ethanporcaro/eric-fulltext-meta huggingface dataset:
Turning around Troubled Schools: How Ohio Can Create a Stronger, Clearer School Improvement Program
Author: Churchill, Aaron
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Improvement,Low Achievement,Underachievement,School Districts,Student Improvement,Educational Policy,School Support,Educational Legislation,Federal Legislation,Elementary Secondary Education

Ohio policymakers have consistently voiced support for rigorous education standards and ensuring that all students have the knowledge and skills needed to succeed after high school. State leaders have a duty to step in when schools are falling far short of performance standards. Students receiving a substandard education are more likely to struggle in the job market, disengage from civic life, and suffer social isolation. But rather than trying to turn around entire districts--bureaucratic systems resistant to change--what if Ohio's policymakers focused instead on fixing individual &quot;schools?&quot; As a moral obligation and federal requirement, Ohio should continue working toward better outcomes in its lowest-performing schools. To increase the likelihood of success, policymakers need a well-structured improvement program. This report aims to provide an introduction. To be sure, it doesn't contain every answer about how the program functions in practice, nor is it a formal evaluation of effectiveness. Rather, it aims to offer useful baseline information, flag areas that merit further attention, and suggest ideas that could strengthen Ohio's program.
Supporting Adult Learners through the SUCCESS Program: Exploring the Experiences of Students Ages 25 and Older
Author: Dorimé-Williams, Marjorie
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Adults,Adult Learning,College Students,Community College Students,Open Universities,Community Colleges,Program Evaluation,Student Experience,Program Effectiveness,Social Support Groups,Dropout Prevention

In 2019, MDRC launched the Scaling Up College Completion Efforts for Student Success (SUCCESS) project to improve college completion rates for traditionally underserved students, such as students from low-income backgrounds and students of color, at community and broad-access colleges (those that have open or minimally selective admissions policies). The SUCCESS program integrates multiple evidence-based components proven in previous studies to help students stay enrolled and graduate. Relatively little is known about how to best serve adult learners and improve their graduation rates. This brief highlights the experiences of adult students 25 years or older in the SUCCESS program at four institutions and explores how SUCCESS supports adult learners and how it, and other programs, can do more. Namely, this research reveals that: (1) students found the SUCCESS coaching component particularly valuable in terms of keeping them accountable and providing resources; (2) the full-time enrollment requirement posed a challenge for balancing academic and personal responsibilities; (3) although students appreciated the financial incentive many still had unmet financial needs; and (4) beyond the SUCCESS components, students expressed they could benefit from additional flexibility, community-building opportunities, and support with technology. [The following additionally financially supported the SUCCESS demonstration: the Minnesota State System Office and the Ohio Department of Jobs and Family Services.]
State Guidance on Distance Learning during COVID-19: A Review of Four State Approaches. Fast Response
Author: Truitt, Darlyne, Ed.
Date: 2020-07-13
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Guidance,Distance Education,COVID-19,Pandemics,Best Practices,Blended Learning,Technology Uses in Education,Responses,Elementary Secondary Education,Grading,Student Promotion,Social Emotional Learning,Safety,Well Being,School Schedules,English Language Learners

Considering how COVID-19 may impact the upcoming school year, members of the Region 7 Comprehensive Center (R7CC) Advisory Board requested information about best practices on distance and blended learning. To help slow the spread of the disease, social distancing strategies may include limited to zero access to school buildings, allowing for safety and health of the school community. The CDC's guidance for schools provides recommendations that may be challenging for districts to implement. As such, educators will require effective technology innovations to best provide continued learning for K-12 students during the pandemic. In response to this inquiry, this Fast Response provides a summary of guidance on what four states are providing for distance and blended learning. This Fast Response is organized into the following sections: (1) Procedure; (2) General Limitations; (3) Four State Approaches on Distance Learning During COVID-19; and (4) Conclusion.
Best Practices on Distance and Blended Learning for Grades K-12 during COVID-19. Fast Response
Author: Truitt, Darlyne, Ed.
Date: 2020-07-08
Type: Reports - Descriptive
Subjects: Best Practices,Distance Education,Blended Learning,Elementary Secondary Education,COVID-19,Pandemics,Responses,Educational Practices,Program Implementation,Equal Education,Program Effectiveness,Readiness,Curriculum Development,Guidance

