ethanporcaro/eric-fulltext-meta huggingface dataset:
Navigating Choice: How High-Touch Supports Can Address Educational Inequity
Author: Heyward, Georgia
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Equal Education,School Choice,Access to Education,Economically Disadvantaged,Educational Quality,Family Involvement,Access to Information,Organizations (Groups),Outreach Programs

Since 2016 the Center on Reinventing Public Education has sought to learn from the work of organizations with navigator services and understand its implications for the K-12 education system. In this brief, we present findings from a preliminary analysis of 10 such organizations. The organizations profiled in this brief offer important lessons for addressing inequitable access in education choice. We found that all organizations engaged in three common activities to reach families furthest from opportunity and improve their access to a quality, good-fit education: (1) Develop relationships with families furthest from opportunity; (2) Help families make sense of their options; and (3) Address systemic inequities by supporting policy and practice to improve the quality of schools in a city. Families face more choice than ever in education, in the form of district magnets, charter schools, new graduation pathways, curricular options, and out-of-school learning options. But supports for families have not kept pace, especially for those who historically have not had access to quality learning experiences. School navigation services are one option for changing this reality. We recommend that to offer these services, organizations must: (1) Balance tradeoffs to reach families and sustain contact; (2) Participate in conversations to address systemic inequities; and (3) Develop services or seek public funds to financially sustain themselves.
School Districts across the Nation Plan for an Uncertain Year Ahead
Author: Gross, Betheny
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Planning,School Schedules,Distance Education,Blended Learning,COVID-19,Pandemics,School Closing

This brief gives a snapshot of how school districts across the country are currently planning for fall 2020, how they are planning for contingencies of COVID-19 spread, and how this varies based on district characteristics. During the week of July 27-31, we reviewed district websites, social media, and local news to collect data from a sample of 477 districts that provide a statistical representation of all districts across the U.S. This sample includes most of the large school districts that CRPE has tracked on a weekly basis throughout the pandemic, but also includes 399 additional districts. We apply statistical weights to provide a nationally representative sample. Key findings include: (1) Most school districts are planning to return to at least partial in-person learning, but many are undecided; (2) Currently announced plans vary significantly by district locale (city, suburban, and rural); and (3) A majority of school districts will offer families the opportunity to choose remote learning.
Measuring Critical Thinking Skills in WCPSS: An Update with 2017-18 Data
Author: Huang, Haigen
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Critical Thinking,Measures (Individuals),Thinking Skills,Logical Thinking,Problem Solving,High School Students,Foreign Countries,Achievement Tests,International Assessment,Grade 11

In a global economy, stakeholders need to keep themselves well-informed in terms of how their local schools perform when compared with schools across the country and around the world. In doing so, they will be able to consider how well their schools are doing in a larger context and identify strengths as well as areas to target for improvement. This report answers two questions: (1) How do Wake County Public School System (WCPSS) high schools do compared with the U.S. national and international averages? Also, how well are WCPSS students prepared for problem-solving, scientific reasoning; and (2) critical thinking? In answering these questions, the first part of this report focuses on the Programme for International Student Assessment (PISA) and the second on College and Work Readiness Assessment Plus (CWRA+). This report aims to open discussions on how teaching can best develop students' critical thinking and problem-solving skills. As WCPSS schools are committed to the Strategic Plan--Vision 2020, promotion of critical thinking and problem-solving skills will continue.
Blueprint4Summer Colorado: Mapping Denver&apos;s Landscape for Summer Enrichment
Author: Gross, Betheny
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Summer Programs,Enrichment Activities,Access to Education,Costs,Low Income Students,Web Sites,Minority Group Students,Racial Differences

In 2018 RESCHOOL Colorado launched the Blueprint4SummerCO (B4SCO) website, an online resource that aggregates summer activities available around Metropolitan Denver into a comprehensive searchable database. The RESCHOOL team aimed to both surface summer programming throughout the community and provide families with a tool that would simplify their search efforts. This brief provides an assessment of lessons learned in the first two years since the launch of the B4SCO website. We examined the 2018 and 2019 website data to understand two things: the extent to which the RESCHOOL team met its goals for B4SCO, and what the programming provided on the platform reveals about the landscape of summer programming in the Denver area. Key findings include: (1) B4SCO presents a wealth of enrichment opportunities that parents readily explore. Despite an expansion of sessions captured by B4SCO, access to summer learning for all children remains a concern; (2) Available summer learning does not fully cover the time students are out of school; and (3) Summer programming hourly costs equal the region's minimum wage, forcing hard tradeoffs for families. [This report was written with Kellie MacPhee, Andrew Taylor, Haowen Zheng.]
Elementary Support Model Implementation and Outcomes: 2014-15 to 2017-18. DRA Report No. 19.00
Author: Paeplow, Colleen
Date: 2019-04-00
Type: Reports - Research
Subjects: Elementary School Students,School Districts,Low Achievement,Outcomes of Education,Faculty Development,Coaching (Performance),Program Implementation,Teacher Effectiveness,Educational Improvement,Academic Achievement,Achievement Gains,Teacher Administrator Relationship,Expenditures,Teaching Methods,Educational Change,Instructional Leadership,Principals,Administrator Attitudes,Social Work,Special Needs Students,Attendance,Comparative Analysis,Scores,Achievement Tests

