ethanporcaro/eric-fulltext-meta huggingface dataset:
Louisiana Prospers: &quot;Driving Our Talent Imperative&quot;
Author: Louisiana Board of Regents
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Talent Development,Educational Attainment,Educational Finance,State Aid,Student Costs,Educational Innovation,Educational Cooperation,Statewide Planning,Strategic Planning,Master Plans,Educational Change,Higher Education,Elementary Secondary Education,Adult Education

Higher education in Louisiana faces the consequences of a decade of disinvestment, radically reducing state support for colleges and universities and disproportionately shifting the funding burden to students and their parents. The consequences of this defunding hobbled the public institutions for a generation, just as excessive student debt burdens a generation of students as they make their way in the world. The Board of Regents is determined to make the next decade different from the last, changing higher education in more substantial ways than just reinvestment. To move Louisiana aggressively forward, the Board of Regents has embraced a robust new attainment goal that calls for 60% of all working-age adults (ages 25-64) in Louisiana to hold a degree or high-value credential by 2030. Standing on the brink of a new decade, this Master Plan, born of the Board of Regents' unique charge to guide postsecondary education across the state, will set the foundation to increase opportunity. The Master Plan envisions a focus on postsecondary talent development that disrupts the standard approach to evolve rapidly into a Prosperity Pipeline for all Louisiana residents. Aligned with the 21st-century needs and a technological, STEM based future, such an approach will require innovative thinking, transformative actions, and deep engagement. Louisiana must educate, innovate and collaborate to drive dramatic change. This demands a laser focus on results, grounded in a mission to serve the people of this state and advocate for talent development.
Louisiana Prospers: &quot;Driving Our Talent Imperative.&quot; Board of Regents Master Plan Summary. Year 1 Review
Author: Louisiana Board of Regents
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Talent Development,Educational Attainment,Statewide Planning,Strategic Planning,Master Plans,Educational Change,Higher Education,Adult Education

The Master Plan launched and socialized across the state in 2019, has served as a rallying point for the Board of Regents and Louisiana around talent development. Furthermore, it has given clarity to the agency's goals and objectives. The engagement across all systems, institutions, and external partners (e.g. industry, economic development organizations, etc.) has fostered a cross-sector approach to supporting systemic change designed to achieve the 60% by 2030 attainment goal and improve the lives of all Louisiana's citizens. This year one review of the Master Plan includes: (1) Accomplishments; (2) Next Steps; (3) Data Comparisons; and (4) Strategies at-a-Glance. [For the Master Plan, &quot;Louisiana Prospers: Driving Our Talent Imperative,&quot; see ED609737.]
Dear Colleague: The Weaponization of Title IX
Author: Manning, Teresa R.
Date: 2020-10-28
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Sexual Abuse,Higher Education,Educational History,Administrator Attitudes,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Equal Education,Females,Womens Education,College Athletics,Sexual Harassment,Civil Rights,Court Litigation,Prevention,Training,Dating (Social),Conflict of Interest,School Safety,Rape

Controversy surrounding sex discrimination and sexual misconduct in higher education has existed now for over 50 years. Title IX is the federal law banning sex discrimination in schools receiving federal funds. This Report examines the evolving understanding of sex discrimination in higher education over the years, as well as the mechanisms that developed to find and punish it with Title IX. This Report starts with the background of Title IX--why it was enacted and how it was first implemented--and then shares findings from six campus visits and surveys made during the 2019-2020 academic year. It presents conversations with Title IX administrators and staff as well as with students, and it analyzes current university policies and practices to see what Title IX means in operation. Research for this Report was carried out at the very same time that the Trump Education Department's Office for Civil Rights (&quot;OCR&quot;) began to review and revise federal Title IX policy. The Report therefore describes this initiative and the new Title IX regulations promulgated by Education Secretary Elisabeth DeVos, as well as subsequent court challenges to them. The Report ends with a discussion of findings and recommendations for the future.
A Bright IDEA: Modernizing the Individuals with Disabilities Education Act to Meet Student Needs and Support Integrated Employment. Backgrounder. No. 3520
Author: Burke, Lindsey M.
Date: 2020-08-12
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Equal Education,Students with Disabilities,Student Needs,Supported Employment,Special Needs Students,Educational Finance,Resource Allocation,Expenditure per Student,Student Placement,Private Schools