Considering how COVID-19 may impact the upcoming school year, the Region 7 Comprehensive Center (R7CC) Advisory Board has requested information about best practices on distance and blended learning. To help slow the spread of the disease, social distancing strategies may include limited to zero access to school buildings, allowing for safety and health of the school community. The CDC's guidance for schools provides many recommendations that may be difficult for districts to implement. As such, educators will require effective technology innovations to provide continued learning for K-12 students during the pandemic. In response to this inquiry, R7CC developed two Fast Response reports that address these issues. This Fast Response report provides a brief summary of effective instructional practices related to distance and blended learning described in the literature as well as special implementation considerations for reflection. The second report in this series summarizes what other states are doing to address distance learning (ED625603). This Fast Response is organized into the following sections: (1) Procedure; (2) General Limitations; (3) Section 1: What the Research Tells Us; (4) Section 2: Practical Considerations Related to Equity; (5) Conclusion; and (6) References.
2015 State Legislative Session Highlights for Public Charter Schools. State Policy Snapshot
Author: Ziebarth, Todd
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: State Legislation,Charter Schools,Educational Finance,Educational Facilities,Accountability,Institutional Autonomy,Educational Legislation,Elementary Secondary Education

2015 has proved to be another active year for public charter school legislation across the country. This report provides a summary of the state legislative highlights for public charter schools during the 2015 state legislative sessions. To detail the plethora of activity that's taking place, this summary is organized into the following categories: no-law states, growth, authorizing and accountability, funding and facilities, and other issues.
2016 State Legislative Session Highlights for Charter Public Schools
Author: Ziebarth, Todd
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: State Legislation,Charter Schools,Educational Finance,Educational Facilities,Accountability,Institutional Autonomy,Educational Legislation,Elementary Secondary Education

The coming 2016 fall elections influenced legislative activity for charter public schools during this year's state legislative sessions. This November, legislative elections will be held in 46 states, and gubernatorial elections will be held in 12 states. These looming elections became an excuse for some legislators to avoid tough votes on pro-charter bills, while motivating some other legislators to introduce anti-charter bills. This report summarizes this years state legislative activity across the country, organized into the following categories: no-law states, authorizing and accountability, funding and facilities, and other issues. [For the 2015 report, see ED625605.]
2019 State Legislative Session Highlights for Public Charter Schools. Policy
Author: Ziebarth, Todd
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: State Legislation,Charter Schools,Educational Finance,Educational Facilities,Accountability,Institutional Autonomy,Educational Legislation,Virtual Schools,Elementary Secondary Education

The impacts of the 2018 elections were felt in the 2019 state legislative sessions across the country. While charter school supporters continued to rack up legislative victories on increasing funding and facilities support, strengthening accountability, and protecting autonomy, they also faced political climates in several states that were fiercely hostile as a result of the 2018 elections. This paper summarizes the notable gains charter advocates won in many states, as well as the threats faced in hostile climates.
Juggling Family and Finances: The Financial Struggles and Obligations of Parenting Students. Spotlight Report Brief
Author: Niznik, Aaron
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Nontraditional Students,Parents,Higher Education,Financial Problems,Public Support,Credit (Finance),Caregiver Role,Burnout,Dropout Rate,Child Care,Costs

This brief explores the unique financial circumstances of parenting students, a population that makes up nearly a quarter of all postsecondary students. We find that parenting students are more likely to report experiencing financial struggles, use public assistance more often, and are more reliant on credit cards. At the same time, parenting students are more likely to have additional caregiving responsibilities beyond their children, putting them at greater risk for financial and personal burnout, which may impact their ability to stay enrolled.
State Accountability Rating Systems: A Review of School Report Cards as Indicators of School Quality
Author: Sunderman, Gail L.
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,State Standards,Accountability,Educational Quality,Educational Improvement,School Effectiveness,Institutional Characteristics,Program Evaluation

The Every Student Succeeds Act of 2015 provided states with increased flexibility to design school accountability systems. A core element of the law is the requirement that states develop statewide systems allowing for meaningful differentiation among schools, and use this information to identify schools that should be the focus of improvement efforts. Individual states decide on the type of report card, or rating system, that they will use to report this information to the public. While states may take different approaches to measuring and reporting school performance, they have consistently chosen approaches of public reporting that collapse multiple school performance indicators into a summative rating. This policy brief discusses the difficulties that arise when states' school report cards use this summative-rating approach, and provides recommendations for resolving these challenges.
A Civil Rights Framework for the Reauthorization of ESEA
Author: DeBray, Elizabeth
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Civil Rights,Equal Education,Race,Student Diversity,School Desegregation,Educational Finance,Politics,Enrollment,Educational Strategies,Student Needs,Child Care,Early Childhood Education,Well Being,Mental Health

