ethanporcaro/eric-fulltext-meta huggingface dataset:
Managing for Results in America&apos;s Great City Schools 2022: Results from Fiscal Year 2020-21. A Report of the Performance Measurement and Benchmarking Project
Author: Council of the Great City Schools
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,Public Schools,Elementary Secondary Education,Educational Indicators,Performance,Benchmarking,Student Evaluation,Educational Assessment,Money Management,Cost Effectiveness,Educational Finance,Compensation (Remuneration),Risk Management,Maintenance,School Maintenance,School Safety,School Security,Transportation,Information Technology

In 2002 the Council of the Great City Schools and its members set out to develop performance measures that could be used to improve business operations in urban public school districts. The Council launched the Performance Measurement and Benchmarking Project to achieve these objectives. The purposes of the project were to: (1) Establish a common set of &quot;key performance indicators&quot; (KPIs) in a range of school operations, including business services, finances, human resources, and technology; (2) Use these KPIs to benchmark and compare the performance of the nation's largest urban public school systems; and (3) Use the results to improve operational performance in urban public schools. The teams leading the project's work have used a sophisticated approach to define, collect and validate school-system data. This process calls for each KPI to have a clearly defined purpose to justify its development, and extensive documentation of the &quot;metric definitions&quot; ensures that the expertise of the technical teams is fully captured. At the core of the methodology is the principle of &quot;continuous improvement.&quot; The teams are instructed to focus on operational indicators that can be &quot;benchmarked&quot; and are &quot;actionable,&quot; and thus can be strategically managed by setting improvement targets. Each page of this report shows detailed information for a single KPI measure. Sections include: (1) Accounts Payable; (2) Cash Management; (3) Compensation; (4) Financial Management; (5) Grants Management; (6) Procurement; (7) Risk Management; (8) Food Services; (9) Maintenance &amp; Operations; (10) Safety &amp; Security; (11) Transportation; (12) Human Resources; and (13) Information Technology. [This is a report of the Performance Measurement and Benchmarking Project. For the 2021 report, see ED617441.]
Across the Aisle: What Voters and Parents Want in Education. The Hunt Institute&apos;s 2022 Nationwide Voter &amp; Parent Education Survey Results
Author: Hunt Institute
Date: 2022-10-00
Type: Reports - Research
Subjects: Parent Surveys,Online Surveys,Parent Attitudes,Voting,Educational Finance,Parent Participation,National Surveys,Public Schools,School Safety,School Effectiveness,COVID-19,Pandemics,Teacher Qualifications,Teaching Methods,Faculty Development,Mental Disorders,Identification,Health Services,Individualized Education Programs,Mental Health,Parent School Relationship,Kindergarten,Elementary Secondary Education,Counseling Services,After School Programs,Summer Programs,Reading Programs,Taxes,Political Attitudes,Students with Disabilities,Teacher Effectiveness,Reading Skills,Public Officials

This report is the results of an online survey of likely 2022 voters, conducted August 30-September 12, 2022. The data show that voters and parents alike have a clear vision of their priorities for education and schools, school funding, and parental involvement. [This report was prepared with Lake Research Partners. For &quot;Across the Aisle: Bridging the Education Divide. What Voters and Parents Want in Education,&quot; see ED626525.]
Skills and Labor Market Outcomes of Working-Age Americans. The Impact of Human Capital in the American Labor Market Series
Author: Fogg, Neeta
Date: 2022-09-00
Type: Reports - Research
Subjects: Labor Market,Human Capital,Job Skills,Unemployment,Employment,Labor Force Nonparticipants,Workplace Learning,Job Training,Work Experience,Literacy,Numeracy,Skills,Educational Attainment,Employment Level,Age Differences

