ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Equity in Crisis: Grading Policies Rooted in Equity. Equity Alert
Author: Education Trust-West
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Equal Education,Elementary Secondary Education,Postsecondary Education,School Closing,Distance Education,Online Courses,Grading,Board of Education Policy,School Policy,State Policy,Student Characteristics,Board of Education Role

The COVID-19 pandemic has posed an unprecedented education equity crisis in California. K-12 schools continue to remain closed and it is yet unclear if they will re open in the fall. Similarly, the University of California and California's Community Colleges have not yet announced a systemwide decision, but the California State University's 23-campuses will resume online for fall. These decisions will continue to require education leaders and administrators to stretch their resources to create or improve distance learning plans, support students' basic needs, and maintain other essential services for students and families. Continued school closures also leave a number of unanswered questions for students and families, including how distance learning will impact grading. The California Department of Education has issued guidance maintaining that during the pandemic, grading policies and practices are a local decision that should be made in consultation with educators and with the understanding that any policy should hold students harmless. As a result, districts and schools across the state have issued differing grading policies that have equity implications for students. Considering the varied grading policies that have been enacted across the state, Education Trust-West shares their amended recommendation for state policymakers, K-12 school leaders, and college and university leaders. [For a related Equity Alert, see &quot;Education Equity in Crisis: How to Address Learning, Promotions, Transitions and Grades in Light of School and College Closures&quot; (ED607550). For an additional related report, see &quot;Grading Policy in the Time of COVID-19: Considerations and Implications for Equity. Policy and Practice Brief&quot; (ED606474).]
A Vision for California&apos;s Schools This Fall: Equity for Dual Language and English Learners in an Unprecedented Moment
Author: Education Trust-West
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Equal Education,English Language Learners,Bilingual Students,Student Needs,School Closing,COVID-19,Outcomes of Education,Access to Education,Internet,Access to Computers,Achievement Gap,State Aid,Educational Finance,Educational Planning,School Districts,Distance Education,Blended Learning,Accountability,Family Involvement,Pandemics

Schools must address the impact of the prolonged closures due to COVID-19 on the linguistic and academic development of California's dual language learners (DLLs) and English learners (ELs). Fully 44 percent of school-aged California children speak a non-English language at home; for children ages 0-5, the proportion is around 60 percent. While it is still too early to know the full impact, preliminary data suggest that these students have disproportionately suffered from the shuttering of California's public education system. Nearly half of the families of ELs reached in an April survey from the Parent Institute for Quality Education reported that their children were not receiving the supports they needed after schools closed. What's more, while 93 percent of surveyed families received school communications about how to access online learning this spring, nearly one-third of those families were unable to understand the instructions. Similarly, an Education Trust-West poll of families that speak non-English languages at home found that 25 percent had received learning materials solely in English. These gaps also parallel existing digital divides: gaps in access to digital learning technology and/or internet connectivity. National and California data both suggest that DLLs/ELs disproportionately lack access to digital learning technology and internet connectivity. This brief offers a series of concrete, actionable ideas for how local and state education leaders can ensure that California delivers for these students in the present--and, by extension, for Californians' wellbeing in the future. [Additional collaborators of this brief include Advancement Project California, Californians Together, Center for Equity for English Learners at Loyola Marymount University, Early Edge California, and Sobrato Early Academic Language. To see the Education Trust-West poll, &quot;Educational Equity in Crisis: Listening to Parents: The Results of Our Statewide Survey of Public School Parents,&quot; see ED607559.]
Hispanic-Serving Institutions: 2018-19 Fact Sheet
Author: Excelencia in Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: College Students,Hispanic American Students,Institutional Characteristics,School Location,Undergraduate Study,Graduate Study,Enrollment,Public Colleges,Private Colleges,Educational Trends

