ethanporcaro/eric-fulltext-meta huggingface dataset:
Minnesota Safe Learning Survey: Spring 2021 Survey of Minnesota Educators, Families, and Students
Author: Potter, Laura
Date: 2021-08-00
Type: Reports - Research
Subjects: State Surveys,COVID-19,Pandemics,Elementary School Students,Secondary School Students,Academic Achievement,Social Emotional Learning,Mental Health,Learner Engagement,Technology Uses in Education,Teaching Methods,Conventional Instruction,Blended Learning,Distance Education,English Language Learners,Individualized Education Programs,Enrollment Trends,Teacher Student Relationship,Family Involvement,Help Seeking

As the 2020-2021 school year began, the Wisconsin-Minnesota Comprehensive Center (WMCC)--working with Minnesota Department of Education (MDE) and housed at the University of Minnesota's (UMN) Center for Applied Research &amp; Educational Improvement (CAREI), the University of Wisconsin-Madison's Wisconsin Evaluation Collaborative (WEC), and Education Analytics (EA)-- determined that surveys of educators, students, and families over the course of the school year would be prudent to capture the experiences of these key groups, learn from this unprecedented time, and plan for the future. This survey, the Safe Learning Survey, was developed to get a true picture of how those being most impacted by the MDE's Safe Learning Plan are experiencing it. The survey is being deployed at three intervals, Winter (February), Spring (May-June), and Fall (October) 2021, with statewide reports following the conclusion of each survey window. The second Safe Learning Survey, the subject of this report, was conducted from May 5, 2021 to June 18, 2021. Over 10,500 respondents, including 2,844 educators, 1,685 students, and 6,004 family members completed the survey this spring. Although the survey was sent statewide via school and district leaders, somewhat uneven and concentrated responses, both geographically and by respondent type, were observed. Additionally, the response rate for this second survey was approximately half the size of that for the first survey from the winter of 2021. It is the continued hope of the WMCC that data from the Minnesota Safe Learning Surveys will continue to provide insights as to how educators, students, and families are feeling about school during this unprecedented time in history. [For the first report, &quot;Minnesota Safe Learning Survey: Winter 2021 Survey of Minnesota Educators, Families, and Students,&quot; see ED615428. This report was co-produced by the University of Minnesota, College of Education and Human Development.]
Minnesota Safe Learning Survey: Winter 2021 Survey of Minnesota Educators, Families, and Students
Author: Potter, Laura
Date: 2021-04-00
Type: Reports - Research
Subjects: State Surveys,Distance Education,Longitudinal Studies,Elementary School Students,Secondary School Students,Outcomes of Education,COVID-19,Pandemics,Teaching Methods,Conventional Instruction,Blended Learning,Academic Achievement,Social Emotional Learning,Technology Uses in Education,Mental Health,English Language Learners,Individualized Education Programs,Enrollment Trends,Teacher Student Relationship,Learner Engagement,Help Seeking

The Wisconsin-Minnesota Comprehensive Center (WMCC)--housed at the University of Minnesota's (UMN) Center for Applied Research &amp; Educational Improvement (CAREI), the University of Wisconsin-Madison's Wisconsin Evaluation Collaborative (WEC), and Education Analytics (EA)--works directly with the Minnesota Department of Education (MDE) on specific projects to benefit students and educators across the state of Minnesota. In the spring of 2020, the WMCC gathered information about districts' and individuals' experiences with distance learning by conducting focus groups with a variety of stakeholders (a total of 25 sessions with 153 participants) and completing a systematic review of a sample of over 250 district distance learning plans from across the state. Information from these sources, as well as a wealth of information from educators collected through the University of Minnesota's Spring 2020 Minnesota PK-12 Distance Learning Survey, was used to inform the WMCC's decision to develop a statewide survey to gather longitudinal feedback regarding the state's Safe Learning Plan amid the continued navigation of the COVID-19 pandemic. The WMCC developed the Minnesota Safe Learning Survey to examine educators', students' (grades 6-12), and families' educational experiences during the first half of the 2020-21 academic year. The purpose of this survey was to get a true picture of how those being most impacted by the Safe Learning Plan are experiencing it. The survey will be deployed at three intervals, February, May, and October 2021, with statewide reports following the conclusion of each survey window. This is the first of three reports that will be produced. This information will inform future MDE planning and support that the WMCC and the UMN's College of Education and Human Development may be able to provide MDE, policymakers, districts, and schools. Over 23,000 respondents, including 9,333 educators, 2,988 students, and 11,651 family members completed the survey between February 8 and February 26, 2021. Although the survey was sent statewide via school and district leaders, somewhat uneven and concentrated responses, both geographically and by respondent type, were observed. It is the hope of the WMCC that data from the Minnesota Safe Learning Surveys will continue to provide insights as to how educators, students, and families are feeling about school during this unprecedented time in history. [This report was co-produced by the University of Minnesota, College of Education and Human Development.]
Transitioning to a New Future with Equity-Based MTSS. Issue Brief #12
Author: SWIFT Education Center
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Educational Change,Equal Education,Intervention,Positive Behavior Supports,Elementary Secondary Education,COVID-19,Pandemics,School Closing,Educational Environment,Program Implementation

