ethanporcaro/eric-fulltext-meta huggingface dataset:
Federal Higher Education Policy Priorities and the Asian American and Pacific Islander Community
Author: National Commission on Asian American and Pacific Islander Research in Education (CARE)
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Opportunities,Asian Americans,Educational Change,Scholarship Funds,Pacific Islanders,Educational Policy,Student Mobility,Native Language,Race,Ethnicity,Educational Trends,Trend Analysis,Advocacy,Access to Education,Educational Finance,Resource Allocation,Accountability,Program Effectiveness

The National Commission on Asian American and Pacific Islander Research in Education (CARE), consisting of a national commission, research advisory group, and research team at New York University, aims to engage realistic and actionable discussions about the mobility and educational opportunities for Asian American and Pacific Islanders (AAPIs) and how distinctions of race, ethnicity, language, and other factors play out in the day-to-day operations of America's education system. Their goal is to provide much needed and timely research on key issues and trends related to access and participation of Asian Americans and Pacific Islanders in higher education. By way of new and ongoing conversations among advocacy organizations, policy centers, and higher education scholars, this report focuses most intently on areas of emerging importance related to how AAPIs are positioned within the  context of higher education policy priorities. It is guided by four propositions: first, the authors argue that policy matters: it dictates funding priorities, resource usage and federal, state, and local involvement in educational efforts. Second, they assert that institutions matter: what colleges and universities do with funding and resources has a tremendous impact on student success. Third, research matters: policy makers and institutional administrators need accurate, disaggregated data that present real assets and needs of college students and their families. Finally, strategic action matters: now, more than ever, there is a strong public interest in institutional accountability. The authors are interested in identifying and studying areas of program effectiveness relative to the AAPI population to inform policymaking decisions. Data Source and Methodology are appended. (Contains 12 figures, 2 tables, 7 footnotes, and 56 endnotes.)
Asian Americans and Pacific Islanders: Facts, Not Fiction--Setting the Record Straight
Author: National Commission on Asian American and Pacific Islander Research in Education (CARE)
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Advisory Committees,Asian Americans,Cultural Influences,Pacific Islanders,Student Mobility,Race,Ethnicity,Native Language,Higher Education,Access to Education,Educational Trends,Trend Analysis,Educational Policy,Statistical Data,Cultural Pluralism,Selective Admission,Cultural Awareness,Misconceptions

The National Commission on Asian American and Pacific Islander Research in Education (CARE), consisting of a national commission, an advisory board, and a research team at New York University, aims to engage realistic and actionable discussions about the mobility and educational opportunities for AAPIs and how distinctions of race, ethnicity, language, and other cultural factors play out in the day-to-day operations of American schools throughout the educational spectrum. In particular, this project provides needed new data on key issues and trends for the access and participation of Asian Americans and Pacific Islanders in U.S. higher education. This report is founded on the simple premise that educational policies and practices must be based on fact, not fiction, if they are to be of value to teachers, students, parents, and society as a whole. The report focuses on three pervasive and core fictions about the Asian American and Pacific Islander community, which are examined in the context of empirical data. Data Source and Methodology are appended. (Contains 14 figures, 3 tables, 2 footnotes, and 36 endnotes.)
A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis 2002
Author: Henderson, Anne T.
Date: 2002-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Evidence,Program Effectiveness,Instructional Leadership,Community Involvement,School Community Relationship,Family School Relationship,Rural Areas,Partnerships in Education,Outcomes of Education,Pretests Posttests,Comparative Analysis,Parent Participation,Control Groups,Experimental Groups,Intervention,Evaluation,Accountability

The Office of the Superintendent of Public Instruction (OSPI) of the State of Washington recently published a literature review of 20 studies that examined the common characteristics of high-performing schools. These studies include several U.S. Department of Education studies. Their research found that high-performing schools tend to have a combination of many characteristics, which were narrowed into these nine areas: (1) A clear and shared focus; (2) High standards and expectations for all students; (3) Effective school leadership; (4) High levels of collaboration and communication; (5)Curriculum, instruction, and assessments aligned with state standards; (6) Frequent monitoring of teaching and learning; (7) Focused professional development; (8) A supportive learning environment; (9) High levels of parent and community involvement. The purpose of this publication, &quot;A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement,&quot; is to examine one of these identified characteristics of high-performing schools: parent and community involvement and its role in impacting on student achievement. Looking Back--A Brief History and Key Studies, 1974-95 is appended. (Contributors to this report include: Amy Averett, Deborah Donnelly, Catherine Jordan, Evangelina Orozco,  Joan Buttram, Marilyn Fowler, Margaret Myers, and Lacy Wood. Contains 23 tables.)
Beyond the Building: A Facilitation Guide for School, Family, and Community Connections
Author: Ferguson, Chris
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Attendance,Public Speaking,Educational Development,Community Involvement,Community Support,School Community Relationship,Environmental Influences,Academic Achievement,Family School Relationship,Professional Development,Partnerships in Education,Educational Change,Evaluation

