ethanporcaro/eric-fulltext-meta huggingface dataset:
Basque: The Basque Language in Education in Spain. 3rd Edition. Regional Dossiers Series
Author: Gardner, Nick, Comp.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Languages,Language Minorities,Native Language Instruction,Second Language Instruction,Educational Policy,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Public Schools,Private Schools,Bilingual Education,Language of Instruction,Educational Legislation,Instructional Materials

This regional dossier aims to provide a concise description of the European minority language, Basque or &quot;Euskara&quot; in Spain, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. Every regional dossier begins with an introduction about the region concerned, followed by six sections that each deal with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section (optional) gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [The dossier was updated in 2019 by Ines-Mª Garcia-Azkoaga and Maite Garcia-Ruiz, unless otherwise stated academic data refer to the 2018-2019 school year. For the second edition, see ED535414.]
Leveraging American Rescue Plan Funds to Advance Literacy: A Step-by-Step Guide for States and Early Reading Advocates
Author: National Council on Teacher Quality
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Educational Finance,Literacy,Federal Aid,Early Childhood Education,Elementary Education,Special Education,Evidence Based Practice,Reading Instruction,Teacher Education Programs,Teacher Certification,Licensing Examinations (Professions),Standard Setting,Preservice Teacher Education,State Standards,Reading Tests,Reading Programs,Teacher Educators,Faculty Development

With the significant infusion of dollars now available to both states and school districts, we have a unique opportunity to finally reduce high rates of illiteracy, particularly in populations which have been traditionally underserved by an inequitable system of education. Instead of a third of all children entering 4th grade still unable to read at a basic level, the application of evidence based instruction can reduce that number to as low as 5%. That's a challenge no school, district, or state can afford to continue to ignore. This document lays out specific policies that states and reading advocates can pursue to ensure that American Rescue Plan funds deliver as intended.
Expanded Learning Partnerships: A Foundation for Rebuilding to Support the Whole Child
Author: Vance, Femi
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: School Districts,Partnerships in Education,School Closing,COVID-19,Pandemics,Educational Cooperation,Educational Planning,Cooperative Planning,Coordination,Integrated Services,Holistic Approach,Equal Education,Wellness

Strong partnerships between schools and expanded learning programs lay the foundation for building stronger, more equitable support systems for children and their families. Building on prior investments in the expanded learning system, California's school reopening guidance encouraged intentional coordination across schools and expanded learning providers to best meet the needs of students during this unprecedented time. This brief provides key principles for school and expanded learning partnerships--informed by insights from leaders and practitioners from across California-- that policymakers and practitioners should consider as they move from reopening to rebuilding.
Learning Hubs: In-Person Learning for the Whole Child
Author: Vance, Femi
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Distance Education,Small Group Instruction,COVID-19,Pandemics,Conventional Instruction,Program Design,Academic Support Services,Partnerships in Education,Models,School Closing,Program Implementation

Communities in California and around the country are implementing learning hubs to provide in-person education supports to students who are distance learning. In this brief, we explore a prevalent learning hub model and raise considerations for local policymakers, schools, and expanded learning partners. We include guidance for the design and operations of learning hubs, and identify the policy levers that support the model.
How Many Children and Young People Have Internet Access at Home? Estimating Digital Connectivity during the COVID-19 Pandemic
Author: United Nations Children's Fund (UNICEF)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Internet,Access to Computers,Educational Technology,Technology Uses in Education,Equal Education,Economic Development,Rural Urban Differences,Socioeconomic Status,Foreign Countries,Geographic Location,Socioeconomic Influences,Low Income Groups,World Problems,Poverty

At the height of nationwide lockdowns due to the COVID-19 pandemic, up to 1.6 billion children were affected by school closures, causing the largest mass disruption of education in modern history. This joint report by UNICEF and the International Telecommunication Union (ITU) presents new insights into children and young people's access to digital connectivity worldwide, as well as the factors that drive inequities among and within countries. As a result of this learning crisis, UNICEF has joined forces with ITU to launch Giga, an ambitious global initiative to connect every school to the internet and every young person to information, opportunity and choice. With the support of Generation Unlimited, UNICEF now works under the Reimagine Education initiative to transform education by giving children and young people equal access to quality digital learning.
Averting a Lost COVID Generation: A Six-Point Plan to Respond, Recover and Reimagine a Post-Pandemic World for Every Child. World Children&apos;s Day 2020 Data and Advocacy Brief
Author: United Nations Children's Fund (UNICEF)
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Disease Control,Mental Health,Economic Impact,Children,Adolescents,Child Health,Barriers,Social Bias,Gender Bias,Access to Health Care,Poverty,Socioeconomic Influences,Internet,Access to Computers,Nutrition,Hunger,Child Abuse,Violence,Disabilities,Employment Level,Developing Nations,Water,Sanitation,Hygiene,At Risk Persons