The Elementary Support Model (ESM) was implemented in Wake County Public School System's (WCPSS) 12 lowest performing elementary schools. ESM is designed to improve teacher and student outcomes by addressing governance, staffing, professional development, resources, calendar and schedule, and provides leadership and instructional coaching. Qualitative methods were used to assess implementation and a quasi-experimental design was utilized to examine ESM's intermediate and long-term outcomes. The implementation of ESM in WCPSS was strong. ESM was also successful in meeting, or mostly meeting, its short-term goals related to professional development, coaching, and governance. Results related to intermediate and long-term goals were mixed. Three areas of strength were principal support to teachers, reduction of beginning teachers, and increases in the number of ESM schools meeting EVAAS growth; however, additional goals related to student outcomes were either only partially met or not met. Recommendations focus on strengthening implementation and continuing to monitor progress toward reaching program goals.
Disrupted Schooling: Impacts on Achievement from the Chilean School Occupations. CEP Discussion Paper No. 1696
Author: Montebruno, Piero
Date: 2020-05-00
Type: Reports - Research
Subjects: Academic Achievement,Activism,Social Action,Violence,Police,Police School Relationship,Attribution Theory,Standardized Tests,Foreign Countries,Correlation,Human Capital,Attendance,Educational Attainment,Time Factors (Learning),Value Added Models,Grade 4,Grade 8,Grade 10,Elementary School Students,Secondary School Students,Outcomes of Education,Educational Trends,Trend Analysis

Disrupted schooling can heavily impact the amount of education pupils receive. Starting in early June of 2011 a huge social outburst of pupil protests, walk-outs, riots and school occupations called the Chilean Winter caused more than 8 million of lost school days. Within a matter of days, riots reached the national level with hundreds of thousands of pupils occupying schools, marching on the streets and demanding better education. Exploiting a police report on occupied schools in Santiago, I assess the effect of reduced school attendance in the context of schools occupations on pupils' cognitive achievement. This paper investigates whether or not there is a causal relationship between the protests and school occupations and the standardised test performance of those pupils whose schools were occupied.
Better Together? Heterogeneous Effects of Tracking on Student Achievement. CEP Discussion Paper No. 1706
Author: Matthewes, Sönke Hendrik
Date: 2020-07-00
Type: Reports - Research
Subjects: Track System (Education),Ability Grouping,Secondary Education,Program Effectiveness,Reading Achievement,Mathematics Achievement,Foreign Countries,Geographic Location,Elementary Education,Academic Education,Vocational Education,Comprehensive Programs

I study the effects of early between-school ability tracking on student achievement, exploiting institutional differences between German federal states. In all states, about 40% of students transition to separate academic-track schools after comprehensive primary school. Depending on the state, the remaining student body is either directly tracked between two additional school types or taught comprehensively for another two years. Comparing these students before and after tracking in a triple-differences framework, I find evidence for positive effects of prolonged comprehensive schooling on mathematics and reading scores. These are almost entirely driven by low-achievers. Early and rigid forms of tracking can thus impair both equity and efficiency of school systems. [This paper was produced as part of the Centre's Education and Skills Programme.]
Building a Diverse Teacher Workforce. Policy Brief
Author: Rafa, Alyssa
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Minority Group Teachers,Teacher Selection,Racial Factors,Student Diversity,Teacher Influence,Minority Group Students,Elementary Secondary Education,Teacher Characteristics,Student Characteristics,Role Models,Academic Achievement,State Policy,Teacher Shortage,Incentives,Loan Repayment,Teacher Recruitment,State Legislation,Teacher Education Programs,Teacher Certification