In this new policy report, the fourth in a series examining the impact of human capital in the American labor market from the Educational Testing Service (ETS) Center for Research on Human Capital Education, the authors take a unique perspective on the critical link between human capital and labor market outcomes by expanding the analysis to nonpecuniary outcomes. Using the available cognitive and background data that were collected as part of the Programme for the International Assessment of Adult Skills (PIAAC), this report explores the links between the skills of American workers and a wide variety of labor market outcomes beyond earnings, including whether a person was employed, unemployed, or not in the labor force at the time of the PIAAC survey. Across each of these categories, in addition to skill levels, key background data were examined. For the employed population, for example, employment intensity, employer-provided training, occupation, and job satisfaction data were analyzed. For those who reported they were unemployed, the duration of unemployment and previous employment experiences was examined, whereas information on previous employment experiences was examined for those who reported that they were not in the labor force at the time of the PIAAC survey. The analysis in this paper reveals that these nonpecuniary labor market outcomes are also tightly bound to respondents' literacy and numeracy skills. [For the previous report in this series, see &quot;Skills and Earnings in the Part-Time Labor Market. The Impact of Human Capital in the American Labor Market Series&quot; (ED626473).]
Skills, Skill Use at Work, and Earnings of American Workers. The Impact of Human Capital in the American Labor Market Series
Author: Fogg, Neeta
Date: 2022-12-00
Type: Reports - Research
Subjects: Human Capital,Labor Market,Labor Force,Reading Skills,Numeracy,Writing Skills,Skills,Adults,Wages,Job Skills,Career Choice,Work Environment,Employees

As with the previous reports in the series, this new report relies on the rich source of data from the Programme for the International Assessment of Adult Competencies (PIAAC), including direct assessment of literacy and numeracy skills and a host of information on education, income, and other demographic characteristics. But what is unique in this report is that it also utilizes detailed data on skill use including the frequency with which respondents reported using reading, numeracy, and writing skills in their job. This study builds on the series' previous research on the effect of skills on the earnings of American workers by examining the use of workers' skills on the job as an additional determinant of the earnings of American workers (in addition to human capital--literacy proficiencies, education, work experience--and other factors that are known to affect earnings). The paper begins with a descriptive analysis of the link between reading skill use at work and the literacy proficiencies of workers. The authors explore differences in the literacy proficiencies (mean literacy scores and levels of literacy proficiencies) of workers in each quartile of the index of reading skill use at work, and conversely, the authors present the use of reading skills at work by the level of literacy proficiencies of workers. The descriptive section also explores the connection between the occupation of workers and their use of reading skills at work. Findings from multivariate regression analyses that explore the links between earnings and the use of reading skills at work, with regression controls for literacy proficiencies, educational attainment, work experience, occupation, and demographics are presented. [For the previous report in the series, see &quot;Skills and Labor Market Outcomes of Working-Age Americans. The Impact of Human Capital in the American Labor Market Series&quot; (ED626553).]
Supporting Students Experiencing Homelessness: District Approaches to Supports and Funding. Research Brief
Author: Levin, Stephanie
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: School Districts,Homeless People,Educational Quality,Federal Aid,Identification,Private Financial Support,Community Resources,Health Services,Academic Support Services,State Policy,Barriers,Access to Education,Elementary Secondary Education,Kindergarten,Federal Legislation,Social Services,Public Policy,At Risk Students

This brief summarizes a study of five school districts that have been recognized for their efforts to provide high-quality services to students experiencing homelessness. The districts worked hard to identify students experiencing homelessness and supplemented modest federal funds with private funding, district funding, community-based resources, and other school services to provide transportation, essential items such as food and clothing, health services, academic supports, and housing supports, wherever possible. Districts identified inadequate, unreliable, and restrictive funding streams as particular challenges that limited their efforts. This brief outlines federal, state, and local policy changes to address these obstacles and ensure that students have access to a web of school- and district-based supports. The report [ED626558] on which this brief is based can be found at https://learningpolicyinstitute.org/product/ supporting-students-homelessness-report.
Supporting Students Experiencing Homelessness: District Approaches to Supports and Funding
Author: Levin, Stephanie
Date: 2022-09-00
Type: Reports - Research
Subjects: Homeless People,Kindergarten,Elementary Secondary Education,At Risk Students,School Districts,Academic Achievement,Mental Health,Health Services,Academic Support Services,Social Services,Public Schools,Barriers,Identification,Administrator Attitudes,Program Administration,Financial Support,Counselor Attitudes,Social Work,Student Needs,Federal Aid,State Aid,Teacher Role,Disadvantaged,Family Programs,Federal Legislation