After almost one year since the COVID-19 pandemic began, killing over 1 million people and putting futures into doubt, the impact of the virus on the world's children and young people is becoming clearer -- and increasingly alarming. Children face a trifecta of threats: direct consequences of the disease itself, interruption in essential services and increasing poverty and inequality. Unless the global community urgently changes priorities, the potential of this generation of young people may well be lost. This World Children's Day, UNICEF is taking stock of the global impact of COVID-19 on children and young people, laying out what is known from the latest available data and research, highlighting what is still unclear as well as the options for action, and urging the world to take bold and unprecedented steps to reimagine a better future for children. UNICEF is calling for &quot;A Six-Point Plan to Protect our Children,&quot; a list of urgent actions to mitigate the worst effects of the pandemic and a practical recovery plan to safeguard child rights now and to reimagine a better future. Children and young people will be living with the impacts of this pandemic for years to come. [This brief was produced by UNICEF Division of Communication's Global Content Strategy section in collaboration with Data, Analytics, Planning and Monitoring; Office of Research -- Innocenti; Programme Division; and the Office of Global Insight and Policy.]
Math Expressions. Intervention Report. Primary Mathematics Topic Area. NCEE 2021-012
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Problem Solving,Computation,Visual Aids,Relevance (Education),Mathematical Logic,Program Effectiveness,Mathematics Achievement,Elementary School Mathematics,Grade 1,Grade 2,Minority Group Students,White Students,Urban Schools,Suburban Schools,Rural Schools,Mathematics Curriculum,Kindergarten,Preschool Education,Elementary Education,Individualized Instruction,Faculty Development,Costs

&quot;Math Expressions&quot; is a curriculum for students in prekindergarten through sixth grade that aims to build students' conceptual understanding of mathematics and to develop fluency in mathematical problem solving and computation. The curriculum encourages student learning of mathematics through real-world situations, visual supports such as drawings and manipulatives, multiple approaches to solving problems, and opportunities for students to explain their mathematical thinking. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;Math Expressions&quot; on general mathematics achievement. The WWC identified three studies of &quot;Math Expressions.&quot; One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of Math Expressions on students--including 37% White, 33% Black, 27% Hispanic or Latino, 2% Asian, and 1% American Indian or Alaska Native students--in first and second grades in urban, suburban, and rural districts. [For the Intervention Brief, see ED612618. For the Intervention Snapshot, see ED612619.]
Realizing One Integrated System of Care for Children
Author: Powell, Ron
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Change,Agency Cooperation,Integrated Services,State Agencies,Accountability,Child Welfare,State Policy,Governance,Technical Assistance,Holistic Approach

This brief identifies the steps necessary to realize an integrated system of care, reviews two current approaches, and makes recommendations--including specifying policy reforms that would promote interagency collaboration, integration, service delivery, and improved outcomes for California's children, both with and without disabilities. As a full commitment from the state administration is necessary to realize the proposed solutions at scale, this brief recommends the formation of a statewide interagency leadership council that has legitimacy, decision-making authority, and accountability across state and local policy and administrative levels. We also present recommendations for integrating California's many child-serving agencies and organizations that simultaneously serve children and families into a &quot;Whole System&quot; approach.
Math Expressions. Intervention Brief. Primary Mathematics Topic Area. NCEE 2021-012
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Problem Solving,Computation,Visual Aids,Relevance (Education),Mathematical Logic,Program Effectiveness,Mathematics Achievement,Elementary School Mathematics,Grade 1,Grade 2,Minority Group Students,White Students,Urban Schools,Suburban Schools,Rural Schools,Mathematics Curriculum,Kindergarten,Preschool Education,Elementary Education,Individualized Instruction,Faculty Development,Costs

