ethanporcaro/eric-fulltext-meta huggingface dataset:
Refocus on the SEL Roadmap: Actions for a Successful Second Semester. SEL Roadmap Brief
Author: Collaborative for Academic, Social, and Emotional Learning (CASEL)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Educational Change,Student Adjustment,Distance Education,Educational Strategies,School Districts,Outcomes of Education,Daily Living Skills,Safety,Equal Education,Educational Improvement,Learning Experience,Feedback (Response),Student Attitudes,Trauma,Teacher Student Relationship,Mental Health,Health Services,Communities of Practice,Statewide Planning,Elementary Secondary Education,Kindergarten,Preschool Education

At the start of the unprecedented 2020-2021 school year, many schools prioritized or re-prioritized social and emotional learning (SEL) to foster the competencies and learning environments that students and adults need to reunite, renew, and thrive. Entering the second half of the school year, many students will make new transitions -- from distance learning back to in-person learning, or vice versa -- and SEL remains as important as ever. This updated brief focuses on three strategies, adapted from &quot;Reunite, Renew, and Thrive: Social and Emotional Learning Roadmap for Reopening Schools&quot; (ED610705), to help prepare for a successful second semester based on insights into how schools districts nationwide have prioritized SEL this year. These strategies are: (1) partner with staff, students, families, and communities to examine data from the first semester on students' and adults' experiences and social, emotional, and academic outcomes; (2) refocus on adult connections, self-care, competencies, and capacity; and (3) maintain safe, supportive, and equitable learning environments and continuously promote all students' social and emotional development.
Think Forward New England: Profiles of Innovation. Nokomis Regional High School
Author: McCann, Sarah
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Regional Schools,High School Students,Active Learning,Student Projects,Interdisciplinary Approach,Experiential Learning,Learner Engagement,COVID-19,Pandemics,Educational Change,Student Centered Learning

The team at Nokomis Regional High School in Newport, Maine, has spent over a decade laying the groundwork for multifaceted reforms--including interdisciplinary curriculum, project-based learning, education outside of the classroom walls, and meaningful career exploration--all of which are student-centered and aim to deepen rigorous academics into authentic learning experiences. Nokomis is a traditional open-enrollment regional high school that draws nearly 600 students from eight different towns across the rural RSU19 district--an area covering 400 square miles. Despite the distance, a strong sense of community is notable in the longevity of the staff, several of whom graduated from Nokomis themselves. This profile of Nokomis from CRPE and the Christensen Institute details the school's practices that have proven successful, how they have adapted in the face of the pandemic, and how other school communities can begin conversations about adopting similar practices. Other schools can consider these questions based on the Nokomis model: (1) How might educators balance interdisciplinary instruction with grade-level standards for each subject? (2) How might high schools develop a professional culture of risk and reflection in an accountability setting? (3) How might high schools create flexible pathways for students to design components of their own high school experience? and (4) How might high schools ensure a balance between dynamism, coherence, and quality in the student experience?
Think Forward New England: Profiles of Innovation. Margarita Muñiz Academy
Author: Parker, Carrie
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Institutional Mission,Bilingual Education,Interpersonal Relationship,Caring,Student Attitudes,Authentic Learning,High School Students,COVID-19,Pandemics,Racial Discrimination,Cultural Awareness,Culturally Relevant Education,High Schools

Margarita Muñiz Academy in Boston, Massachusetts, was founded in 2012 with the mission of providing full cultural and linguistic fluency in Spanish and English for all of its students. The school's development of its &quot;Portrait of a Scholar&quot; project led to a number of changes focused on providing greater opportunities for student voice and participation. The pandemic paused that work, but the experiences of remote learning ultimately reaffirmed the school's vision. This innovation profile focuses on the pause and what came after: how the Muñiz Academy community came together at the beginning of the pandemic, how it evolved during remote learning, and what it is moving forward into the future. Other schools can consider these questions based on the Margarita Muñiz model: (1) How can high schools create coherence and community wide understanding about the core approaches they prioritize? (2) What staffing and advisory models can ensure that every student has a strong relationship with at least one caring adult to whom they can talk about their real lives? and (3) What instructional approaches allow students to see their languages and cultures reflected in their learning and contributing to their identities?
Promoting Social and Behavioral Success for Learning in Elementary Schools: Systematic Review Protocol. Version 3.0. Revised
Author: 2M Research
Date: 2022-03-00
Type: Guides - General
Subjects: Elementary School Students,Student Behavior,Guides,Prevention,Educational Strategies,Outcomes of Education,Students with Disabilities,At Risk Students,Identification,Special Education,Social Development,Metacognition,Prosocial Behavior,Educational Environment,Educational Policy,Equal Education,Intervention,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Behavior Change,Program Evaluation,Outcome Measures,Emotional Development,Academic Achievement,Literacy,Mathematics Achievement,Learner Engagement,Compliance (Psychology),Behavior Problems,Discipline,Standards,Eligibility,Research Methodology,Instructional Effectiveness,Classroom Environment,Classroom Observation Techniques,Teacher Evaluation,Elementary School Teachers,Evidence Based Practice