Approximately 1.3 million K-12 public school students across the United States were identified as experiencing homelessness in 2019-20. In all cases, the stress, instability, trauma, and school mobility created by homelessness increase risks to physical, social, and emotional health and to educational engagement and achievement. Districts play an important role in creating environments and coordinating a set of supports that help these students overcome the challenges they face. However, districts face a number of challenges in identifying and serving students experiencing homelessness. The result is under-identification of students and insufficient support provided to students. This study examines how five school districts--Browning Public Schools, Cincinnati Public Schools, Polk County Public Schools, Santa Fe Public Schools, and Spokane Public Schools--work to serve students experiencing homelessness. The authors draw on interview data with homeless program staff, including coordinators, liaisons, and social workers, and budget data to describe how the districts identify and address the needs of students experiencing homelessness, how districts fund and staff their programs, and the challenges that districts confront in meeting the needs of students experiencing homelessness. [For the research brief, see ED626557.]
Survey on Academic Freedom, Institutional Autonomy and Academic Integrity from a Student Perspective
Author: Kimizoglu, Iris, Ed.
Date: 2023-01-00
Type: Reports - Research
Subjects: College Students,Graduate Students,Foreign Countries,Student Attitudes,Academic Freedom,Integrity,Institutional Autonomy,Cheating,Ethics,Plagiarism,Student Behavior,Intellectual Freedom,Freedom of Speech,Student Rights

Academic freedom is the most important pillar that underpins and enables a democratic and free higher education sector. Given that the academic and political debate on the concept of academic freedom tends to be one-sided and confined to the needs and experiences of academic staff and researchers, as well as in face of the ongoing attacks on the academic community in Europe, the European Students' Union inquired how European students perceive the current situation around academic freedom, institutional autonomy and academic integrity in their national/regional contexts, and how academic freedom is perceived by students and their representative bodies. This report summarises the results of the survey on academic freedom, institutional autonomy and academic integrity conducted by ESU and financially supported by the Open Society Foundation. We hope that this report on student perceptions will enrich current debates as it is a first starting point to explore and address student perspectives on and the need for (student) academic freedom.
Improving Content Area Reading Comprehension of Spanish Speaking English Learners in Grades 4 and 5 Using Web-Based Text Structure Instruction
Author: Wijekumar, Kausalai
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Skills,Reading Comprehension,Spanish Speaking,English Language Learners,Text Structure,Teaching Methods,Grade 4,Grade 5,Bilingual Students,Reading Strategies,Instructional Effectiveness,Educational Technology,Technology Uses in Education,Content Area Reading

Reading and comprehending content area texts is important for academic and professional success as well as life skills necessary to maintain good health and quality lifestyle. Spanish speaking English language learners have shown poor performance on high-stakes assessments in reading comprehension. The number of Spanish speaking English learners (ELs) in our schools continues to increase at a fast pace, and therefore it is imperative that we address their reading comprehension needs swiftly and effectively. The text structure strategy has shown positive results on comprehension outcomes in many research studies with students at Grades 2, 4, 5, and 7. This study is the first implementation of instruction about the text structure strategy expressly designed to accommodate the linguistic and comprehension needs of Spanish speaking ELs in Grades 4 and 5. Strategy instruction on the Web for English Learners (SWELL) was designed to deliver instruction about the text structure strategy to Spanish speaker English learners. A randomized controlled study with pre and post-tests was conducted with 14 classrooms at fourth-grade and 17 classrooms at fifth-grade in high poverty schools where over 85% of students were Spanish speaking bilinguals or ELs. Analysis of data using multi-level models show moderate to large-effects favoring the students in the SWELL classrooms over the business as usual control classrooms on important measures such as a standardized reading comprehension test and main idea and cloze tasks. This research has practical implications for the use of web-based tools to provide high-quality and supportive instruction to improve Spanish speaking ELs reading comprehension skills. [The article was published in &quot;Reading and Writing&quot; (EJ1193960).]
Six Years Later: Examining the Academic and Employment Outcomes of the Original and Reinstated Summer Pell. CCRC Working Paper No. 132
Author: Liu, Vivian Yuen Ting
Date: 2023-02-00
Type: Reports - Research
Subjects: Grants,Student Financial Aid,Summer Programs,School Schedules,School Holding Power,Academic Persistence,Educational Attainment,Program Effectiveness,Community Colleges,Outcomes of Education,Labor Market,Comparative Analysis,Associate Degrees,Bachelors Degrees,Adult Students,Federal Aid,Federal Legislation,Educational Legislation,Higher Education,Community College Students,Low Income Students,African American Students,Income,Part Time Students,Full Time Students

