ethanporcaro/eric-fulltext-meta huggingface dataset:
Research into How Local Authorities Are Ensuring Sufficient Places and Supporting Vulnerable Children
Author: Bryant, Ben
Date: 2022-03-00
Type: Reports - Research
Subjects: Foreign Countries,Child Safety,School Districts,School Role,Legal Responsibility,Student Placement,Planning,Special Needs Students,Special Education,Mainstreaming,School Closing,Admission (School),Decision Making,Access to Education,School District Autonomy,Partnerships in Education,Arbitration,Alignment (Education),Incentives,Accountability

The research presented in this report has explored the future role of local authorities (LAs), and the respective roles of schools, trusts and other partners within local education systems, in an increasingly academised education system in England. The research has focused on two aspects of the role of the LA where LAs have important statutory responsibilities: (1) Pupil place-planning; and (2) Support for vulnerable pupils. These are two important areas requiring local-system-wide co-ordination, and thus clarity about respective roles and responsibilities within local systems. The authors have used the term &quot;local education system&quot; to describe the connections between education and children's services within geographical LA boundaries. The research was carried out between May and October 2021. The authors approached the work in three phases: (1) Building the evidence base; (2) Testing emerging findings; and (3) Reporting. [This report was produced with Isos Partnership.]
Complexity in College Admission: The Barriers between Aspiration and Enrollment for Lower-Income Students. Executive Summary
Author: College Board Advocacy & Policy Center
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: College Admission,Low Income Students,Barriers,Academic Aspiration,Enrollment,College Applicants,College Choice,Student Attitudes,Parent Attitudes,Access to Education,Student Costs,High School Students,Parents,Advertising,Paying for College,Higher Education

This is the Executive Summary for the full report, &quot;Complexity in College Admission: The Barriers between Aspiration and Enrollment for Lower-Income Students.&quot; In September 2007, the College Board formed the Task Force on Admissions in the 21st Century in response to a request from the Guidance and Admission Assembly Council (GAA Council) to more closely examine the high school-to-college transition process. Students and parents complained about the lack of transparency in the process, the confusing nature of the application process, how difficult it was to secure good information about college choice, and how the admission outcomes were unpredictable and sometimes appeared to defy logic. School counselors expressed similar concerns regarding process and outcomes, and they empathized with their students. This report answers three questions: (1) Do lower-income students and their parents find the college application process overly complex? (2) If so, what particular barriers get in the way of applying or enrolling? Lack of understanding? Lack of confidence? Other obstacles? and (3) What issues or people have the biggest influence on their decisions? This summary highlights the findings of the study. [For the full report, see ED619524.]
The Colleges Where Low-Income Students Get the Highest ROI
Author: Carnevale, Anthony P.
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Low Income Students,Cost Effectiveness,Income,Public Colleges,Private Colleges,Educational Certificates,Associate Degrees,Bachelors Degrees,Nonprofit Organizations,Proprietary Schools,Grants,Student Financial Aid,Outcomes of Education

College typically pays off for low-income students, but not as much as it does for their peers. Low-income students, whose families earn $30,000 or less per year, comprise more than one-third of college students. &quot;The Colleges Where Low-Income Students Get the Highest ROI&quot; finds that low-income students have a lower return on investment (ROI) than all students, largely because they tend to earn less as adults. This holds true across public and private institutions and certificates, associate's degrees, and bachelor's degrees. Among institutions that primarily award bachelor's degrees, public institutions generally lead to the highest ROI for low-income students during a 40-year timeframe ($951,000), followed by private nonprofit institutions ($863,000) and for-profit colleges ($763,000). The ROI for low-income students follows a similar pattern at colleges that primarily grant associate's degrees and certificates, with the highest returns from public institutions, followed by private nonprofit and for-profit institutions. However, low-income students' returns from associate's degrees can exceed $1 million, and certificates can be just as lucrative, depending on which college a student attends.
Complexity in College Admission: The Barriers between Aspiration and Enrollment for Lower-Income Students
Author: College Board Advocacy & Policy Center
Date: 2011-10-00
Type: Reports - Research
Subjects: College Admission,Low Income Students,Barriers,Academic Aspiration,Enrollment,College Applicants,College Choice,Student Attitudes,Parent Attitudes,Access to Education,Student Costs,High School Students,Parents,Advertising,Paying for College,Higher Education