District schools that receive funding through the federal Individuals with Disabilities Education Act (IDEA) too often are unable to effectively identify and cultivate the talents and skills, gifts and calling, of students with disabilities, placing them at serious risk of segregation from the general population and relegating them to a life in sheltered workshops, surrounded only by other workers with disabilities. Enabling parents of children with special needs to move their federal IDEA funding to a school, service provider, or treatment plan of their choice is a long-overdue reform that would help parents to meet the unique needs of their child. Currently, IDEA funding largely supports children in public schools; 43 states now allow students to attend public charter schools, and 29 states, the District of Columbia, and Puerto Rico offer some form of private school choice. One such private school choice program, now available in five states, is the education savings account (ESA) option. With an ESA, students with special needs (along with some other eligible populations in some states) can receive a portion of what the state would have spent on them in the public system in a restricted-use account. Parents can then use those funds for any education-related purpose, including private school tuition, online learning, and special education services and therapies. By making federal IDEA funding student-centered and portable in the form of ESA-style accounts for families, this federal support can become more effective at achieving the goal of preparing children with disabilities for integrated, competitive employment and independent living.
Choosing a College: College Programs &amp; Profiles
Author: Minnesota Office of Higher Education
Date: 2020-00-00
Type: Guides - General
Subjects: College Choice,College Programs,Profiles,Institutional Characteristics,Universities,Tuition,Fees,Class Size,College Admission,Admission Criteria,Student Financial Aid,Teacher Student Ratio

This guide presents what Minnesota has to offer for higher education. With two-year and four-year public and private institutions as well as accredited cosmetology and specialized trade schools, the profiles found in the beginning of the guide get right to the facts on tuition, fees, class sizes and required exams. The program grid, found in the back of the guide, helps match interests and field of study with the Minnesota institution that is best suited for individuals. It is the easiest way to know what programs each school offers. This guide is useful in helping to choose a college in Minnesota.
Progressive Plan for Higher Education Is Harmful Policy for America. Issue Brief No. 6023
Author: Amselem, Mary Clare
Date: 2020-10-29
Type: Reports - Evaluative
Subjects: Higher Education,Educational Change,Educational Policy,Politics of Education,COVID-19,Pandemics,Barriers,Ideology,Educational Finance,Tuition,Paying for College,Grants,Federal Aid,Loan Repayment,Elementary Secondary Education,Educational Legislation,Federal Legislation

Former Vice President Joe Biden recently released the Biden Plan for Education beyond High School, which details several policy proposals that would take higher education in the wrong direction. The recommended policies would make higher education costlier and degrees less meaningful--all while pouring billions of dollars into a broken system. The American people need bold policy proposals to fix problems both new and persistent. Getting education financing under control by reining in federal spending and making space for alternative post-secondary arrangements to flourish should be top priorities for all policymakers. Regulatory reform coupled with accreditation reform would open the doors of innovation and opportunity in higher education by creating a meaningful pathway between education and work. This brief's key takeaways include: (1) America's higher education needs bold reform to fix systemic and new problems; (2) The Left's plans for higher education take college learning in the wrong direction, making degrees meaningless and tuition astronomically high; and (3) Students need approaches that will make higher education more affordable and better tailored to their needs in order to be successful in the workforce.
2020 Charter School Campus Report. Research
Author: White, Jamison
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Research,Research Problems,Data Collection,Institutional Characteristics,Classification,Records (Forms)

Everyone knows what a school is, but the question of what constitutes an individual school is more complex than one would expect. Since not all individual records that appear in state or federal data files are schools, this creates a persistent challenge for educational researchers. In order to ensure that we have an accurate accounting of charter schools, the National Alliance uses a modified count system when we count charter schools. This white paper focuses on charter school campuses and explains why these records are found in datasets as well as when it might be more helpful to exclude these records from analyses.
A Literature Review of Evidence-Based Literacy Assessment and Instruction Practices for English Learners with Significant Cognitive Disabilities. NCEO Report 422
Author: Liu, Kristin K.
Date: 2020-11-00
Type: Information Analyses
Subjects: Students with Disabilities,Intellectual Disability,Autism,Pervasive Developmental Disorders,Multiple Disabilities,English Language Learners,At Risk Students,Evidence Based Practice,Literacy Education,Student Evaluation,Evaluation Methods,Special Education,Disability Identification,Severe Disabilities,Intervention,Student Needs,Technology Uses in Education,Educational Technology,Language Usage,Family Environment,Language of Instruction,Communication Skills,Educational Environment,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education