As schools, families, and communities begin to come together, everyone benefits. A mother who teaches her son's class about traditional uses of native plants passes on important cultural knowledge and builds her own public speaking skills. A science class that tests the water quality at a nearby reservoir learns about local environmental issues, while contributing to the overall health of the community. And most importantly, as these school, family, and community connections start to happen, students receive the support they need to succeed in school and in life. Current research has shown that these efforts can positively impact student attendance, student performance, family-school relationships, and community support of school needs. The National Center for Family and Community Connections with Schools (the Center) located at the Southwest Educational Development Laboratory (SEDL) has designed this product to help practitioners, family members, teacher preparation faculty, professional development staff, community members, and other interested individuals to integrate information from current research into new and existing involvement efforts. This approach provides practical activities to integrate research-based concepts, strategies, and processes to strengthen school, family, and community connections. These materials will help introduce and explore key issues and strategies found in the Center's syntheses and align efforts to characteristics and actions common to effective family and community involvement programs. Individual sections contain references. [Beyond the Building: A Facilitation Guide for School, Family, and Community Connections was written with contributions from Catherine Jordan, Lacy Wood, Victor Rodriguez, and Joan Buttram.]
The School-Family Connection: Looking at the Larger Picture. A Review of Current Literature
Author: Ferguson, Chris
Date: 2008-06-16
Type: Information Analyses
Subjects: Family Involvement,Parent Participation,Family School Relationship,Educational Improvement,Academic Achievement,Evaluation,Partnerships in Education,Elementary Secondary Education

Educators as well as noneducators often question the value of family involvement. Does it really make a difference? According to the research, the answer is yes. Sometimes, results come in more traditional measures--student achievement, attendance, or behavior. Unfortunately, efforts to increase meaningful family engagement in school are often set aside no matter what the research says, waiting for a more convenient or appropriate time to address them. Moreover, the time and energy to start and support continued involvement can be daunting when considering the other demands made on school staff. This set of studies provides greater clarity about creating partnerships among schools, families, and community groups. Most importantly, these studies provide insight into the how and why of programs adopting contextually driven approaches rather than limiting efforts to those activities that are convenience to school staff, time, and facilities. This document is intended to review the current literature on school-family connections and provide both educators and noneducators with the information they need to increase meaningful family involvement and develop structures and strategies to support this work. Appended are: (1) A matrix of the trends across the studies; (2) An explanation of the types of research studies included in the review; (3) Detailed descriptions of more than 30 documents that study family involvement published between 2005 and 2008; and (4) Detailed Information on Current Research Describing the Effect of Working Systemically to Improve Student Performance That Promotes Family-School Connections as an Important Aspect of Working Systemically.(Contains 7 tables, 1 graphic, and 71 footnotes.) [This paper was prepared with contributions from Manica Ramos, Zena Rudo, and Lacy Wood.]
Emerging Issues in School, Family, & Community Connections. Annual Synthesis 2001
Author: Jordan, Catherine
Date: 2002-00-00
Type: Reports - Research
Subjects: Family School Relationship,School Community Relationship,Synthesis,Annual Reports,Group Dynamics,Literature Reviews,Program Effectiveness,Educational Needs,Performance Factors,Research Opportunities,Agenda Setting,Fundamental Concepts,Definitions,Outreach Programs,Outcome Measures,Measurement Objectives,Measurement Techniques,Cultural Relevance,Academic Support Services,Homework,Delivery Systems,Change Strategies,Educational Change,Developmentally Appropriate Practices,Transitional Programs,Articulation (Education),Staff Development