In September 2007, the College Board formed the Task Force on Admissions in the 21st Century in response to a request from the Guidance and Admission Assembly Council (GAA Council) to more closely examine the high school-to-college transition process. Students and parents complained about the lack of transparency in the process, the confusing nature of the application process, how difficult it was to secure good information about college choice, and how the admission outcomes were unpredictable and sometimes appeared to defy logic. School counselors expressed similar concerns regarding process and outcomes, and they empathized with their students. This report answers three questions: (1) Do lower-income students and their parents find the college application process overly complex? (2) If so, what particular barriers get in the way of applying or enrolling? Lack of understanding? Lack of confidence? Other obstacles? and (3) What issues or people have the biggest influence on their decisions? The results of the research published here, and previous research, will be used to inform the profession -- principally admission officers and school counselors -- and help shape the responses to the needs of students and their parents with a clearer understanding of their experience with the school-to-college transition process. The findings provide a better understanding of why and how the admission process can be made less complex to remove potential barriers to access to higher education for lower-income students. [For the Executive Summary, see ED619522. For previous research, &quot;Complexity in College Admission: Fact or Urban Myth. Research Findings of Parent and Student Perceptions of Complexity in College Admission,&quot; see ED520811.]
School&apos;s First and Forever Responders: Preparing and Supporting Teachers in the Time of COVID-19
Author: Jackson, Cara
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Practices,Evidence Based Practice,Long Range Planning,Budgets,School Districts,Strategic Planning,Federal Aid,Federal Legislation,Distance Education,Online Courses,Access to Education,School Closing,Educational Policy,Decision Making,Financial Support,Preservice Teachers,Educational Resources,Teacher Effectiveness,Elementary Secondary Education,Teacher Education Programs,Faculty Development,Coaching (Performance),Well Being

&quot;Schools' First and Forever Responders: Preparing and Supporting Teachers in the Time of COVID-19&quot; elevates a rationale and considerations for evidence-based strategies and innovative approaches to support teachers and teacher candidates during and following the COVID-19 crisis. Because teachers are the most vital in-school education resource, supporting the teacher workforce through the disruptions created by COVID-19 is essential to ensure continuity of learning for students. As schools and districts rush to meet immediate workforce needs, longer term planning is critical in light of looming budget declines. For each of the considerations highlighted in the brief, we cite research or examples from other states and districts that can be helpful to learn more and guide decision-making.
A New Approach to Sustaining Pre-K Impacts: Leveraging Naturally Occurring Lotteries to Examine a District-Wide Rollout of Instructional Alignment across Pre-K and Kindergarten
Author: McCormick, Meghan
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Public Schools,School Districts,Curriculum Development,Alignment (Education),Preschool Education,Elementary Education,Program Effectiveness,Admission (School),Competitive Selection,Primary Education,Student Characteristics,Institutional Characteristics,Kindergarten,Teacher Characteristics

The Boston Public Schools (BPS) district is the first large school system in the United States to design and implement a curriculum and professional model--called &quot;Focus on Early Learning&quot;--to align instruction across its well-known, high-quality public school pre-K program and early elementary school grades. Schools opt in and can choose how much of the curriculum to adopt. Further, BPS's school assignment process combines information on parents' preferences for where they would like their child to attend pre-K. When there are more students who prefer a school than there are available spots, this process uses naturally occurring lotteries--which approximate random assignment--to determine which students are assigned to each school. As part of the Expanding Children's Early Learning Network (ExCEL) project, MDRC is partnering with with the Boston Public Schools (BPS) Department of Early Childhood, the University of Michigan, and the Harvard Graduate School of Education to understand how BPS's reforms to align instruction across the early grades supported teaching and learning. The purpose of this brief is to assess the feasibility of using naturally occurring lotteries to evaluate the effects of BPS's &quot;Focus on Early Learning&quot; approach on students over time; results from a full impact study estimating effects on student outcomes will be released in 2023. The brief begins by presenting background information on the approach, the motivation for the study, and the project's core research aims. It then explores three issues related to the study's feasibility that are critical for determining whether lotteries can be used to answer policy-relevant questions in a rigorous way. The brief concludes by discussing whether this study is successfully set up to draw causal conclusions about the impacts of a district-wide rollout of instructional alignment across the early grades while also producing results that are generalizable--and relevant--to the broader population of BPS pre-K students and schools.
American Rescue Plan: Guiding Principles &amp; Essential Strategies for Education Funds
Author: ExcelinEd
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,Educational Finance,Resource Allocation,Elementary Secondary Education,Grants