The Every Student Succeeds Act (ESSA) requires 95% participation in state achievement testing. Students with the most significant cognitive disabilities participate in states' alternate assessments based on alternate academic achievement standards (AA-AAAS). A growing number of these students are also English learners (Christensen et al., 2018). This report summarizes an investigation of research published in 2000-2018 on evidence-based literacy assessment and instruction practices for English learners with the most significant cognitive disabilities. This report included research literature on students with intellectual disabilities, autism, and multiple disabilities because &quot;significant cognitive disability&quot; is not a disability category (as defined under the Individuals with Disabilities Education Act, or IDEA) and therefore there is dearth of research using the term. To locate articles addressing English learners with significant cognitive disabilities, the authors took a broad approach. In addition to students identified in a study as English learners, they included studies with any student in the included disability categories whose home language was not English. A two-phase search process for the literature review. In Phase 1, the reviewed articles included in a previous review conducted by Liu, Thurlow, and Quenemoen (2015) using a similar, but slightly narrower, set of inclusion criteria focused on peer-reviewed research and dissertations with students ages 6-21 years. In Phase 2, they conducted a three-part search for research published from 2015 to the end of 2018 using selected academic search engines, a hand search of key special education journals, and forward and reverse citation searches. Six of the eight articles from Phase 1 met the inclusion criteria, and eight studies met the inclusion criteria in Phase 2, for a total of 14 studies. [For the 2015 report, &quot;Instructing and Assessing English Learners with Significant Cognitive Disabilities,&quot; see ED609760.]
Closing the Digital Divide. What Policymakers Need to Know. COVID-19 Research &amp; Evaluation
Author: Barrett, Nathan
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Educational Technology,Electronic Learning,Access to Computers,Internet,Barriers,Distance Education,Online Courses,Charter Schools,At Risk Students

As the coronavirus pandemic shut down school buildings and moved education online, it quickly became clear that some students are at a disadvantage in digital learning--specifically those who are without access to the technology and internet connectivity that facilitates remote learning. In our new white paper, we use census data to better understand the barriers some students face. Among the findings? More than 1 in 5 charter school students are in an area with low access to the internet.
COVID and Education Finance: Acting during the Impending Fiscal Downturn. What Charter Schools Need to Know. COVID-19 Research &amp; Evaluation
Author: Barrett, Nathan
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Charter Schools,Educational Finance,Economic Impact,Budgeting,Income,Budgets,Financial Support,Resource Allocation,Expenditure per Student,State Government,Government Role,Administrator Role

The COVID-19 pandemic has ushered in an unprecedented level of uncertainty in all aspects of life as most states and communities operate under stay-at-home directives. There is little doubt that these directives will have economic implications that will affect school budgets for years to come. Identifying and understanding these effects and possible ways to mitigate their impact is important as schools look ahead to the budget for next year and the years that follow. This brief provides an initial assessment of what we have learned from previous economic downturns, different ways that states and charter schools may be affected, and some things that charter school leaders can do now to prepare for the impending fiscal downturn.
Misusing &quot;Disparate Impact&quot; to Discriminate against Students in School Discipline. Legal Memorandum. No. 271
Author: von Spakovsky, Hans A.
Date: 2020-09-29
Type: Reports - Evaluative
Subjects: Racial Discrimination,Disproportionate Representation,Discipline,Suspension,Expulsion,Racial Composition,Legal Responsibility,Student Behavior,Behavior Problems,Discipline Policy,Race,Educational Policy,School Safety,Socioeconomic Influences,Civil Rights Legislation,Federal Legislation,Court Litigation,Educational Legislation,Equal Education,Students with Disabilities

Disparate impact is the dubious approach to civil rights enforcement that claims that an entirely neutral policy that does not discriminate on its face, is not intended to discriminate, and does not actually treat individuals differently based on their race still constitutes illegal racial discrimination if it has a &quot;disproportionate&quot; statistical effect among different racial and ethnic groups. This theory has been used, most notably by the Obama Administration, to justify racial quotas in school discipline, including suspensions and expulsions--ignoring the many other factors that may be responsible. Adopting racial quotas in school discipline is not only illegal and unjustified, it is counterproductive. Because such a policy changes the discipline applied to students for the same misbehavior depending on their race, it hurts misbehaving students since such disparate treatment or a lack of corrective action may encourage even more disruptive and dangerous behavior. Moreover, such policies hurt well-behaved students and their teachers because forcing schools to keep misbehaving students in the classroom will invariably disrupt the learning environment. Such a racially disparate discipline policy endangers students and teachers--and encourages even more disruptive misbehavior. The policy resulted in prohibited racial quotas and led to students being treated differently based on their race. The Trump Administration acted wisely when it withdrew this unlawful and unfair Obama Administration policy. Policy recommendations at both the state and federal levels conclude the report. [This memorandum was prepared by The Heritage Foundation's Edwin Meese III Center for Legal &amp; Judicial Studies.]
Cost-Saving Innovations: Lessons Learned from Three Campus Models
Author: Wesley, Alexa
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Cost Effectiveness,Professional Associations,Student Personnel Workers,Student Personnel Services,Decision Making,Teaching Methods,Educational Innovation,Advisory Committees,Online Courses,Experiential Learning,Virtual Classrooms,Dormitories,Costs,Educational Finance,Paying for College,College Students,Program Descriptions,Barriers,Models,Scaling,Institutional Characteristics,Computer Simulation,College Faculty,Instructional Design,Program Administration,Distance Education,Delivery Systems,Academic Support Services