This research synthesis is the first in a series that will examine key issues in the field of family and community connections with schools. The issues highlighted in this synthesis represent critical areas of work in family and community connections with schools where clarification, agreement, and further development are needed, as well as promising new directions that are emerging. By continuing to strengthen the research in the field we can help ensure that schools, families, and communities can come together to produce positive outcomes. After reviewing and examining a body of literature that included more than 160 publications, four key issues emerged: (1) Clarifying the Concept of Family and Community Connections with Schools; (2) Measuring the Outcomes of Family and Community Connections with Schools; (3) Advancing the Research Base for Family and Community Connections with Schools; and (4) Critical Areas for Research in Family and Community Connections with Schools. (Individuals who contributed to this report include: Joan Buttram, Deborah Donnelly, Marilyn Fowler, Margaret Myers, and Lacy Wood. Contains 5 footnotes.)
Diversity: School, Family, & Community Connections. Annual Synthesis 2003
Author: Boethel, Martha
Date: 2003-00-00
Type: Reports - Research
Subjects: Academic Achievement,Minority Group Students,American Indians,Educational Change,Language Minorities,Low Income Groups,Synthesis,School Community Relationship,Family School Relationship,Ethnicity,Socioeconomic Status,Student Diversity,African American Students,Hispanic American Students,Immigrants,Family Involvement,Family Role,Barriers,Change Strategies,Educational Improvement,Improvement Programs,Student Improvement,Theory Practice Relationship

This research synthesis is the third in a series of reports to help local school, community, and family leaders obtain useful research-based information about key educational issues. This synthesis addresses diversity as it relates to student achievement and school, family, and community connections. This synthesis focuses specifically on three categories: race or ethnicity, culture (including language), and socioeconomic status. The need to improve academic achievement among "diverse" student populations--notably African American, Latino, Native American, immigrant and language minority students, and students from poor families--is one of the most persistent and challenging issues that education faces. This research synthesis looks at the roles families can and do play in addressing that issue. The report also explores barriers to involvement for minority and low-income families, strategies that have been used to address those barriers, and recommendations that local educational leaders can adapt to address their specific needs. (Contains 3 tables and 9 footnotes.)[Contributors to this report include: Amy Averett, Joan Buttram, Deborah Donnelly, Catherine Jordan, Margaret Myers, Evangelina Orozco, and Lacy Wood.]
A Toolkit for Title I Parental Involvement
Author: Ferguson, Chris
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Parent Participation,Federal Legislation,Parent School Relationship,Educational Legislation,Academic Achievement,Disadvantaged Schools,Educationally Disadvantaged,Minority Group Children,Educational Improvement,Accountability,School Districts,Educational Indicators,Federal Programs,Standards,Evaluation

The No Child Left Behind Act of 2001 (NCLB Act) reauthorized the Elementary and Secondary Education Act (ESEA) and provided a framework through which families, educators, and communities can work together to improve teaching and learning. Four principles guide this framework: (1) accountability for results; (2) local control and flexibility; (3) expanded parental choice; and (4) effective and successful programs that reflect scientifically based research. The parental involvement provisions of Title I, Part A of the ESEA reflect these principles. This toolkit is designed to provide information to those who are implementing Title I Part A parental involvement provisions. This toolkit is divided into sections that align to the legislation and previous guidance the Department has provided on Title I, Part A. Each section includes an explanation of relevant statute as well as sample forms or practices to assist in the implementation of the parental involvement provisions. Appended are: (1) Tool Quick Take; and (2) Resource Materials.
Education and Poverty: Confronting the Evidence. Working Papers Series. SAN11-01
Author: Ladd, Helen F.
Date: 2011-11-04
Type: Reports - Descriptive
Subjects: Evidence,Educational Attainment,Disadvantaged,Federal Legislation,Poverty,Educational Policy,Policy Analysis,Achievement Gap,Change Strategies,Educational Change,Poverty Programs,Outcomes of Education,Family Characteristics,Best Practices,Governance,Audits (Verification),Educational Quality,Educational Improvement,Improvement Programs,Educational Assessment,Educational Indicators,Academic Achievement

Current U.S. policy initiatives to improve the U.S. education system, including No Child Left Behind, test-based evaluation of teachers and the promotion of competition, are misguided because they either deny or set to the side a basic body of evidence documenting that students from disadvantaged households on average perform less well in school than those from more advantaged families. Because these policy initiatives do not directly address the educational challenges experienced by disadvantaged students, they have contributed little--and are not likely to contribute much in the future--to raising overall student achievement or to reducing achievement and educational attainment gaps between advantaged and disadvantaged students. Moreover, such policies have the potential to do serious harm. Addressing the educational challenges faced by children from disadvantaged families will require a broader and bolder approach to education policy than the recent efforts to reform schools. (Contains 2 tables, 3 figures and 20 footnotes.)
Children, Families and Poverty: Definitions, Trends, Emerging Science and Implications for Policy. Social Policy Report. Volume 26, Number 3
Author: Aber, Lawrence
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Family (Sociological Unit),Human Capital,Child Development,Definitions,Poverty,Public Policy,Trend Analysis,Child Health,Biology,Scientific Research,Environmental Influences