School closures due to the COVID-19 virus have presented schools with the responsibility to make unprecedented decisions, and have brought many deep-seated equity issues in the U.S. education system to light. Now, more than ever, it is evident that outdated, one-size-fits-all approaches to education exclude the most vulnerable students, creating an education system where student outcomes can far too often be predicted by race, ethnicity, gender, socioeconomic status, language, and ability. Schools' reopening creates a unique opportunity to examine school practices, policies, and protocols, to let go of what isn't serving students, and to focus efforts on planning with equity at the center of the work. Students, families, communities and staff have changed. The system and supports must change. In order to create a future that is more equitable for everyone, educators must understand who is in their schools, what they can do based on their strengths and needs, and how they can do it. [Based on &quot;Equity-Based MTSS: Transitioning to a New Future&quot; with Dr. Hollie Peterson and Dr. Amy Jablonski, presented at Impact Learning and Leading Group's &quot;Reopening America's Schools: Seizing the Opportunity to Reimagine K-12 Education&quot; Virtual Summit.]
Alternative Career Readiness Measures for Small and Rural Districts in Texas. Policy Brief
Author: Burkhauser, Susan
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Alternative Assessment,Career Readiness,Rural Schools,School Districts,School District Size,State Legislation,Educational Legislation,Outcome Measures,Accountability,High School Graduates,Academic Standards,College Readiness,Military Training

Texas House Bill 3 established a college, career, and military readiness (CCMR) outcomes bonus, which provides extra funding to districts for each annual graduate demonstrating CCMR under the state accountability system. Some small district and rural district leaders expressed concern about the ability of their graduates to meet the career readiness component of the CCMR accountability standards due to a lack of career and technical education (CTE) program or course resources. Texas Education Agency (TEA) partnered with Regional Educational Laboratory (REL) Southwest to conduct a study focused on attainment of alternative career readiness options among high school graduates, and specifically graduates in small districts and rural districts. The study provides information on the implications of the CCMR accountability standards for high school graduates by examining the extent to which the cohort of 2017-18 Texas public school graduates did not meet CCMR accountability standards, particularly for graduates in small districts and rural districts. The study also provides information on the extent to which graduates demonstrated career readiness via alternative career readiness options identified by TEA. Finally, the study explores whether graduates who met the alternative career readiness options attained similar postsecondary college and career outcomes to graduates who met CCMR accountability standards to inform the Commissioner of Education as he considers alternative career readiness options. [For the full report, &quot;Alternative Career Readiness Measures for Small and Rural Districts in Texas. REL 2021-066,&quot; see ED610681.]
Getting Texans to and through College and the Importance of House Bill 18. Policy Brief
Author: Minor, Kelly
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: State Legislation,Educational Legislation,Academic Advising,Career Counseling,Middle School Students,High School Students,College Readiness,Career Readiness,Postsecondary Education,Information Dissemination,School Counselors,High School Graduates,Expectation,Dual Enrollment,Educational Attainment,Academic Failure,Predictor Variables,Academic Degrees

In 2015, the Texas legislature passed House Bill 18 to bolster the college and career advising available to students in middle and high schools across the state. The Bill calls for multi-agency efforts to help counselors and other school personnel prepare students for postsecondary enrollment and entry into the workforce. Housed at the University of Texas at Austin, Texas OnCourse is responsible for identifying the needs of Texas students and developing technologically advanced mechanisms for communicating information to advisers, students, and families. Resources such as training modules and vast support networks are poised to make an impact on the postsecondary paths of young Texans. This report presents findings from research that was conducted as a part of the Texas OnCourse initiative. Specifically, this research explored how high school students' academic coursework and educational expectations influenced postsecondary educational outcomes.
Transfer Leaders Speak: Keeping Students on the Transfer Path during the COVID-19 Pandemic and Beyond. Through the Gate
Author: RP Group
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Transfer Programs,Transfer Policy,Community Colleges,Bachelors Degrees,Distance Education,COVID-19,Pandemics,Delivery Systems,Student Needs,Academic Achievement,Academic Persistence,Technology Integration,Communication Strategies,Student College Relationship,Barriers,State Universities