Higher education is deploying a range of innovative strategies in response to rising costs and financial challenges. This report presents findings from a NASPA [National Association of Student Personnel Administrators] study on cost-saving initiatives at three institutions. Each institution aimed to creatively address different areas affecting student affordability, including the delivery of distance education, pedagogy, and support services. Insights into key decisions and business models are discussed. The programs examined have promising implications for the future of cost savings and innovation in higher education.
Reliability and Validity of International Large-Scale Assessment: Understanding IEA&apos;s Comparative Studies of Student Achievement. IEA Research for Education. Volume 10
Author: Wagemaker, Hans, Ed.
Date: 2020-00-00
Type: Books
Subjects: International Assessment,Achievement Tests,Educational Assessment,Comparative Analysis,Educational Research,Research Methodology,Comparative Education,Test Validity,Test Reliability,Test Construction,Grade 4,Foreign Countries,Reading Achievement,Reading Tests,Mathematics Achievement,Elementary Secondary Education,Mathematics Tests,Science Tests,Science Achievement,Test Items,Translation,Sampling,Weighted Scores,Quality Control,Scoring,Computer Assisted Testing,Psychometrics,Information Dissemination,Data Use,Capacity Building,Educational Policy,Policy Formation

Although International Association for the Evaluation of Educational Achievement-pioneered international large-scale assessment (ILSA) of education is now a well-established science, non-practitioners and many users often substantially misunderstand how large-scale assessments are conducted, what questions and challenges they are designed to address, and how technologies have evolved to achieve their stated goals. This book focuses on the work of the International Association for the Evaluation of Educational Achievement (IEA), with a particular emphasis on the methodologies and technologies that IEA employs to address issues related to the validity and reliability (quality) of its data. It outlines how IEA studies are conducted, from developing the research questions to constructing study frameworks, to designing the instruments (assessment materials, background questionnaires, and manuals), establishing the important aspects when conducting a study, and reporting on the results. This book shows the rigor of these scientific endeavors and the quality control mechanisms that are required to ensure high quality data and high quality study reports. It also reveals how ILSAs in education have evolved. [For Volume 9, see ED601925.]
Instructing and Assessing English Learners with Significant Cognitive Disabilities
Author: Liu, Kristin K.
Date: 2015-09-00
Type: Information Analyses
Subjects: Intellectual Disability,Severity (of Disability),English Language Learners,Severe Intellectual Disability,Teaching Methods,Evaluation Methods,Student Evaluation,Students with Disabilities,Equal Education,Academic Standards,Educational Legislation,Federal Legislation,Elementary Secondary Education,Verbal Ability,Language of Instruction,Spanish Speaking,Moderate Intellectual Disability,Bilingual Education

Students with significant cognitive disabilities may participate in states' alternate assessments based on alternate achievement standards (AA-AAS). A growing number of students with significant cognitive disabilities are also English learners (ELs) whose family may use another language in the home. They may only be exposed to English in a school setting. To fully and meaningfully participate in an AA-AAS, ELs with significant cognitive disabilities need to be offered meaningful access to the grade-level curriculum prior to taking the assessment. The purpose of this article is to identify an evidence base on best practices in English language arts instruction for these students. In an effort to understand current practices for instructing ELs with significant cognitive disabilities, the authors examined the available literature on instruction for these students. From this review of literature they draw implications for creating curriculum and instruction materials to support the learning of those ELs who participate in an AA-AAS. Based upon the limited research available, the report provides recommendations for important first steps to ensure that ELs with significant cognitive disabilities have access to grade-level curriculum and instruction.