Now, more than ever, it is crucial to address the topic of children and poverty in the U.S., given current scientific knowledge about poverty's influence on children and effective strategies to mitigate its negative impact. In this report, we summarize the best available information on definitions and trends in child poverty, policy responses to child poverty and the impact of poverty on children's health and development. Research suggests that various factors exert upward and downward pressure on child poverty rates. Upward pressure is exerted by declining work rates for men, stagnant wages for low-wage workers, increasing rates of children raised in female-headed households, and growing gaps in educational attainment. Downward pressure is exerted by the U.S. system of antipoverty policies and programs, which appears to be cutting "pre-transfer" poverty rates by more than 50%. Nonetheless, child poverty rates in the United States are high by both historical and international comparison. We then review the emerging science on biological and ecological processes by which poverty affects child development and key findings regarding the efficacy of comprehensive strategies to reduce poverty and to promote the human capital development of poor children. In the final section, we reflect on implications for moving forward in science and policy. (Contains 1 figure, 2 tables, and 1 footnote.) [Commentaries from Rhonda Tsoi-A-Fatt Bryant, Eugene E. Garcia, and Ron Haskins are included. Commentaries are individually referenced.]
The Uses of Research in Policy and Practice. Social Policy Report. Volume 26, Number 2
Author: Tseng, Vivian
Date: 2012-00-00
Type: Collected Works - Serial
Subjects: Theory Practice Relationship,Research,Researchers,Research Utilization,Evidence,School Districts,Boards of Education,Child Welfare,Public Agencies,Adoption (Ideas)

This paper presents a conceptual framework for understanding the uses of research in policy and practice, findings from recent empirical work, and early lessons from the field. The framework describes the ways policymakers and practitioners define, acquire, interpret, and ultimately use research. Relationships are vital conduits for acquiring research. When confronted with questions about a program or reform, agencies and legislators often turn to trusted peers and intermediaries. Translation is also key. Because research does not speak for itself, policymakers and practitioners must always interpret its meaning and implications for their particular problems and circumstances. This means that identifying the right translators and creating productive conditions for translation are critical. Policymakers and practitioners use research in various ways, including instrumental, conceptual, political, imposed, and process uses. Increased knowledge of these nuances should enable researchers to produce more useful work and better engage with policymakers, practitioners, and intermediaries. (Contains 1 table.) [Commentaries from Karen Cadigan, John Q. Easton, and Aletha C. Huston are included. Commentaries are individually referenced.]
Translation Accommodations Framework for Testing English Language Learners in Mathematics
Author: Solano-Flores, Guillermo
Date: 2012-09-18
Type: Reports - Evaluative
Subjects: Limited English Speaking,Translation,English,Test Construction,English (Second Language),Mathematics Instruction,Mathematics Tests,American Sign Language,Native Speakers,Sociolinguistics,Student Needs,Communication Strategies,Dialects,Testing Accommodations,Usability,Culture Fair Tests,Test Validity,Teamwork,Student Evaluation

The present framework is developed under contract with the Smarter Balanced Assessment Consortium (SBAC) as a conceptual and methodological tool for guiding the reasonings and actions of contractors in charge of developing and providing test translation accommodations for English language learners. The framework addresses important challenges in the development and use of effective translation accommodations for English language learners. Many of these challenges are directly related to the fact that translation is a complex activity. Other challenges stem from the fact that this complexity is often underestimated and from the fact that the process of test development and the process of test translation are often viewed as unrelated and are limited by tight timelines. The document discusses the nature of translation support materials that should be made available to professionals participating in test translation projects and the need for translation specifications documents that specify the lexical and discursive characteristics of the translated materials. The former ensure that the process of test translation is informed by knowledge of the standards, skills, and knowledge assessed by the translated items; the latter ensures standardization in the characteristics of test translation--an important aspect to address in massive translation projects in which different sets of professionals translate and review the translations of different sets of items. The framework provides a list of the documents and pieces of evidence that, in addition to the translated materials, should be provided to document the process of development of test translation accommodations. (Contains 10 figures, 8 tables, and 2 notes.)