ethanporcaro/eric-fulltext-meta huggingface dataset:
House Bill 5 Evaluation: Final Report
Author: Mellor, Lynn
Date: 2017-12-00
Type: Tests/Questionnaires
Subjects: State Legislation,Graduation Requirements,State Policy,Educational Policy,Courses,Testing,Accountability,School Districts,High School Students,State Programs,Public Schools,College Readiness,Career Readiness,Middle School Students,Academic Achievement,College Attendance,Academic Persistence,Graduation Rate,Barriers,Racial Differences,Ethnicity,Intellectual Disciplines,Employment Level,Wages

In June 2013, the 83rd Texas Legislature passed House Bill (HB) 5, which established a new high school program--the Foundation High School Program. The new high school graduation program was required for all entering Grade 9 students in all Texas public school districts in 2014-15. The Foundation High School Program was designed to give students the flexibility to take more classes focused on their interests. Under the Foundation High School Program, students are required to complete 22 credits, including four credits in English language arts (ELA) and three credits each in science, social studies, and mathematics. In addition, all students are now required to earn two credits in a language other than English. Students also must select one of five endorsements to pursue (i.e., arts and humanities; business and industry; public services; science, technology, engineering, and mathematics (STEM); or multidisciplinary studies). Completing an endorsement requires students to earn 26 credits to graduate. The additional credits must include a fourth credit in mathematics and a fourth credit in science and two electives. However, unlike the previous graduation programs, students are not required to complete Algebra II to fulfill the mathematics requirement. Only students opting to earn a distinguished level of achievement or pursue the STEM endorsement continue to be required to complete Algebra II. As part of the legislation, HB 5 Section 83(a), the Texas Education Agency (TEA), in collaboration with the Texas Higher Education Coordinating Board (THECB), and the Texas Workforce Commission (TWC), is required to conduct an evaluation that estimates the effects of these changes on several key outcomes. The final report on the evaluation of House Bill (HB) 5 provides (1) an update on changes made to the current policy for graduation, including coursework, testing, and accountability during the 84th and 85th Texas Legislative Sessions; (2) an update on the implementation of HB 5 by school districts since 2014-15; and (3) a preliminary look at the Foundation High School Program that students are pursuing, including the endorsements and distinguished level of achievement. This report also examines student outcomes for the Foundation High School Program cohorts. [For the 2015 report, &quot;House Bill 5 Evaluation. Revised,&quot; see ED579005.]
Learning Lab Toolkit for Vocational Rehabilitation Professionals
Author: Grandon, Karin
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Vocational Rehabilitation,Communities of Practice,Out of School Youth,Disabilities,Models,Youth Programs

This toolkit describes how VR professionals can use the VR Learning Lab Model, which Y-TAC developed and field-tested, to promote youth voice and engagement in service systems improvement. Using the VR Learning Lab model, VR agencies can conduct organized activities where young people and adults come together to ask questions to find potential solutions to the challenges of the adult and youth service delivery systems. The toolkit includes a step-by-step guide to conducting VR Learning Labs based upon Y-TAC's field test with VR state agencies.
State Policy Levers for Improving Literacy
Author: Foorman, Barbara R.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Literacy Education,National Competency Tests,Grade 4,Grade 8,Reading Achievement,Reading Programs,Reading Instruction,Program Implementation

The disappointing results of the 2019 National Assessment of Educational Progress--a dip in trajectory of reading proficiency for all students except those at the highest level of ability--are prompting states to consider new reading-related policies and actions. In &quot;State Policy Levers for Improving Literacy,&quot; Barbara Foorman describes the validated non-negotiable steps for ensuring Grade 3 reading success and offers advice about policies that SEAs can implement to guide and support actions at district and school levels.
Minds That Move Us: Toolkit. A Collection of Place-Based Solutions for Future Adult Career Pathways Models
Author: Institute for Educational Leadership (IEL)
Date: 2021-00-00
Type: Guides - General
Subjects: Place Based Education,Instructional Leadership,Educational Innovation,Low Income Students,Teaching Methods,Instructional Design,Career Development,Barriers,Adult Education,Educational Principles,Educational Policy,Models,Equal Education,Coaching (Performance),Story Telling,Communities of Practice,Program Descriptions,Outcomes of Education,Manufacturing,Rural Areas,Partnerships in Education,Hispanic Americans,Labor Force Development,Skilled Workers,Career Pathways