In a spring 2021 survey of California Community College students exploring the impact of COVID-19 on their transfer journey, the RP Group identified colleges where students felt highly satisfied with the transfer support and communication they were receiving during the pandemic. To better understand what these community colleges were doing to effectively meet transfer students' needs during this period of disruption, the RP Group conducted follow-up interviews at five of these institutions. These conversations revealed: (1) new challenges impacting students' transfer success resulting from COVID-19; (2) adaptations to keep students on their transfer path during remote instruction; and (3) considerations for improving students' transfer outcomes as the pandemic evolves. This brief summarizes these interview insights, offering transfer practitioners and higher education leaders practical ideas for advancing transfer student retention and completion during these turbulent times. [For the main study's detailed methodology and findings, see &quot;The Impacts of the Pandemic on Students' Transfer Journeys: A Technical Report from a Systemwide Study of California Community College Students&quot; (ED615411).]
Demographic Factors Impacting College Admission, STEM Major Entry, and Graduation. Policy Brief
Author: Carlson, Maria
Date: 2017-06-00
Type: Reports - Research
Subjects: Student Characteristics,Demography,College Admission,STEM Education,Majors (Students),Academic Persistence,Algebra,Regression (Statistics)

The demand for graduates with Science Technology Engineering and Mathematics (STEM) degrees continues to rapidly increase. By 2018, the majority of positions that require a minimum of a bachelor degree will necessitate considerable mathematics and/or science training. In order for students to access, persist, and complete STEM majors, they must have a sufficient academic background to meet the demands of college STEM courses. The National Mathematics Advisory Panel recommends that students complete an authentic algebra course by grade 8 and have an understanding of Algebra II concepts by high school graduation. This investigation explored characteristics (e.g. grade Algebra 1 completed, gender, ethnicity, disability status, socioeconomic status, district locality) that influence the likelihood of Texas students succeeding in advanced coursework in high school, gaining admission to college, and earning STEM degrees. Study findings suggest that several demographic factors influence the likelihood that students obtain admission to Texas public universities and complete STEM degrees.
High School Role Models and Minority College Achievement. Policy Brief
Author: Delhommer, Scott
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: High School Students,Role Models,Minority Group Students,Academic Achievement,College Attendance,Minority Group Teachers,Teacher Student Relationship

This paper analyzed the role of students having a same-race teacher on a high school student's short- and long-term outcomes. How is a student's academic achievement affected in the classroom with a same-race teacher and how is their likelihood of attending college changed by having a same-race teacher? Race-matching improves Black and Asian students' standardized test scores for that class and their likelihood of passing that class as well. Black and Hispanic students also became significantly more likely to enroll in a two- or four- year college with a same-race 9th grade teacher. Black and Hispanic students with a same-race 9th grade STEM teacher were also significantly more likely to major in STEM in college. This paper highlights the need to have a more diverse and representative teacher population and gives a concrete policy recommendation of increasing the ethnic and racial diversity of the Texas teaching population to better match the students that they serve.
Rethinking Teacher Turnover in Texas: Longitudinal Measures of Instability in Schools. Policy Brief
Author: Holme, Jennifer Jellison
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Faculty Mobility,Longitudinal Studies,Measurement,Public School Teachers,Elementary Secondary Education,School Demography,Accountability,Poverty,Low Income Students,Minority Group Students,Disproportionate Representation,Rural Schools,Urban Schools,Suburban Schools,School Effectiveness

Teachers are the most important in-school factor that affect student learning. Yet many schools, particularly low-income urban schools, have a difficult time hiring and retaining teachers. When multiple teachers leave a school each year, multiple years in a row, those schools lose not only human capital, but teachers lose the strong social ties that are vital to creating the type of coherent vision and mission that supports student achievement. In discussing the problem of turnover, both researchers and policymakers tend to use and report annual turnover rates (i.e. the percentage of teachers who departed from one year to the next). These short-term turnover rates, however, give a limited picture of turnover in that they fail to capture how losses may accumulate in schools over multiple years. In this way, simple, annual teacher turnover rates can conceal deeper, underlying chronic staffing problems in schools. In this policy brief, the authors present longitudinal measures of teacher turnover that capture how turnover may affect schools over longer periods of time. The way turnover is measured is important, as the measures become the means by which the 'problem' of turnover becomes defined, and its varying dimensions understood. The authors demonstrate the utility of these measures using data for all teachers in Texas public schools from 2004-2014. They argue that policymakers and district leaders should look to these measures of teacher turnover in order to identify and support schools experiencing the most severe turnover in the state. While the term turnover conceptually represents the change in staff from one year to the next, the authors believe the term &quot;instability&quot; better helps to focus conceptually on impact of staffing change on schools as organizations over time.
Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes
Author: UNESCO Institute for Lifelong Learning (UIL) (Germany)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Literacy Education,Adult Education,Adult Learning,Lifelong Learning,Skill Development,Best Practices,Job Skills,Program Design,Program Implementation,Adult Basic Education,Community Education,Workplace Literacy,Vocational English (Second Language),Functional Literacy,National Programs,Agricultural Education,Adult Vocational Education,Needle Trades,Migrant Education,Construction Industry,Correctional Education,Foreign Countries,Disabilities,Special Education