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused strategies that promote positive student behavior and related outcomes. In considering the growing body of research on prevention-focused frameworks to improve students' academic and behavior outcomes, this practice guide focuses on whole-school or whole-class practices to support positive behavior by elementary school students, including students identified as having disabilities or who are at risk of identification for special education services. This protocol guides the systematic review of research that informs recommendations for the guide, &quot;Promoting Social and Behavioral Success for Learning in Elementary Schools: Practice Recommendations for Elementary School Educators, School and District Administrators, and Parents&quot; (ED617775). [For &quot;Promoting Social and Behavioral Success for Learning in Elementary Schools: Introduction to Recommendations,&quot; see ED617820.]
Using Modern Chess Software for Opening Preparation
Author: Gusev, Dmitri A.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Games,Computer Software,Open Source Technology,Competition,Skill Development,Computer Uses in Education,Training

A wide variety of modern chess software products is available to the modern professional and amateur chess players alike, helping them improve their chess skills and prepare for online and traditional tournaments. These products include chess user interfaces (UIs), traditional Alpha-Beta (AB) and emergent Neural Network (NN) chess engines, game databases, opening databases and electronic books, chess-specific cloud services, tournament broadcast tools, online tutorials, tactical problem collections, and endgame tablebases (EGTBs). All of these tools except the last two categories can be used to work on opening preparation, an important component of chess training. In this paper, the author presents his computer-based approach to opening preparation tested in chess classes at the Russian School of Indiana for advanced beginner players. The materials used to develop the approach included game openings from the games played in the Free Open-Source Chess Engine Contest (FOSCEC) broadcast online by the author's CIT students at Purdue Polytechnic Columbus. We will discuss the choices of tools and equipment, how the more popular and/or promising opening variations were identified and analyzed, the lessons learned, and the future work. [For the full proceedings, see ED617389.]
STEM Learning in Afterschool on the Rise, but Barriers and Inequities Exist. America after 3PM
Author: Afterschool Alliance
Date: 2021-08-00
Type: Reports - Research
Subjects: After School Programs,STEM Education,Barriers,Equal Education,Parent Attitudes,Access to Education,Disproportionate Representation,Minority Group Students,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Influences,Costs,Geographic Regions,COVID-19,Pandemics,Clubs,Elementary Secondary Education,Racial Composition,Employment,Summer Programs

Getting more young people engaged in STEM is essential in part because jobs in STEM continue to grow at rates double those of non-STEM professions. Providing greater opportunities for STEM learning isn't just about preparing the future workforce. As the world continues to rely more and more on technology, everyone will require a greater level of STEM literacy and fluency to understand how science and technology play a role. Greater STEM literacy also helps prepare students to better understand challenges and issues that affect them and their communities. Research shows that what happens outside of school can be equally as important as what happens inside of school in terms of activating students' interest in STEM or other school subjects. The 2020 America After 3PM report on afterschool demand and supply in the United States, &quot;Demand Grows, Opportunity Shrinks,&quot; found a dramatic escalation in the unmet demand for afterschool programs since the last survey in 2014. This report offers a deeper dive into the 2020 America After 3PM survey findings to provide important new insights about STEM learning in afterschool, a first-ever look at trends in afterschool STEM learning, areas for further exploration, and recommendations to help ensure that all young people have access to high-quality afterschool STEM opportunities. [For the report, &quot;America after 3PM: Demand Grows, Opportunity Shrinks,&quot; see ED611372. For the executive summary of this report, see ED617409.]
STEM Learning in Afterschool on the Rise, but Barriers and Inequities Exist. America after 3PM. Executive Summary
Author: Afterschool Alliance
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: After School Programs,STEM Education,Barriers,Equal Education,Parent Attitudes,Access to Education,Disproportionate Representation,Minority Group Students,Racial Differences,Ethnicity,Gender Differences,Socioeconomic Influences,Costs,Geographic Regions,COVID-19,Pandemics,Elementary Secondary Education,Employment,Summer Programs

