ethanporcaro/eric-fulltext-meta huggingface dataset:
Religious Charter Schools: Legally Permissible? Constitutionally Required?
Author: Garnett, Nicole Stelle
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Religious Schools,Court Litigation,School Choice,Private Schools,Constitutional Law,Freedom of Speech,Religion,Public Schools,Institutional Characteristics,State Legislation

On June 30, 2020, the U.S. Supreme Court held, in &quot;Espinoza v. Montana,&quot; that the First Amendment's Free Exercise Clause precludes states from excluding religious schools from private school choice programs. Writing for the majority, Chief Justice John Roberts concluded: &quot;A State need not subsidize private education. But once a State decides to do so, it cannot disqualify some private schools solely because they are religious.&quot; But, as Justice Stephen Breyer asked in his dissenting opinion, &quot;What about charter schools?&quot; Can states prohibit religious charter schools? All states with charter schools currently do so. Are these restrictions constitutionally required, as is commonly assumed? Or, on the contrary, are they unconstitutional after &quot;Espinoza&quot;? This report addresses these questions. Efforts to permit religious charter schools (by legislation and/or litigation) will likely be undertaken in the near future. This report discusses the legal issues raised by such efforts, examining whether the First Amendment's Establishment Clause permits religious charter schools and whether the First Amendment's Free Exercise Clause precludes states from prohibiting them.
Targeted Intensive Tutoring. Strategies to Solve Unfinished Learning
Author: Education Trust
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Tutoring,Tutors,Teacher Effectiveness,COVID-19,Pandemics,Intervention,Educational Strategies,Mathematics Instruction,Reading Instruction,Instructional Effectiveness,Best Practices,Individualized Instruction

When the pandemic forced schools across the country to close their doors in March 2020, many district and school leaders worked quickly to plan for and address students' &quot;unfinished learning.&quot; How would they support students who had been exposed to content, but had not yet had a chance to master it? Research supports two ways schools can give students the opportunities and supports they need to complete unfinished learning: targeted intensive tutoring and expanded learning time. The Education Trust and MDRC designed this series of briefs to help leaders make decisions on how to implement these strategies and where to invest resources, especially in ways that best support the country's most underserved students. They also highlight research-based interventions to build and maintain strong relationships: without strong relationships and connections between students and school staff, educators cannot catch students up. Finally, when evidence exists, they highlight the tradeoffs between effectiveness, affordability, and feasibility when implementing a strategy in different ways. This brief focuses on targeted intensive tutoring, often referred to as high-dosage tutoring, which consists of having the same tutor to work over an extended period of time (e.g., all year, every school day) on academic skills, such as math or reading. In the most effective versions, an individual tutor works with one or two students at a time, using a skill-building curriculum closely aligned with the math or reading curriculum used throughout the school and targeted to the student's academic needs. This brief discusses what is known about what works with targeted tutoring, the effectiveness of intensive tutoring, critical questions for leaders, and promising practices.
Expanded Learning Time. Strategies to Solve Unfinished Learning
Author: Education Trust
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: School Schedules,COVID-19,Pandemics,Tutoring,Tutors,Individualized Instruction,Instructional Effectiveness,Best Practices,Educational Benefits,Tutor Training,Class Size,Time Factors (Learning),Alignment (Education),Equal Education,After School Programs

When the pandemic forced schools across the country to close their doors in March 2020, many district and school leaders worked quickly to plan for and address students' &quot;unfinished learning.&quot; How would they support students who had been exposed to content, but had not yet had a chance to master it? Research supports two ways schools can give students the opportunities and supports they need to complete unfinished learning: targeted intensive tutoring and expanded learning time (ELT). The Education Trust and MDRC designed this series of briefs to help leaders make decisions on how to implement these strategies and where to invest resources, especially in ways that best support the country's most underserved students. They also highlight research-based interventions to build and maintain strong relationships: without strong relationships and connections between students and school staff, educators cannot catch students up. Finally, when evidence exists, they highlight the tradeoffs between effectiveness, affordability, and feasibility when implementing a strategy in different ways. This brief focuses on ELT, one approach to helping historically underserved students catch up to meet high standards. ELT encompasses programs or strategies implemented to increase the amount of instruction and learning students experience. This brief discusses what is known about what works with ELT, the effectiveness of expanded learning time, critical questions for leaders, and promising practices.
The Importance of Strong Relationships. Strategies to Solve Unfinished Learning
Author: Education Trust
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,School Closing,Teacher Student Relationship,Student School Relationship,Learner Engagement,Mentors,After School Programs,Educational Benefits,Trust (Psychology),Class Size,Learning Activities,Faculty Development,Secondary School Students,Improvement Programs,Program Effectiveness