In order to create a greater abundance of effective and affordable pathways for low-income learners, the Institute for Educational Leadership (IEL) created Minds That Move Us (MTMU). MTMU challenges the bright minds of communities around the country to design innovative education and training models that create social equity and economic mobility for all. This toolkit highlights the innovations of the 10 teams who participated in the Adult Career Pathways Design Challenge and discusses three essential principles for their success--Being Adaptable, Removing Barriers, and Maximizing Potential. The toolkit also details policy opportunities and tangible next steps to create or iterate on current adult career pathways models that close gaps and create greater mobility for low-income adults. [The MTMU Adult Career Pathways Design Challenge was developed in partnership with the Coalition on Adult Basic Education (COABE) and the National Association of State Directors of Adult Education (NASDAE).]
Use of Educational Technology for Instruction in Public Schools: 2019-20. First Look. NCES 2021-017
Author: Gray, Lucinda
Date: 2021-11-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Public Schools,School Surveys,Instruction,Access to Computers,Laptop Computers,Internet,Educational Quality,Faculty Development,Information Sources,Textbooks,Learning Activities,Specialists,Computer Software,Media Selection,Independent Study

This report is based on the public school survey &quot;Use of Educational Technology for Instruction.&quot; The survey was conducted by the National Center for Education Statistics (NCES). This report shows national data from a sample survey of public schools about their use of technology for teaching and learning during the 2019-20 school year. Data were collected in spring 2020 using the Fast Response Survey System (FRSS). Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences. [For the summary to this report, see ED615755.]
Use of Educational Technology for Instruction in Public Schools: 2019-20. First Look--Summary. NCES 2021-017
Author: Gray, Lucinda
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,School Surveys,Public Schools,Access to Computers,Laptop Computers,Educational Quality,Computer Software,Internet,Media Selection,Faculty Development,Learning Activities,Information Sources,Textbooks,Specialists,Independent Study,Elementary Secondary Education,National Surveys

This summary presents selected findings to the full report &quot;Use of Educational Technology for Instruction in Public Schools: 2019-20. Fast Response Survey System. First Look. NCES 2021-017&quot; (ED615754). The full report is based on the public school survey &quot;Use of Educational Technology for Instruction.&quot; The survey was conducted by the National Center for Education Statistics (NCES). The report shows national data from a sample survey of public schools about their use of technology for teaching and learning during the 2019-20 school year. Data were collected in spring 2020 using the Fast Response Survey System (FRSS). Questions were asked about conditions before the coronavirus pandemic started. Schools that completed the survey after the coronavirus pandemic started were asked to report about pre-pandemic experiences.
COVID-19 Impacts on Student Learning: Evidence from Interim Assessments in California
Author: Pier, Libby
Date: 2021-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Districts,Trend Analysis,Educational Trends,Elementary School Students,Middle School Students,Equal Education,Achievement Gap,Achievement Tests,Grade 4,Grade 8,Educational Improvement,Economically Disadvantaged,English Language Learners,Students with Disabilities,Minority Group Students,Homeless People,English,Language Arts,Mathematics Achievement,Decision Making,Educational Resources,Distance Education,Low Achievement,Pretests Posttests

The research featured in this paper is part of the CORE-PACE Research Partnership, which is focused on producing research that informs continuous improvement in the CORE districts as well as policy and practice in California and beyond. In this report, the authors used data from multiple interim assessments to examine how the rate of student learning from fall 2019 through winter 2020-21 differs from that of student learning before COVID-19. Specifically, the authors assessed the degree to which approximately 100,000 students across 19 local education agencies (LEAs) in California experienced slower academic growth compared to previous school years (i.e., a learning lag) by the time they completed winter 2021 interim assessments (NWEA MAP Growth, Renaissance Learning Star, and Curriculum Associates i-Ready) in Grades 4-8. To understand equity gaps in the degree to which students have experienced lost instructional opportunities, the authors disaggregated these results for students who were economically disadvantaged, students who were English learners, students with disabilities, students of different racial/ethnic backgrounds, students with low prior achievement, and students who were experiencing homelessness. The results show that by the time students completed winter interim assessments in the 2020-21 school year, they had experienced a learning lag of approximately 2.6 months in English language arts (ELA) and 2.5 months in math. It was further found that students who were economically disadvantaged, English learners, and Latinx experienced greater learning lag than students who were not in these groups. The authors position these findings in the context of other recent studies that have estimated COVID-19 impacts on student learning, discuss caveats of using interim assessments (including those administered remotely), and highlight the importance of examining differences in the effects for students in different groups. These findings can be useful for guiding decision-making and resource allocation at the state and local levels.
Year Up. Intervention Report. Postsecondary Career and Technical Education Topic Area. WWC 2022-002
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: High School Graduates,Information Technology,Finance Occupations,Internship Programs,Job Training,Job Skills,Program Effectiveness,Wages,Employment Level,Credentials,Young Adults,Urban Areas,Low Income Groups,Experiential Learning,Recruitment,Communities of Practice,Workshops,Academic Advising,Mentors,Social Services,Job Placement,Costs,Racial Differences,Ethnicity,Postsecondary Education,Vocational Education