In the 1980s, leaders recognized a small set of institutions enrolled a large percentage of Latino students but had limited resources to educate these students. The classification of Hispanic-Serving Institutions (HSIs) formally recognized these institutions for capacity-building and other support. Federal law defines HSIs as accredited, degree-granting public or private not-for-profit institutions of higher education with 25 percent or more total undergraduate Hispanic full-time equivalent student (FTE) enrollment. To create this list, Excelencia uses the Integrated Postsecondary Education Data System (IPEDS), which is maintained by the U.S. Department of Education. This fact sheet provides data on HSIs including location, sector, emerging HSIs, and HSIs with graduate programs. The information presented is the most recent data as of March 2020.
Educational Equity in Crisis: Listening to Parents--The Results of Our Statewide Survey of Public School Parents
Author: Education Trust-West
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,COVID-19,Pandemics,School Closing,Distance Education,Educational Technology,Student Needs,Academic Achievement,Access to Education,Parent Teacher Cooperation,Barriers,Coping,Instructional Materials,Equal Education,English Language Learners,School Counselors,Technical Assistance,Racial Differences,Socioeconomic Influences,Low Income Groups,African Americans,Access to Computers,Food,Lunch Programs,Breakfast Programs

The Education Trust-West partnered with Global Strategy Group to conduct a poll that tested a long list of potential concerns among parents amidst the coronavirus pandemic and found academic concerns rose to the top. Key findings in this infographic include: (1) In the immediate aftermath of school closures, California parents give positive ratings to schools for their handling of coronavirus and the transition to remote learning overall; (2) There are large gaps between what parents want and what is currently available in the early weeks of school closures -- with access to their child's teacher rated as what parents would find most helpful, even ahead of technology resources; and (3) There are clear gaps that parents feel prevent their children from successfully participating in alternatives to instruction while schools remain closed.
Commercial Cash: How NY Schools Can Raise Extra Money without Raising Taxes. Issue Brief
Author: Murphy, Peter
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Educational Finance,Income,Taxes,Advertising,Fund Raising,School Districts,Local Government,State Legislation

School districts across New York are constrained from fully exploiting a potential source of revenue to help offset pressure on local taxes. The revenue source in question is commercial advertising--including signs, sponsorships and facility naming rights, especially for athletic facilities. Experience in other states suggests New York school districts could raise thousands of dollars a year to as much as millions of dollars over a multi-year period by selling advertising and naming rights on their properties. These sums will not look large in the context of total school budgets, but at the margins they can help offset the cost of athletic and arts programs, as well as capital improvements and maintenance, which often are first on the chopping block when budgets are tight. Under New York's local property tax levy cap, effective since 2012, every locally raised dollar counts more than ever. This report highlights key reforms needed to clear the way for New York school districts to stretch their dollars at least a little further.
Hear My Voice II: Supporting Success for Parenting and Unhoused Women of Color
Author: Education Trust-West
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Racial Bias,Social Bias,Females,Career Development,Access to Education,Gender Bias,Child Rearing,Parents,Minority Groups,Homeless People,College Students,Student Financial Aid,Student Needs,Child Care,Housing,Resources,Agency Cooperation,Paying for College,At Risk Students

Structural racism and class-based inequities help shape career and educational opportunities for women in the United States. As women make career and education gains, women of color (WOC) do not have access to the same level of opportunity. This report shares findings from interviews with parenting and unhoused WOC who attend the California State University (CSU), a mission-driven public university system that provides access to higher education for many Californians. These conversations reveal that parenting and unhoused women experience the following challenges and policy gaps: (1) Stigma; (2) Financial Aid; (3) Basic Need Insecurity; and (4) Childcare and Housing Resources.
Iowa Community Colleges Joint Enrollment: Academic Year 2018-2019. Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,Community Colleges,Enrollment Trends,High School Seniors,College School Cooperation,Gender Differences,Minority Group Students,Ethnicity,Racial Differences,Intellectual Disciplines,College Credits,Vocational Education,Postsecondary Education,Student Characteristics,Instructional Program Divisions,Income,Educational Finance