The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication, &quot;Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes.&quot; This new compilation showcases 21 adult education programmes that demonstrate promising approaches to integrating literacy, life skills and vocational skills in various country contexts around the world. Such integrated approaches have great potential to enhance the relevance and quality of adult education programmes and increase adult learners' motivation in enrolling in such programmes. The programmes featured offer new pathways for adult learners to develop and practise new skills in context, improve job prospects, and contribute to a change in the trajectory of their professional and personal lives. The compilation also offers insights into how integrated learning programmes can be designed and implemented. Lessons drawn from these programmes can be adapted for different country contexts by adult educators and programme providers around the world, particularly now in the post-pandemic recovery and resilience-building phases.
The Effect of SNAP and the Broader Safety Net on Mental Health and Food Insecurity. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-04
Author: Schmidt, Lucie
Date: 2018-06-00
Type: Reports - Research
Subjects: Hunger,Food,Mental Health,Health Insurance,Welfare Services,Participation,State Programs,Program Effectiveness,Federal Programs,Nutrition,Family Programs,Low Income Groups,Tax Credits,Children,Mothers,One Parent Family,Predictor Variables

Previous literature documents a strong relationship between food insecurity and mental health, and also examines the impact of safety net programs on food insecurity. However, little is known about the intersection between mental health, safety net participation, and food insecurity. In this research, we use a multi-program safety net calculator (including cash, food, and health insurance programs) and data from the National Health Interview Survey and the Current Population Survey to examine the effects of safety net generosity on food insecurity and mental health for single mother families. We examine four research questions. First, does state safety net generosity affect self-reported participation in safety net programs? Second, does mental health affect participation in safety net programs, conditional on generosity? Third, does more generous cash and food assistance affect mental health? And finally, how effective is the safety net in reducing food insecurity in the presence of mental health issues? We find that state-level safety net generosity does predict self-reported participation, and that conditional on generosity, those with mental health issues are significantly more likely to participate in safety net programs. More generous cash and food assistance is protective of maternal mental health, but results are somewhat sensitive to the measure of mental health examined. Finally, we find no effect of the safety net on 30-day food insecurity. These results have important implications for the effectiveness of safety net programs for some of the most vulnerable members of society: low-income mothers suffering from mental health challenges and their children.
The Road Forward: Health and Safety Guidance for the 2021-2022 School Year. Updated
Author: New Jersey Department of Education
Date: 2021-09-01
Type: Guides - Non-Classroom
Subjects: School Safety,Public Health,COVID-19,Immunization Programs,Pandemics,Disease Control,Hygiene,Ventilation,Elementary Secondary Education

Local Education Agencies (LEA) must plan to provide full-day, full-time, in-person instruction and operations for the 2021-2022 school year. The New Jersey Department of Education (NJDOE) and New Jersey Department of Health (NJDOH) worked collaboratively to develop the following guidance to operationalize that goal. This guidance includes a range of strategies that LEAs should consider implementing to reduce risks to students and staff from COVID-19 while still allowing for fulltime in-person learning. The absence of one or more of the strategies outlined in this document does not preclude the reopening of a school facility for full-day in-person operation with all enrolled students and staff present. While the State is committed to a resumption of normalcy for next school year, we will continue to monitor the data and our decisions will be guided by science to ensure that we maintain safe and healthy school communities. This document also contains expectations for the fall learning environment. The document contains recommendations for public schools rather than mandatory standards, with the exception of the mandatory masking requirement for all individuals in public, private, and parochial preschool programs and elementary and secondary schools, including charter and renaissance schools, per Executive Order 251 and vaccination or testing requirements pursuant to Executive Order 253. Non-Public schools may also utilize this document as they plan for full school reopening in the fall. Schools should anticipate potential updates to this guidance prior to the start of the new school year, as additional federal recommendations from the Centers for Disease Control and Prevention (CDC) become available.