When the pandemic forced schools across the country to close their doors in March 2020, many district and school leaders worked quickly to plan for and address students' &quot;unfinished learning.&quot; How would they support students who had been exposed to content, but had not yet had a chance to master it? Research supports two ways schools can give students the opportunities and supports they need to complete unfinished learning: targeted intensive tutoring and expanded learning time (ELT). The Education Trust and MDRC designed this series of briefs to help leaders make decisions on how to implement these strategies and where to invest resources, especially in ways that best support the country's most underserved students. They also highlight research-based interventions to build and maintain strong relationships: without strong relationships and connections between students and school staff, educators cannot catch students up. Finally, when evidence exists, they highlight the tradeoffs between effectiveness, affordability, and feasibility when implementing a strategy in different ways. This brief focuses on the important practices of fostering strong relationships between students and adults, as well as how to build these relationships in ways that encourage and support students to engage in tasks that move them beyond their current understanding and skills. It discusses what is known about what works with strong developmental relationships, the effectiveness of relationship building, critical questions for leaders, and promising practices.
Validation of Gamified Instructional Materials in Genetics for Grade 12 STEM Students
Author: Funa, Aaron
Date: 2019-00-00
Type: Journal Articles
Subjects: Instructional Materials,Genetics,Grade 12,Secondary School Science,Game Based Learning,Biology,Expertise,High School Students,Educational Games,Program Effectiveness,Attitudes,Lesson Plans,Student Motivation,Portfolios (Background Materials),Foreign Countries

Instructional material is an integral part of teaching and learning process. Validating instructional materials is imperative to ensure quality before widespread utilization. This study validated the developed Gamified Instructional Material (GIM) in genetics for grade 12 STEM students. It employed the descriptive-developmental research design involving 41 STEM students and 11 Biology education experts chosen through purposive sampling. Findings revealed that students and experts strongly agreed that the GIM satisfied the criteria for a sound and valid instructional material. Further, the significant change in the pretest and posttest scores of students indicated an improvement of their knowledge in genetics. It is recommended that the GIM be used as supplementary instructional material in teaching genetics.
Forum Guide to Cybersecurity: Safeguarding Your Data. NFES 2020-137
Author: National Forum on Education Statistics (ED)
Date: 2020-10-00
Type: Guides - General
Subjects: Information Security,Computer Security,Confidential Records,Information Management,Privacy,State Departments of Education,School Districts,Computer Networks,Information Networks,Records (Forms),Elementary Secondary Education,Crime Prevention,Emergency Programs,Planning,Crisis Management

The purpose of this document is to provide timely and useful best practice information to help education agencies proactively prepare for, appropriately mitigate, and responsibly recover from a cybersecurity incident. This resource reflects lessons learned by the education community and provides recommendations that will help agencies protect their systems and data before, during, and after a cybersecurity incident. This document focuses on cybersecurity, with a specific emphasis on data, from the perspective of the education data community. This resource is not intended as a comprehensive cybersecurity prevention and protection plan, and not all aspects of cybersecurity incident response are addressed. Rather, this document focuses on key activities intended to minimize the likelihood of a cybersecurity incident and help education organizations respond if an incident occurs. This resource provides best-practice information to help state education agencies (SEAs) and local education agencies (LEAs) before, during, and after a cybersecurity incident to: (1) build awareness about why cybersecurity is important to education agencies; (2) help education organizations identify, mitigate, and protect against potential security risks, vulnerabilities, and threats; (3) focus on how agencies can prepare for, mitigate, and recover from a cybersecurity incident; and (4) identify solutions that will help agencies protect their systems and data before, during, and after an incident.
Proposals for High School Teaching of Quantum Physics
Author: Bonacci, Enzo
Date: 2018-08-27
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Science Instruction,Secondary School Science,Quantum Mechanics,Mechanics (Physics),Scientific Concepts,Concept Formation,Mathematical Formulas