As the world continues to rely more and more on technology, everyone will require a greater level of STEM literacy and fluency to understand how science and technology play a role. Greater STEM literacy also helps prepare students to better understand challenges and issues that affect them and their communities. Hands-on STEM learning opportunities help students develop an interest and comfort with STEM subjects, and understand the career pathways to pursue STEM interests. These STEM learning opportunities can take place in school and across different informal environments, but over the last decade, afterschool programs have become a cornerstone in providing STEM learning for students from all backgrounds in all regions of the country. &quot;STEM Learning in Afterschool on the Rise, But Barriers and Inequities Exist,&quot; is based on new data collected in 2020, and provides important new insights about STEM learning in afterschool, a first-ever look at trends in afterschool STEM learning, areas for further exploration, and recommendations to help ensure that all young people have access to high quality afterschool STEM opportunities. [For the full report, see ED617408.]
Schools Are Key to Improving Children&apos;s Health: How States Can Leverage Medicaid Funds to Expand School-Based Health Services
Author: Mays, Alex
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Child Health,School Health Services,Federal Programs,Access to Health Care,State Policy,Low Income Students,Health Care Costs,Financial Support,Federal State Relationship

Research shows that access to school health services improves health and academic outcomes, particularly for students with chronic health issues. Finding sustainable funding has been an ongoing struggle. This policy brief presents opportunities to expand access to--and resources for--school health services using available Medicaid funds. In December 2014, the Centers for Medicare &amp; Medicaid (CMS) clarified the way that Medicaid would reimburse for health services delivered in schools. This brief provides an overview of the CMS clarification and details the progress states have made to align state policy with school-based Medicaid. It also offers recommendations for federal and state policymakers to make it easier for more states to follow suit. [This brief was produced with generous support from Maico Diagnostics and the School Health Corporation.]
Schools Are Key to Improving Children&apos;s Health: How Illinois Can Leverage Medicaid Funds to Expand School Health Services
Author: Yager, Kate
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: School Health Services,Child Health,Federal Programs,State Federal Aid,Low Income Groups,COVID-19,Financial Support,School Districts

Illinois has an important opportunity to dramatically expand comprehensive school-based health services for the state's most vulnerable children by making a simple change to its Medicaid policy. In 2014, the Centers for Medicare &amp; Medicaid Services (CMS) issued a letter to state Medicaid directors clarifying which health services could be reimbursed by Medicaid in a school-based setting. This policy change, known as the Free Care Rule reversal, encourages states to draw down additional federal funding for school health services and expand the types of health services and providers eligible for reimbursement. Though the federal policy shift opened the door to greater financial support, some states, including Illinois, had codified the original CMS policy into their Medicaid state plans, asserting that districts could only seek reimbursement for specified health services delivered under a student's Individualized Education Plan (IEP). Every day that Illinois fails to update its Medicaid state policy, schools are losing out on financial support for health services that can help reduce health disparities, and funds that can help offset severe budget deficits. Due to the current COVID-19 health crisis, students need these services--and districts need these funds--now more than ever. Healthy Schools Campaign has identified the steps Illinois needs to take to claim funds available for all Medicaid-enrolled students and presents them in this brief. [This brief was produced with generous support from the Blowitz-Ridgeway Foundation, Michael Reese Health Trust, Pritzker Community Health Initiative and Steans Family Foundation.]
Education Data for Health Systems: Challenges and Opportunities
Author: Healthy Schools Campaign
Date: 2018-10-00
Type: Reports - Research
Subjects: Data Use,Public Health,Accountability,Barriers,Best Practices,School Statistics,Attendance,Child Health,Educational Legislation,Federal Legislation,Elementary Secondary Education,Student Records,Faculty Mobility,Wellness,Graduation Rate,School Readiness,Public Schools

The Healthy Schools Campaign (HSC) has worked at the intersection of education and health for the last 15 years, supporting schools, districts, states and national stakeholders as they work to create healthy schools where children can learn and thrive. In the fall of 2017 the Healthy Schools Campaign engaged RESOLVE, a D.C.-based nonprofit specializing in collaborative policy development, to conduct an interview scan exploring whether and how education data are being incorporated into health accountability systems in the United States. This brief highlights existing efforts to integrate education data, such as chronic absenteeism, into health and public health accountability systems, describes common barriers and best practices, and suggests key opportunities for further exploration to advance this work. The interview scan indicated that there is a broad &quot;common sense&quot; understanding that addressing children in their daytime environment is a good way to improve children's health. Interviewees also share an understanding that value-based care delivery and payment models prioritize interventions that address the determinants of health issues, as well as lower-cost settings, like schools. Interviewees see these factors as incentivizing more collaboration between education and health systems.
Where Did All the Afterschool Staff Go? A Special Brief on Afterschool Staffing Challenges from the Fall 2021 &quot;Afterschool in the Time of COVID-19&quot; Survey
Author: Afterschool Alliance
Date: 2022-01-00
Type: Reports - Evaluative
Subjects: After School Programs,COVID-19,Pandemics,Barriers,Labor Market,Supply and Demand,Geographic Location,Personnel Selection,Persistence,Burnout,Costs,Well Being,Incentives,School Personnel,Financial Support