While the Pell Grant covers a substantial proportion of college tuition for low-income students, it has covered only two full-time semesters per year and has not included any support for summer courses through most of its history. As research has shown that continuous enrollment throughout the year increases college persistence and completion, the summer Pell (SP) program was added during the summer of 2009 and allowed eligible low-income students to receive an additional grant for summer tuition and eligible costs. The SP was eliminated in 2011 and then restored in 2017. Using administrative data on community college students in New York City, our difference-indifferences analysis results from both periods show that SP-eligible students had a higher retention rate in the fall of the second year, had higher associate and bachelor's degree attainment rates, and had higher earnings gains up to nine years from college entry compared to SP-ineligible students. Heterogeneous analysis indicates that the SP benefits were driven by Black students and older students.
School Choice and Competition for Teachers: Evidence from Michigan. Technical Report
Author: Anderson, Kaitlin P.
Date: 2022-12-20
Type: Reports - Research
Subjects: School Choice,Competition,Teaching Experience,Masters Degrees,Teacher Qualifications,Charter Schools,Teacher Characteristics,Teacher Effectiveness,Public Schools,Comparative Analysis,Collective Bargaining,Teacher Recruitment,Teacher Selection,Faculty Mobility,Teacher Salaries,Student Characteristics,Trend Analysis,Elementary Secondary Education

Charter schools and inter-district public school choice are a growing part of the public school system. Theoretically, competition for students might lead to competition for effective and diverse teaching faculties. This study assesses how competition from school choice relates to the distribution of teacher characteristics across school contexts, exploiting within-school temporal variation in exposure to competition from school choice -- both charter schooling and inter-district school choice. I also test whether the relationship between school choice and teacher characteristics differs between charter schools and traditional public schools, or in areas with less restrictive collective bargaining agreements. Using student- and teacher-level data from 2012-13 to 2018-19, I find that growth in choice-based competition was associated with changes in the teacher workforce that were primarily positive (e.g., an increase in teacher experience and the proportion of teachers with at least a master's degree) and primarily occurring in charter schools, with very little indication of larger systemic effects in the TPS sector.
Institutional Resilience in Puerto Rico: A First Look at Efforts by Puerto Rican HSIs
Author: Santiago, Deborah
Date: 2023-02-00
Type: Reports - Research
Subjects: Hispanic American Students,Minority Serving Institutions,Higher Education,Institutional Characteristics,Universities,Resilience (Psychology),Educational Change,College Choice,Paying for College,Academic Support Services,Natural Disasters,COVID-19,Pandemics,College Students,Student Attitudes,College Enrollment,School Holding Power,Educational Finance