The Iowa Department of Education collects information on joint enrollment from Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently as tuition-paying students, or enroll in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. This report consists of academic year (AY) and trend data on joint enrollment, including headcount enrollment, credit hours taken, student demographics, and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted. [For the report from the previous year, &quot;Joint Enrollment: Academic Year 2017-2018. Annual Report,&quot; see ED607566.]
Tuition and Fees: Iowa Community Colleges, Fiscal Year 2021
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,Community Colleges,Trend Analysis,Comparative Analysis,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses

The annual community college tuition and fees report provides information about tuition and fees charged at each of Iowa's 15 community colleges. This report also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue, and comparisons among states and institutions. For fiscal year (FY) 2021, average in-state tuition for students attending Iowa's community colleges is $179.38 per credit hour, a 3.3 percent increase from last year, and average mandatory fees are $15.10 per credit hour, up 1.2 percent from last year. Therefore, the average total in-state cost of enrollment (tuition plus fees) is $194.48 per credit hour, which represents a 3.1 percent increase from last year. Tuition and fees accounted for approximately 51.3 percent of community colleges' unrestricted operating revenue during FY 2019, the latest year for which data are available. This percentage peaked in FY2012 when tuition and fees accounted for 57.8 percent, and has gradually decreased since then. Nationally, provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa's in-state cost of enrollment in FY 2019 (the latest year available) ranked in the 86th percentile. This indicates that Iowa's average cost of enrollment is greater than or equal to 86 percent of community colleges in the nation. Regionally, the average IPEDS total in-state enrollment costs per credit hour during FY 2019 were higher in South Dakota and Minnesota than in Iowa. IPEDS data also suggest that the average total in-state enrollment cost at Iowa's community colleges was 15.0 percent higher than the regional average ($4,608.72) during FY 2019. Iowa Code stipulates that the highest tuition charged by Iowa's community colleges must be less than the lowest tuition charged at Iowa's public universities. In FY 2021, the highest community college in-state tuition for 24 credit hours ($4,584.00) is 40.3 percent less than the lowest public university in-state tuition for the same number of credit hours ($7,680.00). [For the 2020 report, see ED603368.]
Education Equity in Crisis: #Data4thepeople but How?
Author: Education Trust-West
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Equal Education,School Closing,COVID-19,Data Collection,Elementary Secondary Education,Higher Education,Educational Indicators

For over 5 years, The Education Trust-West's #Data4ThePeople campaign has been a statewide effort to ensure California builds a data system that is designed with achieving equity and the needs of students, parents, and families at the center. Now with school and college closures caused by COVID-19 posing a real challenge to data accessibility and quality, state and education leaders are urged to find workable solutions. Data is critical to ensuring communities and educators are empowered with the best information to highlight inequities and demand educational justice for California's schools and colleges. The latest resource in our Education Equity in Crisis series, called &quot;#Data4thePeople but How?&quot; aims to highlight the real impact of school and college closures on data. While it's not possible to adequately collect data at this time, it is possible to understand the current limitations and find workable solutions to ensure useful data is collected in a timely fashion.
Joint Enrollment: Academic Year 2017-2018. Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,Community Colleges,Enrollment Trends,High School Seniors,College School Cooperation,Gender Differences,Minority Group Students,Ethnicity,Racial Differences,Intellectual Disciplines,College Credits,Vocational Education,Postsecondary Education,Student Characteristics,Instructional Program Divisions,Income,Educational Finance

The Iowa Department of Education collects information on joint enrollment from Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently as tuition-paying students, or enroll in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. For more information about Senior Year Plus programs, please refer to the Department's website. This report consists of fiscal year (FY) and trend data on joint enrollment, including headcount enrollment, credit hours taken, student demographics, and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted. [For the report from the previous year, &quot;Joint Enrollment: Academic Year 2016-17. Annual Report,&quot; see ED588904.]
All Data Points for All States -- Part 1. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,State Aid,Special Education,English Language Learners,English (Second Language),Second Language Learning,Grants,Resource Allocation