Hiring and retaining teachers of color is one approach that policymakers can use to support improved academic achievement and opportunities for racially and ethnically diverse students. National data show that while the student population is becoming more diverse, the teacher workforce remains largely white and female. While teachers from all races can inspire student success, research suggests that a more diverse teacher workforce could improve student academic, behavioral, social and emotional outcomes -- particularly for students of color. State policymakers are taking various approaches to building a diverse teacher workforce and ensuring all students reap the myriad benefits of teacher diversity in the classroom. This Policy Brief provides a summary of key research on the benefits of expanding the racial/ethnic diversity of teachers in K-12 classrooms. It also features examples of state-level action intended to advance diversity and ultimately improve students' academic experiences.
Roadblocks to Quality Education in a Time of Climate Change. Brief
Author: Kwauk, Christina
Date: 2020-02-00
Type: Reports - Research
Subjects: Climate,Change,Role of Education,Conservation (Environment),Ecology,Risk Management,Educational Policy,Environmental Education,Barriers,Global Approach,Sustainable Development,Lifelong Learning,Intervention,Leadership Responsibility,Educational Quality,Transformative Learning,Social Justice,Accountability,Educational Needs,Change Agents,Teacher Role,Weather,Natural Disasters,Social Bias,Gender Bias

The urgency of the climate crisis demands not only greater coherence and coordination of education efforts, but also a deep reexamination of the education sector's role in the perpetuation of the status quo. This applies across formal education institutions (primary, secondary, and tertiary school), non-formal programs (often delivered by nongovernmental or community-based organizations), and informal spaces (on the radio, in libraries, museums, or even grocery stores and bus stops). It also demands attention from children, youth, and adults in both high-carbon emitting and low-carbon emitting countries, as well as within and across sectors (e.g., education, energy, transportation, agriculture, and urban planning). As a starting point for critical discussion among education and non-education actors, this paper focuses on formal education spaces where coordinating local efforts across districts, states, and nations can have impact on a global scale. First, the paper illustrates why more attention to and investment in education as a means of reducing risk and increasing informed action to climate change is needed. Second, it describes the current policy landscape for education in climate action, and climate in education. Third, the paper presents five underlying challenges preventing the formal education sector from taking a more proactive role in climate action. These roadblocks can then become entry points for policy and action. Finally, the paper lays out three actions that education and climate actors can take to not only chart a roadmap for the education sector in climate action, but to generate a new set of game-changing rules.
Navigating Out-of-School Learning and the Power of Relationships: Lessons from Year 2 at RESCHOOL Colorado
Author: Gross, Betheny
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Barriers,Enrichment Activities,Educational Opportunities,Low Income Groups,Administrator Attitudes,Parent Attitudes,Coaching (Performance),Advocacy,Employers,Program Descriptions,Program Implementation,Family Needs,Summer Programs,Financial Support,Trust (Psychology),Parent Surveys,Access to Education,Hospitals,Partnerships in Education,Information Sources,Interpersonal Relationship,Children,Child Care,Parent Child Relationship

Barriers to summer enrichment and learning experiences reinforce gaps in resources and opportunities in public education that face students from lower-income households. In a growing number of cities, new support structures are emerging to help parents overcome barriers to summer enrichment and learning for their children. These supports provide parents with coaches, often called navigators or advocates, who consult with parents on out-of-school learning for their children and other educational issues. In 2017, RESCHOOL Colorado introduced an employer-based navigator program to address barriers to out-of-school learning. Known as the Learner Advocate Network (LAN), the program provides one-on-one support for parents on all aspects of their children's learning. This report describes the implementation of the LAN between 2018 and 2019 and what it implies for expanding similar efforts elsewhere. Based on interviews with RESCHOOL leaders, advocates, and 33 participating parents, surveys of 49 participating parents (22 of whom answered the survey in 2018 and 2019), and observations of coaching meetings in 2018, the authors found: (1) Parents needed resources; (2) Parents wanted help with a range of education issues; and (3) LAN advocates tailored support to meet families' needs. The implementation of the LAN underscores the importance of providing financial support to parents to address barriers to learning and enrichment for their children. The program also highlights the benefits of pairing financial support with customized advice and expertise and trusting relationships. Advocates for the LAN and similar programs must keep this human element in mind as they look to extend and deepen the impact of navigator supports for parents. [For &quot;Expanding Access to Out-of-School Learning: Lessons from Year 1 at ReSchool Colorado,&quot; see ED602941.]
Using Technology to Increase Independence. Autism at-a-Glance
Author: Hedges, S.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Adolescents,Autism,Pervasive Developmental Disorders,Handheld Devices,Personal Autonomy,Computer Mediated Communication,Video Technology,Audio Equipment,Asynchronous Communication,Synchronous Communication,Family Life