Over the last five years, Puerto Rico has faced fiscal and economic disruptions, demographic shifts, hurricanes and earthquakes, governance challenges, and the ongoing COVID-19 pandemic. While most of these conditions are not new to Puerto Rico, the intersection of all these challenges created a nexus for institutional resilience and efforts. This brief is the second phase of a multi-tiered project--the first of which was an environmental scan of conditions and context of the population, K-12 educational pipeline, higher education, and workforce in Puerto Rico that &quot;Excelencia&quot; published in 2021. While this brief is not meant to be exhaustive of the experiences of institutions and students in Puerto Rico, it is indicative in a broader sense of institutional resilience and transformation to meet their mission and goals to serve their communities with a quality education. &quot;Excelencia&quot; in Education engaged five Puerto Rican HSIs in a series of interviews to learn more about their efforts in resilience in the last five years: (1) Inter American University of Puerto Rico-Arecibo; (2) Universidad Ana G. Méndez-Gurabo; (3) University of Puerto Rico-Mayagüez; (4) University of Puerto Rico-Río Piedras; and (5) University of Puerto Rico-Utuado. [For the environmental scan report, &quot;Higher Education in Puerto Rico: Conditions and Context Influencing Institutional Resilience,&quot; see ED614617.]
Improving the Pipeline: Strategies for Recruiting Teacher Residency Candidates. Brief
Author: Fermanich, Mark
Date: 2023-00-00
Type: Reports - Research
Subjects: Preservice Teachers,Teacher Shortage,Teacher Education Programs,Barriers,Teacher Recruitment,College School Cooperation,Partnerships in Education,Educational Quality,Disproportionate Representation,Student Diversity,Minority Group Teachers,Debt (Financial),Licensing Examinations (Professions),Career Change,Career Choice,Financial Support,Educational Finance,Field Experience Programs

A strategy for addressing persistent teacher shortages is to increase the number of viable teacher candidates enrolling in quality preparation programs from which candidates graduate ready for the classroom on day one. This research report, utilizing data collected through a review of the relevant literature and interviews with a convenience sample of five West Virginia educator preparation programs and three teacher residency programs from across the country, examines current challenges to recruiting individuals to the teaching profession and presents several approaches to improving recruitment of high-quality and diverse teacher candidates. These include implementing data systems to support effective recruitment, establishing partnerships between educator preparation programs and school systems, expanding the pool from which candidates are recruited, employing high-touch recruiting practices, and making preparation programs more accessible to traditionally underserved populations.
The State We&apos;re in 2022: A Look at the Impact of COVID-19 on Education in Illinois
Author: Advance Illinois
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Elementary Secondary Education,Postsecondary Education,Public Education,COVID-19,Pandemics,Social Emotional Learning,Enrollment Trends,Access to Education,Mental Health,Student Needs,School Closing,Distance Education,Educational Technology,Equal Education,Minority Group Students,Racial Differences,Ethnicity,English Language Learners,Low Income Students,Academic Achievement,Graduation Rate,Early Intervention,Age Differences,Socioeconomic Status,Private Schools,Declining Enrollment,Rural Schools,Suburban Schools,Urban Schools,Students with Disabilities,Educational Quality,Access to Computers,Barriers,Attendance,Well Being,Access to Health Care,Teacher Responsibility

The COVID-19 pandemic disrupted every aspect of education in the state and across the nation, irrevocably impacting the lives of students, families, and educators like no crisis before it. Educators, families, and leaders responded to the crisis with extraordinary resilience. In the face of an unprecedented threat to public health, the state leveraged stay-at-home orders to limit the spread of COVID-19 and prevent as many deaths as possible. Programs and schools leapt to launch online programs, to provide emotional and material support to students and, later, to reopen with new safety protocols. Students and families navigated virtual services and remote learning, even while grieving for loved ones lost to the pandemic and grappling with job loss, illness, and isolation. This report outlines the impact this global event has had on Illinois learners from early childhood education through higher education. The report also highlights a few of the valiant efforts of state and local leaders, who worked to address critical issues--expanding access to laptops, finding ways to expand internet and broadband access, taking steps to stabilize the state's system of early childhood education and care, and investing in efforts to support staff and student wellbeing. [For the last report in this series, &quot;The State We're In: 2019. A Report on Public Education in Illinois,&quot; see ED602870.]