&quot;Math Expressions&quot; is a curriculum for students in prekindergarten through sixth grade that aims to build students' conceptual understanding of mathematics and to develop fluency in mathematical problem solving and computation. The curriculum encourages student learning of mathematics through real-world situations, visual supports such as drawings and manipulatives, multiple approaches to solving problems, and opportunities for students to explain their mathematical thinking. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;Math Expressions&quot; on general mathematics achievement. The WWC identified three studies of &quot;Math Expressions.&quot; One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of Math Expressions on students--including 37% White, 33% Black, 27% Hispanic or Latino, 2% Asian, and 1% American Indian or Alaska Native students--in first and second grades in urban, suburban, and rural districts. This intervention brief provides an overview of the full report. [For the full report, see ED612616. For the Intervention Snapshot, see ED612619.]
Math Expressions. Intervention Snapshot. Primary Mathematics Topic Area. NCEE 2021-012
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Mathematics Instruction,Mathematical Concepts,Mathematics Skills,Problem Solving,Computation,Visual Aids,Relevance (Education),Mathematical Logic,Program Effectiveness,Mathematics Achievement,Elementary School Mathematics,Grade 1,Grade 2,Minority Group Students,White Students,Urban Schools,Suburban Schools,Rural Schools,Mathematics Curriculum,Kindergarten,Preschool Education,Elementary Education,Costs

&quot;Math Expressions&quot; is a curriculum for students in prekindergarten through sixth grade that aims to build students' conceptual understanding of mathematics and to develop fluency in mathematical problem solving and computation. The curriculum encourages student learning of mathematics through real-world situations, visual supports such as drawings and manipulatives, multiple approaches to solving problems, and opportunities for students to explain their mathematical thinking. This What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;Math Expressions&quot; on general mathematics achievement. The WWC identified three studies of &quot;Math Expressions.&quot; One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of Math Expressions on students--including 37% White, 33% Black, 27% Hispanic or Latino, 2% Asian, and 1% American Indian or Alaska Native students--in first and second grades in urban, suburban, and rural districts. This intervention snapshot provides a brief summary of the full report. [For the full report, see ED612616. For the Intervention Brief, see ED612618.]
Resource Guide: Reentry and College Access Organizations. New York State Back to School Guide
Author: John Jay College Institute for Justice and Opportunity
Date: 2020-00-00
Type: Reference Materials - Directories/Catalogs
Subjects: Institutionalized Persons,Access to Education,Higher Education,Counseling Services,Transitional Programs,Employment Services,Housing,Human Services,Drug Rehabilitation,Mental Health Programs

This resource guide is intended for people seeking assistance pursuing college in the community after incarceration. It identifies resources in New York City, as well as the four upstate metropolitan areas to which most people return: Albany, Buffalo, Rochester, and Syracuse. This resource also identifies the Re-entry Task Forces in the twenty jurisdictions that have them. Re-entry Tasks Forces provide stabilization and counseling services to men and women returning home from state prison. Each Task Force includes representatives from human service, faith-based, and criminal justice agencies, who work together to ensure that resources are available to smooth the transition home. Reentry Coordinators assist individuals in meeting their parole conditions as well as accessing employment, housing, cognitive behavioral programs, substance use treatment, and education/training services. Please note that the resource information in this guide was collected in late 2019 and may have changed since then. [Support for making this resource possible was provided by the District Attorney of New York Criminal Justice Investment Initiative.]
Addressing America&apos;s Growing Demand for Information Technology and Computer Science: The Case for Change in K-12 Education
Author: Matthews, Lowell, Jr.
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Computer Science Education,Educational Change,Demand Occupations,Supply and Demand,Computer Science,Information Technology,Education Work Relationship,Soft Skills,Job Skills,Alignment (Education),School Business Relationship,College School Cooperation,Computer Literacy