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support high school staff and family members in promoting independence in daily living skills for adolescents and young adults on the autism spectrum.
Using Public Transportation. Autism at-a-Glance
Author: McIntyre, N.
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Transportation,Daily Living Skills,Adolescents,Young Adults,Autism,Pervasive Developmental Disorders,Stress Variables,Independent Living,Travel,Motor Vehicles,Community Services,Safety

&quot;Autism at-a-Glance&quot; is a series of practitioner and family-friendly documents created by the Center on Secondary Education for Students with ASD (CSESA) designed for high school staff members supporting students on the autism spectrum, as well as family members of adolescents with ASD. The purpose of the &quot;Autism at-a-Glance&quot; series is to provide a current summary of topics relevant to high school students with ASD as well as practical tips and resources for school and community personnel and family members. This &quot;Autism at-a-Glance&quot; was designed to support practitioners and family members in promoting independence in daily living skills for adolescents and young adults on the autism spectrum.
A Blueprint for Reform: Moving beyond California&apos;s Failed Youth Correctional System
Author: Washburn, Maureen
Date: 2020-04-00
Type: Reports - Research
Subjects: Correctional Institutions,Institutionalized Persons,Juvenile Justice,Violence,Organizational Change,Public Agencies,Expenditures,Recidivism,Failure,Suicide,Law Enforcement,Health,Safety,Accountability,Injuries,Risk,Social Isolation,State Aid,Community Programs,Intervention,Advisory Committees,Counties,Change Strategies,State Policy

California's youth correctional institutions are failing young people and their communities. The system--currently known as the Division of Juvenile Justice (DJJ)--exposes youth to a violent, prison-like environment that should shock the consciences of California lawmakers, advocates, and residents. Since the 1890s, the state's youth correctional institutions have undergone numerous reorganizations, name changes, and renovations in a futile attempt to improve the treatment of youth under state care. Yet for as long as youth have been confined in California, the state has cycled continuously between reform and scandal, unable to overcome the cruel realities of its youth correctional model (Macallair, 2015). Young people, their families, and even staff describe DJJ as dangerous and ineffective--a finding that is supported by the agency's own statistics (CJCJ, 2019). Despite per capita expenditures of more than $300,000 per year, most youth return to the justice system within three years of their release from DJJ, a clear indicator of the state's failure to prepare young people for their transition back into the community (CDCR, 2019; CJCJ, 2020a). This research finds: (1) Fights, riots, and beatings are a part of daily life at DJJ; (2) Staff routinely use pepper spray, batons, and rubber bullets as methods of control; (3) Many youth contemplate or attempt suicide during their confinement; and (4) Young people are commonly placed more than 100 miles from their homes and loved ones. In early 2019, the Center on Juvenile and Criminal Justice (CJCJ) released &quot;Unmet Promises: Continued Violence and Neglect in California's Division of Juvenile Justice,&quot; which uncovered appalling conditions and an overall climate of fear at DJJ (CJCJ, 2019). This publication is a companion to &quot;Unmet Promises,&quot; offering a brief update on current conditions and outlining a set of policy recommendations that spring from CJCJ's years of research on youth confinement in California. This report also presents four key policy recommendations to address this historic failure. These are presented chronologically, beginning with those that offer immediate protections to youth in the facilities, followed by recommendations aimed at building up alternatives in local communities, and concluding with a proposal to close DJJ in favor of small, close-to-home programs and facilities. [For &quot;Unmet Promises: Continued Violence and Neglect in California's Division of Juvenile Justice,&quot; see ED597307.]
Investing in Talent Development: A Funding Guide for Supporting the Teacher Workforce with Federal, Private, and State Funds
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Faculty Development,Federal Aid,State Aid,Private Financial Support,Eligibility,Grants,Elementary Secondary Education,Educational Legislation,Federal Legislation,Teacher Recruitment,Alternative Teacher Certification,Teacher Persistence,Teaching Conditions,Teacher Salaries,Mentors,Beginning Teacher Induction,Equal Education,Students with Disabilities,Higher Education

Funding the important work of teachers can be supported through a variety of federal programs, private foundations, and state legislative appropriations. This guide identifies potential funding that can be leveraged by state education agencies (SEAs), local education agencies (LEAs), and educator preparation providers to address teacher professional growth and talent development across the full educator career continuum, from attracting and preparing candidates to retaining teachers in the profession. The first section provides a high-level snapshot of federal funding availability that is aligned to the Center on Great Teachers and Leaders' (GTL Center's) Talent Development Framework. The section that follows provides specific details, including eligibility requirements, mechanisms to apply or use the funding, informational resources, and the specific activities authorized within the funding stream.