The last several years have been trying for students, communities, and schools. As states and local educational agencies work to meet the significant health and educational needs of students, and address the vast racial and socioeconomic inequities that have been heightened by the pandemic, the federal role in education is critical. Because the Elementary and Secondary Education Act (ESEA) remains the government's most consequential mechanism to promote equity in public education, the upcoming reauthorization of the law's latest version, the Every Student Succeeds Act (ESSA), presents an opportunity to re-envision this federal role in promoting access to quality educational opportunities. In this brief, the authors describe an equitable, evidence-based, and ecological civil rights framework to guide the redesign of ESSA. It places students, staff, school systems, and cross-sector collaboration at the center of ESEA and considers the complexity of racial, socioeconomic, and other inequities along with the strengths nested within communities.
The Science of Reading Movement: The Never-Ending Debate and the Need for a Different Approach to Reading Instruction
Author: Thomas, Paul
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Reading Instruction,Educational Change,Educational Policy,Educational History,Student Needs,Educational Strategies,Student Centered Learning,Reading Strategies

How students learn to read and how reading is best taught are often the focus of media, public, and political criticism. The contemporary reading reform movement is the latest chapter of a long history of controversies, dating from at least the early 20th century. Throughout the decades, attention has focused on how teachers teach reading (typically including specific concern for phonics instruction), standardized test scores (including international comparisons), and a changing list of hypothetical causes for disappointing test scores (including progressivism, whole language, and balanced literacy). This policy brief explores the controversial history of the reading reform movement, and provides recommendations for state and local policymakers to provide teachers the flexibility and support necessary to adapt their teaching strategies to specific students' needs.
Perception Is Reality: Attitudes and Experiences of Student Loan Borrowers. Spotlight Report Brief
Author: Cornett, Allyson
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,Debt (Financial),Financial Problems,Student Attitudes,Loan Repayment,Mental Health,College Students,Economic Impact

This brief examines data from 19,934 students with self-reported educational debt in Trellis' Fall 2021 Student Financial Wellness Survey (SFWS), with special emphasis on their financial security and attitudes toward their loans, debt, and debt forgiveness. Nearly two-thirds of borrowers had accumulated more debt than expected, and 36 percent did not feel that their total debt was manageable. These students were also uncertain of their ability to eventually repay their loans--only 28 percent were confident they would be able to pay off the debt acquired while in school.
Does the State Have Specific Enrollment Provisions for Students in Foster Care? 50-State Comparison: Open Enrollment Policies 2022
Author: Education Commission of the States (ECS)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Open Enrollment,State Policy,Educational Policy,Foster Care,State Legislation,Student Mobility,Transfer Policy,Elementary Secondary Education,Public Schools

Open enrollment is an integral part of state public school choice policies. This datapoint captures enrollment provisions that apply specifically to students in foster care, including enrollment priority and educational continuity. [View the full &quot;50-State Comparison: Open Enrollment Policies 2022&quot; here: https://www.ecs.org/50-state-comparison-open-enrollment-policies/.]
Does the State Have Specific Enrollment Provisions for Military-Connected Youth? 50-State Comparison: Open Enrollment Policies 2022
Author: Education Commission of the States (ECS)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Open Enrollment,Student Mobility,State Policy,Educational Policy,State Legislation,Transfer Policy,Elementary Secondary Education,Military Service,Military Personnel,Public Schools

Open enrollment is an integral part of state public school choice policies. This datapoint captures enrollment provisions that apply specifically to military-connected youth, including advance enrollment, enrollment priority, and educational continuity. It does not capture states that have adopted the Interstate Compact on Educational Opportunities for Military Children. [View the full &quot;50-State Comparison: Open Enrollment Policies 2022&quot; here: https://www.ecs.org/50-state-comparison-open-enrollment-policies/.]
Which Student Groups Are Prioritized in Open Enrollment Programs? 50-State Comparison: Open Enrollment Policies 2022
Author: Education Commission of the States (ECS)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Open Enrollment,State Policy,State Legislation,Educational Policy,Student Mobility,Transfer Policy,Elementary Secondary Education,Student Characteristics,Needs Assessment,Public Schools

