ethanporcaro/eric-fulltext-meta huggingface dataset:
North Dakota University System 2020 Fall Enrollment Report
Author: Weber, Jennifer
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Enrollment,Distance Education,Enrollment Trends,Full Time Equivalency,Full Time Students,Part Time Students,College Freshmen,Graduate Students,College Transfer Students,College Credits,Independent Study,Blended Learning,Electronic Learning,High School Students,Dual Enrollment,Undergraduate Students,Place of Residence,Age,Race,In State Students,Out of State Students,Remedial Instruction,Counties

The &quot;2020 Fall Enrollment Report&quot; contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4) Full Time Equivalent of Part Time Students, Full Time Equivalencies, and Scheduled Credit Hours; (5) Trending Headcount, Full Time Enrolled, and FTE of Degree Credit Students; (6) Headcount, Full Time, and FTE Trending; (7) Degree Credit Headcount by Delivery Method; (8) Degree Credit Headcount by Distance Education Delivery; (9) Undergraduate Headcount by State; (10) Graduate and Professional Headcount by State; (11) Headcount of North Dakota Students by County of Residence; (12) Unduplicated Headcount for North Dakota Students by County of Residence (graphic); (13) Historical Headcount for North Dakota Students by County of Residence; (14) Headcount by Residency and Tuition Residency Status; (15) Headcount by Age; and (16) Headcount by Race. Data Sources and Data Definitions are included, along with an appendix of tables and maps. [For the 2019 Fall Enrollment Report, see ED605039.]
Determining Eligibility for McKinney-Vento Rights and Services. Updated. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Best Practices,Eligibility,Access to Education,Public Schools,Definitions,Identification,Civil Rights,Elementary Secondary Education,Educational Legislation,Information Sources,Children,Youth

Children and youth experiencing homelessness face unique challenges in accessing and succeeding in school. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act (42 U.S.C. § 11431 et seq.; hereafter the &quot;McKinney-Vento Act&quot;), establishes the definition of &quot;homeless&quot; used by U.S. public schools, and the educational rights to which children and youth experiencing homelessness are entitled. For schools to be able to provide services to students in homeless situations, they first must be able to identify these students. To this end, an effective understanding of the McKinney-Vento definition of &quot;homeless&quot; is a key first step to ensuring the delivery of needed supports to some of the nation's most vulnerable students. This brief provides local homeless education liaisons and other school personnel with an in-depth understanding of the McKinney-Vento definition of &quot;homeless.&quot; The brief also outlines a step-by-step process for making determinations of McKinney-Vento eligibility on a case-by-case basis.
State Plans for Accelerating Student Learning: A Preliminary Analysis
Author: National Governors Association
Date: 2021-04-21
Type: Reports - Evaluative
Subjects: Statewide Planning,State Policy,Acceleration (Education),School Closing,COVID-19,Pandemics,Electronic Learning,Educational Change,Educational Strategies,Needs Assessment,Summer Programs,Educational Planning,Well Being,Access to Education

One year after the COVID-19 pandemic forced state and school leaders across the nation and around the world to immediately close school buildings, the lasting impact on students is increasingly evident: Months of online learning and limited in-person interaction with educators, coaches and mentors have led to gaps in learning, and unknown emotional impacts on millions of K12 students and educators. Experiences of the past year have brought deeper understanding and greater clarity on how best to organize schooling and deliver instruction in a way that minimizes health risks and maximizes learning and engagement. Council of Chief State School Officers (CCSSO) and National Governors Association (NGA) analyzed emerging state efforts to accelerate student learning this summer and during the 2021-22 school year. They reviewed available state plans, websites, media reports and gubernatorial State of the State addresses for most states. Because each state is at different stages in their planning, in many cases, the documents reviewed were initial drafts, plan outlines (with specifics still being developed) or the first in a series of resources being developed. This memo provides an overview of notable strategies and trends that were identified through this analysis, and is organized around four major steps, which serve as the framing for this memo. Along with describing the activities states are taking as part of each step, this memo includes a range of state examples and links to related resources. As state approaches continue to evolve and plans are finalized, states are encouraged to share their detailed strategies with CCSSO, NGA and the field. The four major steps states are taking include: (1) Getting organized and understanding what needs to happen; (2) Using summer 2021 to accelerate learning; (3) Supporting more students to be successful learners; and (4) Tackling other challenges: Future considerations.
State Strategies to Re-Engage Students with Some College and No Degree
Author: National Governors Association
Date: 2021-03-24
Type: Reports - Descriptive
Subjects: College Credits,Access to Education,Barriers,Higher Education,Reentry Students,Postsecondary Education,State Programs,Adult Students,Student Financial Aid,Paying for College,Graduation,Student Needs,Social Services,Academic Advising,Academic Support Services,Student Personnel Services