In the Italian education system, secondary students (ages 14-19) face the foundations of quantum physics during the final term of scientific high school (pre-university year). The Italian Ministry of Education, University and Research (MIUR) has remarked its importance in the syllabus to address the high school exit examination (30% of the 5th year physics course) but, due to limited learning time and intrinsic difficulty, this branch of physics is neither assimilated nor appreciated as it should. We wish to illustrate six didactic suggestions focused on learning motivation, emerged during a 17-year long teaching experience, which could help to tackle the main problems found. The key reference is the talk &quot;Why nobody understands quantum mechanics?&quot; given in 2013 at the 2nd Rome workshop &quot;Science Perception&quot; together with a concise and evocative poster outlining the history of quanta. Other useful resources are a 2015 conceptual diagram and four invited lectures held in the years 2010-2017. [This paper is part of the ATINER Conference Presentation Series (No. PHY2018-0082).]
COVID-19 Considerations for Reopening Schools: Academic Re-Entry, Stage One--Drafting an Adjusted Curriculum
Author: Kentucky Department of Education
Date: 2020-06-01
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,School Closing,Distance Education,Online Courses,Curriculum Development,Knowledge Level,Educational Needs,State Standards,Academic Standards,Elementary Secondary Education,Intellectual Disciplines,Course Content,Skill Development,Teamwork,Teacher Collaboration,Leadership Responsibility,School Schedules

This document from the Kentucky Department of Education (KDE) provides guidance on initial steps for how educators can plan and prepare for addressing knowledge gaps due to extended remote learning as a result of the COVID-19 emergency. The purpose of Stage One is for grade-level or course content teams to: (1) Analyze their 2019-2020 curriculum to make adjustments to the 2020-2021 curriculum to address potential knowledge gaps for incoming students due to extended remote learning; (2) Identify areas for potential gaps for 2019-2020 students to share in vertical conversations; and (3) Draft an adjusted curriculum for the 2020-2021 school year. This document offers a graphic organizer to assist educators in completing these tasks.
Emergency Management Research and People with Disabilities: A Resource Guide
Author: National Institute on Disability and Rehabilitation Research (ED/OSERS)
Date: 2008-04-00
Type: Guides - General
Subjects: Disabilities,Emergency Programs,Research Projects,Research Needs,Safety,Access to Information,Television,Audiovisual Aids,Natural Disasters,Disadvantaged,Terrorism,Public Health,Training,Computer Assisted Instruction,Computer Software,Access to Education,Behavior,Interpersonal Communication,National Organizations,Physical Disabilities,Accessibility (for Disabled),Migration,Information Technology,Telecommunications,Deafness,Hearing Impairments,Assistive Technology,Planning,Work Environment,Conferences (Gatherings),Readiness,Children,Federal Government,Government Role,Agency Cooperation

This National Institute on Disability and Rehabilitation Research (NIDRR) resource guide on emergency management research and people with disabilities provides a listing and description of research projects funded by the federal government and nonfederal entities, research recommendations that have come out of conferences on emergency management and disability, and a bibliography of relevant research publications. Many federal agencies participated in the effort to identify research projects and conference recommendations. In all, the authors were able to identify 16 federally funded and four nonfederally funded research projects specific to emergency management and people with disabilities. This guide is intended to facilitate the development and implementation of a nationwide research agenda on emergency management and people with disabilities, so that a strong evidence base can be developed about the best ways to ensure the safety and security of people with disabilities in emergency and disaster situations.
Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 30 in the U.S., 2004-2019
Author: Johnston, Lloyd D.
Date: 2020-00-00
Type: Reports - Research
Subjects: National Surveys,Acquired Immunodeficiency Syndrome (AIDS),Health Behavior,Communicable Diseases,Young Adults,High School Graduates,Public Health,Sexuality,At Risk Persons,Incidence,Sexually Transmitted Diseases,Drug Abuse,Homosexuality,Prevention,Screening Tests,Gender Differences,Trend Analysis,Age Differences,Marital Status

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adult high school graduates through age 60. The study is funded under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse and has been conducted annually by the University of Michigan's Institute for Social Research since 1975. The present monograph focuses on a range of behaviors, including certain forms of substance use, related to the spread of the human immunodeficiency virus (HIV), which is responsible for acquired immunodeficiency syndrome (AIDS). The ages covered in this study contain the two age bands with the highest rates of newly diagnosed HIV infection in the United States: namely, ages 20-24 and 25-29. High school graduates who fall into this age range each year have been surveyed annually since 2004. The present volume is the fourth monograph in the MTF series of annual reports. [For the first three monographs, see ED604018 (Overview of Key Findings), ED608265 (Volume 1), and ED608266 (Volume 2). For &quot;Monitoring the Future National Survey Results: HIV/AIDS Risk &amp; Protective Behaviors among Adults Ages 21 to 30 in the U.S., 2004-2018,&quot; see ED611901.]
Continuous Learning Task Force Guidance
Author: Kansas State Department of Education
Date: 2020-03-00
Type: Guides - General
Subjects: Early Childhood Education,Elementary Secondary Education,Distance Education,COVID-19,Pandemics,Special Education,Electronic Learning,Faculty Development,School Schedules,Inclusion,Equal Education,English,Language Arts,Mathematics Education,Science Education,Pupil Personnel Services,Social Emotional Learning,Vocational Education,English Language Learners,Family School Relationship,Technology Uses in Education