The American Rescue Plan provides nearly $1.9 trillion in stimulus funds to states with an astounding $123 billion allocated to the Elementary and Secondary School Emergency Relief (ESSER) Fund for safe school re-openings and recovering learning loss. State and local education agencies have enormous responsibility to ensure this money makes a difference for every student, especially those who need it most. ExcelinEd's brief includes an overview of federal funding, guiding principles and essential strategies for implementing stimulus funds.
Diversifying Partnerships for Success in Work-Based Learning
Author: National Governors Association
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,School Business Relationship,Work Experience Programs,State Programs,Best Practices

The key to success for many programs depends on effective partnership and collaboration. Indeed, in work-based learning (WBL) partnerships are not only encouraged -- they're mandatory. WBL by definition involves a partnership between business and education, with these two entities comprising the &quot;work&quot; and &quot;learning.&quot; However, policymakers and practitioners would be doing a disservice to workers and businesses alike if they saw their work as complete once those two entities are at the table. Many states have realized broader partnerships are key to make this work successful, and this resource will relay an overview of best practices in building and maintaining WBL partnerships as well as shine a light on partnerships &quot;outside of the box&quot; that can be pivotal to WBL success. Governors are uniquely positioned to use their convening and executive power to encourage or establish these partnerships. This resource is based on lessons learned from phase three of the National Governors Association Center for Best Practices (NGA Center) Policy Academy on Scaling Work-Based Learning, which has engaged 19 states from 2020-2021.
Educational Directory 1931-1935
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1935-00-00
Type: Historical Materials
Subjects: State Schools,School Business Officials,State Officials,Directories,County School Districts,State Departments of Education,Federal Government,Superintendents,Central Office Administrators,Statistical Data,Tables (Data),Religious Schools,Urban Schools,Public Officials,Educational Research,Catholic Schools,Catholic Educators,Principals,State Surveys,Higher Education,Liberal Arts,African American Institutions,Two Year Colleges,Special Schools,Universities,Colleges,Institutional Characteristics,Professional Education,College Faculty,Black Colleges,Classification,Administrative Organization

Part 1 of the education directories for 1931, 1932, 1933, 1934, and 1935 lists U.S. Department of Interior Office of Education officials, principal state school officers, county and other local superintendents, city public-school business managers, and Catholic parochial school superintendents. Part 2 lists by state accredited institutions of higher education. Part 3 lists national educational, civic, and learned associations, education foundations and boards, church educational organizations, Jewish educational organizations, international educational associations and foundations, National Congress of Parents and Teachers, executive officers of state library commissions, state library associations, education research directors, and education periodicals.
Educational Directory 1936-1939
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1939-00-00
Type: Historical Materials
Subjects: Educational History,Directories,Educational Administration,School Administration,Educational Policy,School Districts,Urban Schools,Administrative Organization,Administrators,Catholic Schools,Central Office Administrators,Elementary Secondary Education,Public Schools,Superintendents,School Business Officials,Educational Research,Foreign Countries,Libraries,Library Associations,Organizations (Groups),Philanthropic Foundations,Governing Boards,Religious Organizations,Jews,Catholics,Protestants,International Organizations,International Education,Parent Associations,Teacher Associations,Special Education,Professional Associations,National Organizations,Vocational Education,Extension Education,Adult Education,Womens Education,African American Education,Black Colleges,Guides,Higher Education,Postsecondary Education,Early Childhood Education,State Policy,Federal Government,State Departments of Education,Counties,State Schools,Supervisors,Public Officials,State Officials,County School Districts,American Indian Education,Rural Education,School Libraries,College Administration,College Presidents,Deans,Departments,Accreditation (Institutions),Academic Degrees,Two Year Colleges,Private Colleges,Public Colleges,Liberal Arts,Schools of Education,Professional Education,Teacher Education,Summer Schools,Coeducation,Single Sex Colleges,Private Education

Part 1 of the education directories for 1936, 1937, 1938, and 1939 covers federal and state education agencies. U.S. Department of Interior Office of Education officials, principal state school officers, and county and other local superintendents are listed. Part 2 lists principal city school officers and Catholic parochial school superintendents. Part 3 provides higher education data and lists by state accredited institutions of higher education. Part 4 lists national educational, civic, and learned associations; associations, education foundations and boards, church educational organizations, international educational associations and foundations, National Congress of Parents and Teachers, executive officers of state library commissions, state library associations, and educational and social directories. Part 4 of the 1936 directory includes Jewish educational organizations.
Educational Directory 1940-1942
Author: Federal Security Agency, US Office of Education (ED)
Date: 1942-00-00
Type: Historical Materials
Subjects: Public Agencies,State Agencies,Boards of Education,State Departments of Education,Principals,Superintendents,Catholic Schools,Directories,Parent Associations,Professional Associations,Library Associations