At least 36 million adults in the United States have earned some postsecondary education credit without obtaining a credential. Research suggests these adults, are often referred to as those with some college, but no degree, are well worth the investments needed to help them return and complete their education. Adults in this population frequently indicate their desire to finish what they started but often need proactive support structures and services to help them overcome challenges. The most effective approach to supporting students with some college, but no degree, is to pursue a collection of policies that together ensure this population is both aware of postsecondary opportunities that meet their needs and that they have the resources and supports to successfully overcome barriers to reenrolling and persisting. This brief focuses on actions states and/or state higher education systems can take to help this population reenroll and persist in completing a postsecondary credential. The examples included in this brief are representative of the types of strategies being explored by states to reengage and support this potential student group.
Dispute Resolution. Updated. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education (NCHE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Educational Legislation,Elementary Secondary Education,Eligibility,Civil Rights,Access to Education,Children,Youth,School Districts,Public Agencies,Enrollment,School Choice,Administrator Role,Conflict Resolution

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 U.S.C. § 11431 et seq.; hereafter the &quot;McKinney-Vento Act&quot;), reauthorized in 2015 by Title IX, Part A of the Every Student Succeeds Act, guarantees educational rights and supports for students experiencing homelessness. The Act requires State education agencies (SEAs) and local educational agencies (LEAs; commonly referred to as &quot;school districts&quot;) to follow a dispute resolution process when parents, guardians, or unaccompanied youth disagree with schools over eligibility for services, school selection, or school enrollment under the Act [42 U.S.C. § 11432(g)(3)(E)]. This brief summarizes the key provisions related to dispute resolution included in the McKinney-Vento Act, and suggests strategies for implementation at the SEA and LEA levels. [For the 2015 edition of this brief, see ED574588.]
Analyzing the Word-Problem Performance and Strategies of Students Experiencing Mathematics Difficulty
Author: Powell, Sarah R.
Date: 2020-00-00
Type: Reports - Research
Subjects: Grade 3,Elementary School Students,Mathematics Instruction,Elementary School Mathematics,Word Problems (Mathematics),Intervention,Mathematics Skills,Program Effectiveness,Mathematics Achievement,Learning Problems,Learning Activities,Instructional Materials

The purpose of this study was to examine the word-problem performance and strategies utilized by 3rd-grade students experiencing mathematics difficulty (MD). We assessed the efficacy of a word-problem intervention and compared the word-problem performance of students with MD who received intervention (n=51) to students with MD who received general education classroom word-problem instruction (n=60). Intervention occurred for 16 weeks, 3 times per week, 30 min per session and focused on helping students understand the schemas of word problems. Results demonstrated that students with MD who received the word-problem intervention outperformed students with MD who received general education classroom word-problem instruction. We also analyzed the word-problem strategies of 30 randomly-selected students from the study to understand how students set up and solve word problems. Students who received intervention demonstrated more sophisticated word-problem strategies than students who only received general education classroom word-problem instruction. Findings suggest students with MD benefit from use of meta-cognitive strategies and explicit schema instruction to solve word problems. [This paper was published in &quot;Journal of Mathematical Behavior&quot; v58 Article 100759 2020.]
Investing in Single Mothers&apos; Higher Education: National and State Estimates of the Costs and Benefits of Single Mothers&apos; Educational Attainment to Individuals, Families, and Society
Author: Cruse, Lindsey Reichlin
Date: 2019-12-00
Type: Reports - Research
Subjects: One Parent Family,Mothers,Associate Degrees,Bachelors Degrees,Economic Factors,Success,Access to Education,Undergraduate Students,Equal Education,Low Income Groups,Poverty,Educational Attainment,Marital Status,Racial Bias,Minority Group Students,Cost Effectiveness,Income,Geographic Location,Outcomes of Education,Taxes,Welfare Services,Child Care,Student Financial Aid,College Role,Government Role,High School Graduates