&quot;Year Up&quot; is an occupational and technical education intervention that targets high school graduates to provide them with six months of training in the information technology and financial service sectors followed by a six-month internship and supports to ensure that participants have strong connections to employment. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;Year Up&quot; on short- and medium-term earnings and employment and on industry-recognized credential completion. The WWC identified two studies of &quot;Year Up.&quot; Both meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Year Up&quot; on young adults ages 18 to 24 with a high school diploma or equivalent--including Black and Hispanic individuals--in urban areas around the country. [For the Intervention Brief, see ED615760. For the Intervention Snapshot, see ED615761.]
Year Up. Intervention Brief. Postsecondary Career and Technical Education Topic Area. WWC 2022-002
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: High School Graduates,Information Technology,Finance Occupations,Internship Programs,Job Training,Job Skills,Program Effectiveness,Wages,Employment Level,Credentials,Young Adults,Urban Areas,Low Income Groups,Experiential Learning,Recruitment,Communities of Practice,Workshops,Academic Advising,Mentors,Social Services,Job Placement,Costs,Racial Differences,Ethnicity,Postsecondary Education,Vocational Education

&quot;Year Up&quot; is an occupational and technical education intervention that targets high school graduates to provide them with six months of training in the information technology and financial service sectors followed by a six-month internship and supports to ensure that participants have strong connections to employment. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;Year Up&quot; on short- and medium-term earnings and employment and on industry-recognized credential completion. The WWC identified two studies of &quot;Year Up.&quot; Both meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Year Up&quot; on young adults ages 18 to 24 with a high school diploma or equivalent--including Black and Hispanic individuals--in urban areas around the country. This intervention brief provides an overview of the full report. [For the Intervention Report, see ED615758. For the Intervention Snapshot, see ED615761.]
Year Up. Intervention Snapshot. Postsecondary Career and Technical Education Topic Area. WWC 2022-002
Author: What Works Clearinghouse (WWC) (ED/IES)
Date: 2021-11-00
Type: Reports - Evaluative
Subjects: High School Graduates,Information Technology,Finance Occupations,Internship Programs,Job Training,Job Skills,Program Effectiveness,Wages,Employment Level,Credentials,Young Adults,Urban Areas,Low Income Groups,Experiential Learning,Recruitment,Communities of Practice,Workshops,Academic Advising,Mentors,Social Services,Job Placement,Costs,Racial Differences,Ethnicity,Postsecondary Education,Vocational Education

&quot;Year Up&quot; is an occupational and technical education intervention that targets high school graduates to provide them with six months of training in the information technology and financial service sectors followed by a six-month internship and supports to ensure that participants have strong connections to employment. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of &quot;Year Up&quot; on short- and medium-term earnings and employment and on industry-recognized credential completion. The WWC identified two studies of &quot;Year Up.&quot; Both meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;Year Up&quot; on young adults ages 18 to 24 with a high school diploma or equivalent-- including Black and Hispanic individuals--in urban areas around the country. This intervention snapshot provides a brief summary of the full report. [For the Intervention Report, see ED615758. For the Intervention Brief, see ED615760.]
Veterans with Disabilities: VA Could Better Inform Veterans with Disabilities about Their Education Benefit Options. Report to Congressional Requesters. GAO-21-450
Author: Curda, Elizabeth H.
Date: 2021-07-00
Type: Reports - Research
Subjects: Veterans Education,Disabilities,Reentry Workers,Employment Services,Financial Support,Federal Legislation,Veterans,Knowledge Level,Information Dissemination,Access to Education,Attitudes,Program Effectiveness,Tuition,Fees,Housing,Instructional Materials,Career Counseling,Career Readiness,Assistive Technology,Job Training,Access to Information,Transitional Programs,Postsecondary Education,Paying for College

