rural Urban Differences,Educational Assessment,Educational Trends,Elementary Secondary Education,Blended Learning,Conventional Instruction

As of December, a statistically representative sample of 477 school districts showed that 31 percent were operating fully in remote learning--a larger percentage than at any other point during the fall semester. This brief gives an update from our ongoing review of reopening plans from around the country. We found: (1) Districts take two steps back after incremental movement toward in-person learning earlier this fall: (a) Learning models continue to vary widely across urban, suburban, and rural locales; and (b) Fewer districts changed their model from November to December, but those that did were more likely to move to remote learning; and (2) Gaps in understanding student learning and supporting their experiences during the pandemic: (a) Less than half of districts mention the use of assessments to help tailor instruction and resources to student needs; and (b) Less than a third of districts offer childcare or learning hubs for students while not in person. High COVID-19 case rates, parent and teacher concern, the rise of a new, more contagious variant of the virus, and a slower than expected vaccine rollout threaten the return to in-person learning in the short term. But school districts can continue pushing to provide more intensive support to students wherever learning happens.