Open enrollment is an integral part of state public school choice policies. This datapoint captures the student groups prioritized for admission through open enrollment as defined in state policy. State admissions lottery provisions are included when relevant. [View the full &quot;50-State Comparison: Open Enrollment Policies 2022&quot; here: https://www.ecs.org/50-state-comparison-open-enrollment-policies/.]
Who Is Responsible for Student Transportation? 50-State Comparison: Open Enrollment Policies 2022
Author: Education Commission of the States (ECS)
Date: 2022-03-00
Type: Reports - Descriptive
Subjects: Open Enrollment,State Policy,Educational Policy,Transfer Policy,State Legislation,Student Mobility,Student Transportation,Elementary Secondary Education,State Aid,School Districts,Public Schools

Open enrollment is an integral part of state public school choice policies. This datapoint captures state policies addressing student transportation to schools outside of their attendance zone, including the entity responsible and available financial assistance. [View the full &quot;50-State Comparison: Open Enrollment Policies 2022&quot; here: https://www.ecs.org/50-state-comparison-open-enrollment-policies/.]
Basic Needs Insecurities among College Students at Minority-Serving Institutions. Spotlight Report Brief
Author: Cornett, Allyson
Date: 2022-10-00
Type: Reports - Research
Subjects: Student Needs,College Students,Minority Serving Institutions,Black Colleges,African American Education,Poverty,Hunger,Food,Hispanic American Students,Housing,Homeless People,At Risk Students,Minority Group Students,African American Students

It is well demonstrated that basic needs insecurities (i.e., food insecurity, housing insecurity, or homelessness) are more pronounced among certain groups of historically marginalized students, including students of color at traditionally under-resourced Historically Black Colleges and University (HBCUs), Predominantly Black Institutions (PBIs), and Hispanic Serving Institutions (HSIs). This brief examines data from 14,117 students attending 26 MSIs from Trellis' Fall 2021 Student Financial Wellness Survey (SFWS)--including 19 HSIs; five HBCUs; and three PBIs. With nearly two-thirds of students from these MSIs facing one or more forms of basic needs insecurity, it is critical for college administrators, the broader campus community, and policymakers to have a full understanding of these students' lived experiences.
An Important Antecedent of Classroom Engagement: School Belonging
Author: Eryilmaz, Ali
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Sense of Community,Learner Engagement,Grade 9,Grade 10,Student Attitudes,Foreign Countries

The aim of this study is to examine the relationships between high school students' school belonging and classroom engagement. Dependent variable of the study is school belonging and independent variable of the study is behavioral, cognitive and emotional engagement. The study was conducted in cross sectional research design. In the study quantitative method was used. Purposive sampling method was utilized in the study. 236 high school students who received education at 9th and 10th grades, were between 15-17 years old were included in the study. Data were collected via School Belonging Scale and Classroom Engagement Scale. In the analysis of the data, simple regression analysis technique was applied in the study. According to the results of the study, as long as school belonging feeling increases, behavioral, emotional and cognitive engagement of the students in the classroom increases. At this point, school psychologists, psychological counselors, teachers and school managers can produce preventive and constructive intervention programs that will increase students' school belonging feelings in school context.
Evaluation of Hopelessness and Life Satisfaction Levels in Adolescents
Author: Simsaroglu-Beydola, Berna
Date: 2022-00-00
Type: Journal Articles
Subjects: Life Satisfaction,Measures (Individuals),Psychological Patterns,High School Students,Student Attitudes,Foreign Countries,Income,Family Influence

This study aims to investigate the hopelessness and life satisfaction level of adolescents after the COVID-19 pandemic. The population of the research consists of 133 women and 77 men, a total of 210 high school students aged between 15-18, who live and study in the TRNC during the 2021-2022 academic year. Personal Information Form, Satisfaction with Life Scale, and Beck Hopelessness Scale were used in the study. In order to apply the data collection tools, the relevant forms and scales were transferred to Google Forms and shared with the adolescents who were educated in different high schools, selected with a simple random method, and volunteers were asked to fill in these forms. Based on the relational results between the Hopelessness Scale and Satisfaction with Life Scale, it has been determined that there are statistically significant and negative correlations between the scores of the adolescents. According to the data obtained from the hopelessness and life satisfaction scale, it was concluded that no significant difference was observed according to gender, grade level, separation or separation of parents, death of one of the parents, or both being alive and living with their families. In addition, as a result of the research, no significant difference was found in the level of life satisfaction of the adolescents according to the number of siblings, a significant difference was found in the levels of hopelessness, and it was determined that the adolescents with five or more siblings were found to be higher than the adolescents who had no siblings, it has been concluded that adolescents with lower income levels have less life satisfaction.