Finding staff to hire or staffing shortages, and maintaining staff levels through health concerns and safety protocols are the top two concerns among afterschool providers based on the &quot;Afterschool in the Time of COVID-19&quot; Wave 6 survey, conducted by Edge Research between November 1 and December 13, 2021. While staffing challenges are not a new issue for the afterschool field, this survey of 1,048 afterschool program providers confirms that now, more than ever, staffing is impacting the ability of providers to meet the needs of the children and families they serve.
Providing Health Services during School Closures: Lessons Learned + Recommendations for Action
Author: Mays, Alex
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Access to Health Care,School Closing,Barriers,State Policy,Public Policy,Federal Government,Health Insurance,Government Role,School Health Services,Financial Support,State Government,School Districts,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Delivery Systems,Telecommunications,Informed Consent,Parents,Privacy

When the novel coronavirus forced school buildings to close, causing a massive disruption in the delivery of these services, it exposed the extent to which schools function as an essential component of a comprehensive health system, particularly for children in low-income communities. In response to the closures, state and federal decision-makers implemented policy and regulatory adjustments to ensure school-based health providers are permitted to deliver services remotely, and that payment systems, including Medicaid, are in place for reimbursement. Administrative, technological and regulatory barriers were promptly identified and addressed on a state-by-state basis. School districts did their best, but the results were inconsistent and incomplete. Six months later, states faced a series of new challenges--and new pressure on old challenges--as schools moved to reopen. This issue brief examines the role of state and federal policies in supporting school health services during the pandemic, including how state Medicaid programs are responding to ensure reimbursement and funding. It documents emerging best practices and key lessons learned thus far, and it offers recommendations for immediate action and future planning. [This brief was produced with generous support from the School Health Corporation.]
Student Debt: Know the Facts. Ninth Edition
Author: Council of Independent Colleges
Date: 2022-01-00
Type: Numerical/Quantitative Data
Subjects: Debt (Financial),Student Loan Programs,Paying for College,Loan Default,Loan Repayment,Private Colleges,Public Colleges,Proprietary Schools,Undergraduate Students,Student Financial Aid,Tuition,Graduation Rate,Time to Degree,Family Income,Graduate Students

With student loan debt reaching approximately $1.6 trillion, many are concerned that student loans may be the next financial bubble to burst. CARES Act funding and U.S. Department of Education actions led to historically low levels of delinquency in 2020-2021. However, there is concern that issues will balloon as soon as governmental action and support are removed, which could lead to a great deal of uncertainty around student loan debt. What is the truth? This presentation presents the facts about college students' indebtedness, relying on the most recent data available. [For the seventh edition, see ED607283.]
California School Health + Chronic Absence Diagnostic Tool
Author: Healthy Schools Campaign
Date: 2019-03-00
Type: Guides - General
Subjects: Attendance,School Districts,Funding Formulas,Academic Achievement,Statewide Planning,Educational Planning,Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Indicators,School Health Services,Health Behavior

Chronic absence, defined most commonly as missing 10 percent or more of school for any reason (including excused and unexcused absences and suspensions), is a cross-cutting metric that is both a warning sign and predictor of education and health outcomes. California has recognized the power of chronic absence as a tool for better understanding poor academic performance by integrating it into the state's Local Control Funding Formula (LCFF) and including it as a school quality measure in the state plan for the nation's new education law, the Every Student Succeeds Act (ESSA). While the root causes of chronic absence are multifold, student health issues, including physical and mental health issues, are a major factor. This document will help school districts: (1) determine the health-related root causes of chronic absence in a school or district; (2) identify what interventions are already underway or should be implemented; (3) consider what funding sources are available to support those interventions; and (4) link efforts to address health-related causes of chronic absence with the policy priorities of a state education agency (SEA) or local education agency (LEA). [This report was prepared with the California Local School Wellness Policy Collaborative.]
COVID-19 and the Non-State Education Sector
Author: Riggall, Anna
Date: 2021-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Developing Nations,Socioeconomic Influences,Foreign Countries,Educational Finance,Student Welfare,Teacher Improvement,Private Education,Developmental Continuity,Faculty Mobility,Nonprofit Organizations,Faculty Development

This study examines the impact of COVID-19 and associated restrictions on the non-state school sector in low- and middle-income countries (LMICs). Drawing on a survey of Global Schools Forum (GSF) member organisations across 17 countries, and surveys and in-depth remote interviews with schools in India, Nigeria and Kenya, the authors explore how schools were impacted by the pandemic and the ways in which they coped with the disruption. Areas for policy intervention and areas for potential peer learning and scaling up of best practices are highlighted. [This report was co-produced by Global Schools Forum.]