Earning a higher education credential is increasingly necessary for achieving family economic security. For single mothers, who are more likely to live in poverty than other women, earning postsecondary credentials can bring substantial benefits, from increased lifetime earnings and employment rates to better health outcomes and chances of success for their children (Attewell and Lavin 2007; Carnevale, Rose, and Cheah 2011; Hout 2012; IWPR 2019a; Magnuson 2007). This briefing paper describes findings from a study by the Institute for Women's Policy Research (IWPR) estimating the economic costs and benefits of single mothers' pursuit and attainment of college degrees. The study estimates the economic returns at the individual and societal levels to single mothers' attainment of associate and bachelor's degrees, as well as for single mothers who earn some college education, but no degree, at the national and state levels. It also estimates the returns to strategic investments in supportive services that would be likely to increase single mothers' college success. IWPR's study finds substantial economic gains to families headed by single mothers and to the economy as the result of their college enrollment and graduation. These findings demonstrate the importance of investing in greater access to college for single mothers, including in the supports that can help them be successful once enrolled. The briefing paper concludes with recommendations for how federal and state policymakers and institutions can build on this evidence to create educational environments that promote single mothers' success through improved data collection, greater access to key supportive services, clear campus policies for students with children, and leveraging existing social safety net programs to support parenting college students. [For the methodological appendix, see ED612600.]
College &amp; Career Pathways: AP Incentive Program Model Policy. ExcelinEd Policy Toolkit - 2018
Author: Foundation for Excellence in Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,State Legislation,Advanced Placement Programs,Incentives,Educational Finance,State Aid,High School Teachers

This document contains a model policy for an advanced placement (AP) incentive program. The model legislation stipulates conditions relating to full-time equivalent student membership values and district funds allocation; teacher bonuses; and annual appropriation limit. A brief list of decision issues and corresponding model recommendations are also included.
College &amp; Career Pathways: AP Partnership Model Policy. ExcelinEd Policy Toolkit - 2018
Author: Foundation for Excellence in Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: State Legislation,Educational Legislation,Disproportionate Representation,Advanced Placement Programs,Low Income Students,Minority Group Students,Rural Youth,Partnerships in Education,Public Schools,High School Students,Diagnostic Tests,Privacy,Educational Finance,Financial Support

This document contains a model policy for a partnership for traditionally underrepresented student achievement. The model legislation stipulates terms relating to: (1) the intent of the state and goal of the partnership; (2) definitions of terms; (3) the partnership sought by the (state) Department of Education (department); (4) the partner organization's responsibilities; (5) the administration of diagnostic assessment by each public high school in the state; (6) reporting from the department to the Governor and Legislature on Advanced Placement participation and performance in the state; (7) privacy of students and parents; (8) funding terms; and (9) partial allocation matching by the participating partner.
Preventing Failure to Launch: Creating More School-to-Work Pathways for Young Adults
Author: Goodman, Veronica
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Career Readiness,Employment Qualifications,Vocational Education,Job Training,Experiential Learning,Work Experience Programs,Soft Skills,Social Capital,High School Students,Dual Enrollment,Postsecondary Education,Middle School Students,Career Pathways

Research shows that employers are less likely to hire workers with little to no experience for the &quot;first jobs&quot; that many younger workers rely on to build their skills and credentials. Without those first jobs, many will face fewer paths to enter the workforce. To help the non-college-bound, the nation's education system needs to create alternative pathways to careers. The Biden administration and Congress have the opportunity to create a revamped system that addresses inequality by building continuous pathways between high school and work. As part of his Build Back Better plan, President Biden has called for grants to states to accelerate students' attainment of quality credentials, degrees, and opportunities in job training programs. This paper reviews several case studies to provide evidence-based examples of how to better connect students to careers. It first addresses the need for broad-based pathways to careers and then focuses on four key themes across school-to-career models, including: (1) the importance of work-based learning that connects students to employers; (2) curriculums that emphasize soft skills and social capital to prepare young adults for their first jobs; (3) the need for supportive or wraparound services to help students get across the finish line; and, (4) high schools that help students earn credits toward postsecondary education along the way to graduation.
Centering Racial Justice in the Reauthorization of the Higher Education Act: A Roadmap for Policymakers
Author: Swanson, Elise
Date: 2021-00-00
Type: Guides - General
Subjects: Educational Legislation,Higher Education,Federal Legislation,Social Justice,Racial Bias,Minority Group Students,Educational Finance,Educational Change,Finance Reform,Student Financial Aid,Debt (Financial),Paying for College,Federal Aid,Grants,College Applicants,Loan Repayment,Proprietary Schools,Black Colleges,Resource Allocation,Educational Equity (Finance),Access to Education,Gender Discrimination

This brief is intended as an evidence-based guide for policy analysts and decision makers to inform critical areas in the Higher Education Authorization Act related to racial justice. Our recommendations prioritize combating systemic racism in higher education with a particular focus on disrupting anti-Blackness, though several sections focus on racial justice broadly due to the overlapping implications for and often aggregated research on racially minoritized groups.
Leadership for Liberation: A Leadership Framework &amp; Guide for Student Affairs Professionals
Author: Harper, Jordan
Date: 2021-03-00
Type: Guides - General
Subjects: Student Personnel Services,Student Personnel Workers,Social Change,Leadership,Race,Power Structure,Racial Bias,Models,Leadership Qualities,Empathy,Inclusion,Leadership Training,Learning Activities