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information for each state on: funding mechanism, base amount (if found in statute), base amount citation, special education funding and funding mechanism, special education citation, English language learner funding and funding mechanism, and English language learner citation. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
Excelsior Illusion: Getting Real about &apos;Free&apos; College in NY. Issue Brief
Author: McMahon, E. J.
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Access to Education,Tuition,Scholarships,Two Year Colleges,State Colleges,Eligibility,Educational Policy,Student Financial Aid,Student Needs,State Programs,Program Effectiveness,Public Colleges,Private Colleges,Grants,Student Loan Programs,Debt (Financial)

In April 2017, the New York State Legislature approved Governor Andrew Cuomo's proposal to establish the Excelsior Scholarship program, which the governor described as the nation's first offer of &quot;tuition-free&quot; two- and four-year college to the middle-class. Excelsior Scholarships promised to eliminate tuition charged by the State University of New York (SUNY) and City University of New York (CUNY) for undergraduate students from state resident households with gross annual incomes up to $125,000--which was 184 percent of the statewide household median as of 2018. It was predicted that 940,000 New York families with college-age children would qualify--but the program's terms and conditions ensured it would yield a much smaller number of actual scholarship recipients. As of 2018-19, the program's second year, Excelsior Scholarships had been awarded to 24,000 students, or 3.8 percent of total SUNY and CUNY undergraduate enrollment. With full implementation this year, participation is expected to rise to 30,000 for 2019-20. This report explains why policy makers seeking to boost college affordability in New York should abandon the &quot;tuition free&quot; Excelsior Scholarship program in favor of expanding the state's existing Tuition Assistance Program (TAP)--which is based on demonstrated financial need.
Pre-Service Primary Mathematic Teachers&apos; Skills of Using the Language of Mathematics in the Context of Quadrilaterals
Author: Güner, Pinar
Date: 2016-01-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teaching Skills,Mathematics Instruction,Elementary School Teachers,Elementary School Mathematics,Mathematical Concepts,Language Usage,Student Attitudes,Foreign Countries,Vocabulary

Mathematics is defined as a discipline which has a specific language that encompasses a variety of symbols, figures, and terms and which depends on the relationship among these properties. Effective learning and teaching of mathematics considerably depends on the accurate use of language. In line with these, this study aims to explore pre-service primary mathematics teachers' skills of defining and expressing a variety of concepts and properties in the context of quadrilaterals using the language of mathematics. Another objective is to determine pre-service mathematics teachers' opinions on using language in mathematics teaching and explore the relationship between their opinions and their skills of using the language of mathematics. For this aim, data collection tools include the &quot;Language in Mathematics Teaching Scale&quot; and a test which involves six open-ended questions that cover the sub-dimensions of defining a concept, expressing conceptual properties with a verbal and a symbolic language, and using symbols to represent the properties of shapes. A variety of categories were created in line with the fourth grade pre-service primary teachers' responses to the open-ended questions. Percentage and frequency values were therefore determined and the data obtained from the scale were interpreted with the help of the SPSS programme. The findings were discussed in line with the literature and some suggestions were presented. [This article was presented at the World Conference on Educational and Instructional Studies (WCEIS) by IJONTE Scientific Committee (November 5-7, 2015).]
Funding Mechanism. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,State Aid,Resource Allocation

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information on what type of funding mechanism is used by state. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding,&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
Base Amount. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,State Aid

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information on the minimum guaranteed dollar amount that each state district receives per student, if available in statute. The dollar figures are the most recent year available in statute, as of July 2019. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]
Special Education Funding. 50-State Comparison: K-12 Funding
Author: Education Commission of the States
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Educational Finance,Funding Formulas,State Policy,Educational Policy,Educational Legislation,State Aid,Special Education,Resource Allocation,Grants

Across all 50 states, there are different ways in which states allocate K-12 funding to districts. This document provides information on special education funding by state, including funding mechanism and special education citation. To classify funding mechanisms that appear in state statute or in regulations, Education Commission of the States created definitions for the terms used on this report. These definitions can be found at the link to the full report. [View the full &quot;50-State Comparison: K-12 Funding&quot; here: https://www.ecs.org/50-state-comparison-k-12-funding/.]