Part 1 of the education directories for 1940, 1941, and 1942 covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal state school officers, and county and other local superintendents are listed. Part 2 lists principal city school officers and Catholic parochial school superintendents. Part 3 provides higher education data and lists by state accredited institutions of higher education. Part 4 lists national and regional education associations, state associations, educational foundations and boards, church educational organizations, international educational associations and foundations, National Congress of Parents and Teachers, executive officers of state library commissions, state library associations, and educational and social directories and yearbooks.
Educational Directory 1945-1948
Author: Federal Security Agency, US Office of Education (ED)
Date: 1948-00-00
Type: Historical Materials
Subjects: Directories,Public Agencies,State Agencies,State Boards of Education,Principals,Superintendents,Librarians,Tribally Controlled Education,Catholic Schools,Enrollment,Higher Education,Elementary Secondary Education,Professional Associations,Parent Associations

Part 1 of the 1945-46 Educational Directory covers federal, state, and county education agencies. U.S. Federal Security Agency Office of Education officials, state principal school officers, county and other local superintendents, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers are listed. Part 2 provides a directory of city school superintendents by state, as well as Catholic parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 provides a directory of national and regional education associations, state educational associations, educational foundations and boards, religious educational organizations, state congresses of parents and teachers, state library associations, international educational associations and foundations, and educational and social associations and foundations. Part 1 of the 1946-47 directory lists U.S. Federal Security Agency Office of Education officials, principal school officers of state education departments, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers. Part 2 provides a directory of city and county school officers by state, as well as Catholic parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 was not released. Part 1 of the 1947-48 directory lists U.S. Federal Security Agency Office of Education officials, principal school officers of state education departments, library extension agencies' executive officers, and U.S. Indian Service Education Division principal officers. Part 2 provides a directory of city and county school officers by state, as well as Catholic parochial school and Lutheran parochial school superintendents. Part 3 provides higher education enrollment data and lists by state accredited institutions of higher education. Criteria for listing and institutional classifications are given. Change lists are included. Part 4 provides a directory of national and regional education associations, educational foundations and boards, religious educational organizations, state educational associations, state congresses of parents and teachers, state library associations, international educational associations and foundations, and educational directories, handbooks, and yearbooks.
Advice on Gaelic Education, February 2015. Updated
Author: Education Scotland
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Foreign Countries,Legislation,Public Policy,Second Language Learning,Immersion Programs,Bilingualism,Parent Participation,Early Childhood Education,Elementary Education,Secondary Education,Professional Development,Language Teachers,Language of Instruction,Language Minorities,English,Curriculum Design,Best Practices

This Advice provides important information on the national context and describes best practice to support senior leaders, practitioners, and education authorities in evaluating and planning for improvement in Gaelic Education. It is based on evidence from inspections, reviews and validated self-evaluation, covering all sectors of Gaelic Education and other engagements with a wide range of stakeholders. The Advice on Gaelic Education will be of particular interest to senior leaders, practitioners in Gaelic Education and education authorities. Her Majesty's (HM) Inspectors use the Advice to support scrutiny activities.
Realising the Ambition: Being Me. National Practice Guidance for Early Years in Scotland
Author: Education Scotland
Date: 2020-02-00
Type: Guides - General
Subjects: Foreign Countries,Child Development,Preschool Education,Preschool Children,Primary Education,Infants,Toddlers,Trauma,Gender Bias,Play,Preschool Curriculum,Educational Environment,Literacy,Numeracy,Technology Uses in Education,Educational Quality,Reggio Emilia Approach

This report builds upon the original principles and philosophy of &quot;Pre-Birth to 3&quot; and &quot;Building the Ambition.&quot; The new guidance retains the relevant content from the previous guidance which it replaces, extending and strengthening it in line with current research and evidence about how children develop and learn. This refreshed early years national practice guidance for Scotland presents key information about the characteristics of child development based on research and evidence. It explores the range of interactions, experiences and spaces we need to provide for babies and young children to help them learn and grow best from their earliest days through to being a young child in early primary school. This report increases expectations of high quality but still provides the necessary support for all who work in the early years sector and beyond. This guidance is for use by anyone who works with and for babies and young children across both early learning and childcare settings and early primary school. [This report was produced by APS Group Scotland.]