Veterans Affairs (VA) offers education benefits to veterans with disabilities through the GI Bill, VA's largest education program, and Veteran Readiness and Employment (VR&amp;E), which helps veterans with service-connected disabilities re-enter the workforce. Each offers distinct features that may better serve veterans depending on their individual circumstances. However, veterans with disabilities may not know that VR&amp;E can help pay for education as part of its employment services. The Government Accountability Office (GAO) was asked to what extent eligible veterans are aware of the comparative features of the programs. This report examines (1) the reported factors that influence whether veterans with disabilities select the Post-9/11 GI Bill or VR&amp;E, and (2) how VA informs veterans with disabilities about the education benefits available to them from each program, and the effectiveness of those efforts. For both programs, GAO reviewed relevant federal laws; analyzed participant data; conducted semistructured interviews with officials from schools and VSOs selected for their depth of knowledge about veteran affairs, and reviewed relevant VA informational materials. GAO is making two recommendations to VA to take steps to 1) provide veterans with more information about VR&amp;E's education benefits and 2) inform veterans about the comparative program features of the GI Bill and VR&amp;E. VA concurred with the recommendations.
Californians and K-12 Education amid COVID-19 Recovery: Views from the 2021 PACE/USC Rossier Poll
Author: Hough, Heather
Date: 2021-07-00
Type: Reports - Research
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Voting,Attitudes,Political Attitudes,Racial Bias,Social Bias,Equal Education,Immunization Programs,Distance Education,Standardized Tests,School Closing,Social Differences,Racial Differences

Growing inequities and lessons learned during the pandemic together with billions of dollars in new funding present an opportunity to make substantial changes to K-12 education to better serve all students in California. In May 2021, PACE and the Rossier School of Education at the University of Southern California (USC) fielded our annual poll of California voters, which sought to gain clarity about voters' priorities on public education issues during this period in which Californians are beginning to look towards a postpandemic future. The following are 10 key findings from the poll: (1) Californians have been differentially affected by both the overall and the educational effects of the pandemic; (2) California voters are generally worried about the effects of the pandemic on the state's students; (3) Despite this challenging year, voters appreciated the work of educators; (4) However, partisan divisions shaped approval of education during the pandemic; (5) Californians have noticed increasing divisions on issues of politics and race; (6) These partisan differences translate into how voters prioritize educational issues generally and educational equity issues specifically; (7) Despite these political divisions, voters enthusiastically support a wide range of targeted supports for meeting students' diverse needs and accelerating learning in the wake of the pandemic; (8) Voters are in favor of requiring the COVID-19 vaccine for eligible students; (9) Voters support resuming in-person instruction in the fall but want schools to provide online learning options; and (10) Voters are generally in favor of resuming standardized testing for students after the pandemic.
Practices of a Healing-Centered Community School. Practice Brief
Author: Kimner, Hayin
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Community Schools,Well Being,Educational Practices,Race,Equal Education,Justice,Trust (Psychology),Partnerships in Education,Student Centered Learning,Educational Opportunities,Accountability

A healing-centered community school is intentionally designed and organized to support student well-being as both a facet of learning and an ultimate goal. This practice brief describes the core practices of implementing comprehensive community school strategies. Healing-centered community schools must be organized so that students, educators, families, and community partners can meaningfully work together to create high-quality teaching and learning conditions that: (a) center racial equity and justice by repairing and earning trust; (b) provide support and capacity; (c) offer opportunities to learn, lead, explore, and thrive; and (d) are rigorously accountable for multiple preconditions and dimensions of student success. [This practice brief was produced in partnership with California Children's Trust, Californians for Justice, and Advancement Project California. It is part of a publication set that includes the policy brief, &quot;Healing-Centered Community Schools: A Key Investment for COVID-19 Recovery&quot; (ED615697).]
Practice Guide: Applying a Principled Approach to Develop and Use K-12 Computer Science Formative Assessments
Author: Basu, Satabdi
Date: 2021-00-00
Type: Guides - Classroom - Teacher
Subjects: Computer Science Education,Elementary Secondary Education,Formative Evaluation,Evidence,Task Analysis,Evaluation Methods,Program Development,Scoring Rubrics,Responses,Student Evaluation,Test Construction

Formative assessment can be a powerful tool to support effective K-12 computer science (CS) instruction. Having teachers and students engage with the formative assessment process can increase student engagement and improve learning outcomes. In this guide, the authors show readers how to apply the five-step process outlined in the corresponding white paper (see ED615714) to systematically develop or select formative assessment tasks and use them to inform instruction. This practice guide illustrates formative assessment literacy in practice. School-level and state-level leaders are encouraged to find ways to promote formative assessment literacy through CS professional development workshops, teacher communities of practice, policy guidelines, and other avenues. These five steps are discussed in greater detail: (1) Define and/or identify fine-grained learning targets to assess; (2) Determine evidence needed to measure progress towards learning targets; (3) Find or create tasks that elicit the desired evidence; (4) Determine how to evaluate and interpret the evidence provided by students; and (5) Relate the interpretation and/or evaluation of the evidence to possible follow-up activities. This practice guide is designed to enhance teachers' understanding of CS standards, how to select and implement appropriate formative assessment tasks, and how to modify instruction to address student challenges identified from the formative assessments.