This practitioner guide introduces the leadership for liberation framework that includes cultural commitments, mindsets, and liberatory values and concepts. The values and concepts introduced in this guide originally emerged from a critique of the Social Change Model of Leadership and how it neglects to mention race, power, and oppression. The authors then used Yosso's model of Community Cultural Wealth (2005) to think through potential values and concepts that they believe to be connected to liberation and its relationship to engagement with race, power, and oppression. This guide includes questions that are meant to guide practitioners in thinking about their own institutional context and programmatic situations.
Changing Patterns of Growth in Oral Reading Fluency during the COVID-19 Pandemic
Author: Domingue, Benjamin W.
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Oral Reading,Reading Fluency,Achievement Gains,School Closing,Grade 1,Grade 2,Grade 3,Grade 4,School Districts,Distance Education,Achievement Gap,Academic Achievement

We use data from oral reading fluency (ORF) assessments to examine COVID-19's effects on children's ORF in over 100 U.S. school districts. Students' development of ORF largely stopped in spring 2020 following the onset of the COVID-19 pandemic. In fall 2020, students' gains in reading were stronger and similar to prepandemic rates. However, fall gains were insufficient to recoup spring losses; overall, students' ORF in second and third grade is approximately 30 percent behind expectations. We also observe inequitable impact: students at lower achieving schools are falling farther behind and 10 percent of students were not assessed this fall. While growth in ORF was stronger in the fall than in the spring, measures to address accumulated learning losses and to support students falling behind are needed. [For the working paper, see ED612595.]
Changing Patterns of Growth in Oral Reading Fluency during the COVID-19 Pandemic. Working Paper
Author: Domingue, Benjamin W.
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Oral Reading,Reading Fluency,Achievement Gains,School Closing,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Kindergarten,Distance Education,School Districts,Achievement Gap,Academic Achievement

Education has faced unprecedented disruption during the COVID-19 pandemic; evidence about the subsequent effect on children is of crucial importance. We use data from an oral reading fluency (ORF) assessment--a rapid assessment taking only a few minutes that measures a fundamental reading skill--to examine COVID's effects on children's reading ability during the pandemic in more than 100 U.S. school districts. Effects were pronounced, especially for Grades 2-3, but distinct across spring and fall 2020. While many students were not assessed in spring 2020, those who were seemed to have experienced relatively limited or no growth in ORF relative to gains observed in other years. In fall 2020, a far more representative set of students was observed. For those students, growth was more pronounced and seemed to approach levels observed in previous years. Worryingly, there were also signs of stratification such that students in lower-achieving districts may be falling further behind. However, at the level of individual students, those who were struggling with reading prior to the pandemic were not disproportionately impacted in terms of ORF growth. This data offers an important window onto how a foundational skill is being affected by COVID-19 and this approach can be used in the future to examine how student abilities recover as education enters a post-COVID paradigm. [For the policy brief, see ED612594.]
National Indian Education Study 2019: American Indian and Alaska Native Students at Grades 4 and 8. NCES 2021-018
Author: Rampey, B. D.
Date: 2021-05-00
Type: Reports - Research
Subjects: American Indian Education,American Indian Students,Alaska Natives,Mathematics Achievement,Reading Achievement,Elementary School Students,Middle School Students,Grade 4,Grade 8,Educational Legislation,Elementary Secondary Education,Federal Legislation,Culturally Relevant Education,Cultural Awareness,Native Language,English Language Learners

The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native students in the United States. NIES is conducted under the direction of the National Center for Education Statistics through the National Assessment of Educational Progress (NAEP) on behalf of the U.S. Department of Education's Office of Indian Education (OIE). This study provides information on the academic performance of fourth- and eighth-grade American Indian/Alaska Native students in mathematics and reading, and on their educational experiences. The report presents results from the 2019 National Indian Education Study (NIES), which surveyed students, teachers, and school principals about the experiences of American Indian/Alaska Native (AI/AN) students in grades 4 and 8. The survey, which has a particular emphasis on Native language and culture, also provides perspective on the overall educational context for AI/AN students in the United States. In addition to the survey results, this report provides performance results in reading and mathematics for AI/AN fourth- and eighth-graders in the nation as well as for 15 states that have relatively large proportions of AI/AN students such that their state-level results could be reported in 2019. [For &quot;National Indian Education Study 2015: American Indian and Alaska Native Students at Grades 4 and 8. NCES 2017-161,&quot; see ED572961.]