America's need for top talent in information technology and computer science is a longstanding problem. However, as the pace of technological change accelerates, the demand for skilled information technology and computer science workers is reaching critical levels while the supply of skilled workers remains well below the needs of the nation's employers and economy. The findings and recommendations shared in this report represent aggregated interview responses of IT + CS Business Advisory Council members. ExcelinEd and Code.org co-created the Information Technology (IT) and Computer Science (CS) Business Advisory Council (Council) and invited businesses and organizations to collaborate on increasing opportunities for all students to learn IT and CS skills. The focus of the report is on five key issues: (1) the relationship among IT and CS, and how that relationship affects hiring decisions; (2) the authentication of technical skills; (3) the authentication of soft skills; (4) missing skillsets in demand by companies; and (5) alignment between industry and K-12 and postsecondary education. [This report is the result of collaboration from the teams at Code.org and ExcelinEd as well as members of the IT + CS Business Advisory Council.]
Together through Opportunity: Pathways to Student Success. Rhode Island&apos;s Strategic Plan for PK-12 Education, 2021-2025
Author: Rhode Island Department of Education (RIDE)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Secondary Education,Strategic Planning,Equal Education,School Community Relationship,Educational Quality,Faculty Development,Preservice Teacher Education,Recruitment,Labor Turnover,Educational Administration,Governance

The mission of the Rhode Island Department of Education (RIDE) is threefold: (1) To lead and support districts, schools, and communities through a unified, strategic direction for education in the state; (2) To use policy, advocacy, and governance structures to create an environment that advances opportunities for all students; and (3) To maintain collaboration and efficiency in the department that enables innovation, agility, and continuous learning. As an agency, RIDE's core mission is to create an educational landscape that supports student learning. To achieve this mission, RIDE creates the conditions for local education agencies (LEAs) to build and implement a world-class Pre-K to 12 educational system that is rooted in rigorous standards, aligned curriculum and instruction, experiential learning opportunities, and ongoing assessment. RIDE bases its policy and programming decisions on the belief that all students can learn and develop as well-rounded individuals. This report is the strategic plan for PK-12 education in Rhode Island between 2021-2025. It was developed with input from teachers, staff, partners and surveys from the field, the plan provides a clear framework and outcomes that fosters partnership, values diversity, increases transparency, and is results driven.
COVID-19 K-12 School Opening and Closing Policies: Summary of Established State Thresholds
Author: National Governors Association
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Elementary Secondary Education,School Closing,Criteria,State Policy,Distance Education,Blended Learning,Guidance,Data Use,Incidence

On behalf of the National Governors Association (NGA), and with support from the Robert Wood Johnson Foundation (RWJF), the State Health Access Data Assistance Center (SHADAC) has developed this resource, which highlights states that have released data thresholds, sometimes referred to as gating criteria or benchmarks, to guide schools, school districts, and other stakeholders in decisions on full or partial school reopening. The resource outlines common measures upon which thresholds are based and explores how measure definitions and thresholds compare across states, provides examples of how guidance has evolved since the 2020-2021 school year began, and includes information on other resources tracking school COVID-19 status and response. The information presented in this resource draws from SHADAC's review of publicly available information on state websites in late September and early October. States frequently re-assess and revise policy and many states released guidance over the summer months in anticipation of the 2020-2021 school year, which predated the latest guidance from the Centers for Disease Control and Prevention (CDC). These factors suggest adaptations of these policies are likely over time. [This report was prepared by State Health Access Data Assistance Center (SHADAC) on behalf of the National Governors Association (NGA).]
The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota. REL 2021-087
Author: Brodersen, R. Marc
Date: 2021-05-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,High School Graduates,Graduation,Postsecondary Education,College Attendance,College Graduates,Time to Degree,Occupations,Educational Certificates,Academic Degrees,Associate Degrees,Bachelors Degrees,Student Characteristics,Majors (Students),Course Selection (Students)

Education leaders in Nebraska and South Dakota partnered with the Regional Educational Laboratory Central to examine how completing a sequence of career and technical education (CTE) courses in high school affects students' rates of on-time high school graduation and their rates of postsecondary education enrollment and completion within two and five years. The study found that CTE concentrators (students who complete a sequence of CTE courses aligned to a specific career field such as manufacturing or education and training) were 7 percentage points more likely than non-CTE concentrators to graduate from high school on time and 10 percentage points more likely to enroll in any type of postsecondary education within two years of their expected high school graduation year. The study also found that CTE concentrators were 3 percentage points more likely than non-CTE concentrators to earn a postsecondary award, such as a professional certificate, diploma, or associate's or bachelor's degree, within five years of their expected high school graduation year. CTE concentrators were 4 percentage points more likely than non-CTE concentrators to obtain up to an associate's degree as their highest postsecondary award within five years of their expected high school graduation year but 1 percentage point less likely to obtain a bachelor's degree or higher. [For the appendixes, see ED612631; for the study brief, see ED612632; for the study snapshot, see ED612633.]