The Continuous Learning Task Force's primary goal was to develop guidance for Kansas educators to meet the immediate need of supporting learning outside of the normal practices. The team intentionally adopted the word &quot;Continuous&quot; as a means to bring clarity and focus to the experience of teachers, students and families as the 2019-2020 school year comes to a finish. Avoiding terms like &quot;distance learning&quot; or &quot;virtual learning&quot; helps school leaders to think globally and progressively about how to best meet the learning needs of all learners. One common refrain throughout this team's short time working together has been a message of inclusiveness and equity. The guidance and resource documents from the team will reflect these priorities. This document includes the following components that can guide districts as they meet the needs of their students: (1) Essential Questions for Administrators; (2) Essential Questions for Teachers; (3) 5 Day Plan for Establishing Continuous Learning; (4) A Sample 5 Day Professional Learning Plan; (5) Sample Parent Survey; (6) Recommended Time Guidelines for Students Across Grade Bands; (7) Content and Grade Level Guidelines for the following areas: Early Childhood, Elementary, Secondary ELA, Secondary Math and Science, Special Education, Student Support Services, Social Emotional Learning, English Language Learners, Technology, and Family Partnerships; (8) Alternatives to Technology Resources; and (9) Free Resources Links. It is recognized that each district will have to make many local decisions that are unique to their student population, staff, and resources. The Continuous Learning Task Force encourages districts to develop and implement Continuous Learning plans in partnership with local county health departments, families, staff, and local boards of education.
2017 Marketing and Student Recruitment Report of Effective Practices: Effective Practices for Four-Year Undergraduate Colleges and Universities, as Rated by Campus Officials on an April 2017 Poll
Author: Ruffalo Noel Levitz (RNL)
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Marketing,Student Recruitment,Undergraduate Students,Best Practices,Advertising,Enrollment Management,Private Colleges,Public Colleges,Computer Mediated Communication,Electronic Mail,Social Media,Technology Uses in Education,Outreach Programs,Student Financial Aid,Budgets

What is the competition doing? How is today's outreach changing? How are best practices evolving? To explore these questions, undergraduate officials from a broad cross-section of private and public U.S. colleges and universities participated in an April 2017 poll that produced this report. Data in this report reflect responses from 91 nonprofit four-year colleges and universities that collectively enroll 557,000 students. Respondents participated in the Ruffalo Noel Levitz national electronic poll of undergraduate marketing and recruitment practices between March 28 and April 19, 2017. The poll was emailed to enrollment and admissions officers at accredited, degree-granting institutions across the United States. Respondents to the poll included 63 four-year private institutions and 28 four-year public institutions. Highlights from the study include: (1) Purchased names, campus visitors, and stealth applicants were the top three sources of enrollees; (2) Online display advertising was the top form of advertising, but was rated less effective than text messaging, email, websites, and, for private institution respondents, publications; (3) Qualifying inquiries was a top practice for public institution respondents in the category of internal operations, but 57 percent of respondents were not using it; (4) Statistical financial aid awarding was a top practice for private institution respondents in the category of internal operations, but 21 percent of respondents were not using it; and (5) Text messaging was a top-rated communication channel, but many respondents were not using it.
Governors&apos; Top Education Priorities in 2021 State of the State Addresses
Author: Kelley, Bryan
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: State Officials,State Policy,Educational Policy,Public Education,COVID-19,Pandemics,Educational Finance,Distance Education,Labor Force Development,School Closing,Academic Achievement,Physical Health,Mental Health,Elementary Secondary Education,Internet,Teacher Salaries,Early Childhood Education,Higher Education

This Special Report captures analysis of 42 governors' State of the State addresses and the education-related proposals mentioned within. In 2021, governors unsurprisingly focused on the COVID-19 pandemic and its implications for students, teachers and education more broadly. The six major themes among education-related proposals this year were related to: (1) Funding; (2) Remote learning; (3) Workforce development; (4) Reopening schools; (5) Student achievement and learning loss; and (6) Physical and mental health of students and educators. Each year since 2005, Education Commission of the States has tracked, analyzed and identified trends in education policy accomplishments and proposals featured in governors' State of the State addresses. For the past two years, ECS has also partnered with the National Governors Association to review education proposals in these addresses. The report includes excerpts and specific proposals from governors' addresses, in addition to resources that dive deeper into each issue. [For the 2020 report, see ED607289.]