ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning as an Experience: Innovative Training for the Future of Work
Author: Sliver, Amanda
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Job Training,Lifelong Learning,Adult Education,Educational Quality,On the Job Training,Continuing Education,Educational Trends,Educational Innovation

To be prepared for the work of today and tomorrow, more than just the right skills are needed. There needs to be an infrastructure that supports continuous and transformative learning throughout a lifetime. This market scan takes a deep dive into the complex and evolving alternative education and training market, focusing on high-quality solutions that have a measurable impact on workers' wage and employment prospects. The providers of these programs and platforms are crucial resources for employers, helping them to recruit, develop, and retain workers from diverse talent pools. They also make up an ecosystem of opportunity that workers can turn to throughout their careers as they navigate new pathways in an ever-evolving economy. Through the proprietary evaluation process, hundreds if not thousands of companies were reviewed to assess their approach to and concern for social impact, and the traction their efforts have gained. This market scan identifies the most innovative and advanced technologies connecting people to rewarding jobs and careers, valuable education and training opportunities, effective workforce and education systems, and equitable, resilient opportunities for economic security and mobility--at scale. [This report was developed by JFFLabs and funded by The Workday Foundation.]
Student Outcomes on MAP Growth: Comparison of Virtual and In-Person Administrations
Author: James, Syretta R.
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Achievement Tests,COVID-19,Pandemics,Public Schools,Computer Assisted Testing,Reading Tests,Mathematics Tests,Test Reliability,Test Length,Differences,Item Response Theory,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Elementary School Students,Secondary School Students

The impact of the COVID-19 pandemic continues to overwhelm the functioning and outcomes of educational systems throughout the nation. The public education system is under particular scrutiny given that students, families, and educators are under considerable stress to maintain academic progress. Since the beginning of the crisis, school-systems have attempted to establish norms for monitoring student progress with assessments administered virtually. However, many stakeholder groups expressed concern about the reliability of assessments implemented in a virtual setting. The current report aims to address educator concerns by providing a direct look at Montgomery County Public Schools' (MCPS) student performance data related to the MAP Growth (MAP) assessments. The report is arranged under three sections including: (1) Test Duration and Mean MAP-M/R Scores in Virtual vs. In-person Setting; (2) Reliability of MAP-Mathematics and MAP-Reading Test Scores: Fall 2016 to Fall 2020; and (3) Differences in the Conditional Growth Index (CGI) Between In-Person and Virtual Test Settings. The data obtained in this report should be used to aid in the discussion about the utility of using MAP-R/M assessments as reliable tools in assessing student progress during and after the pandemic.
A Scan of Key Trends in the Labor Market and Workforce Development System. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio
Author: Mack, Melissa
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Labor Legislation,Federal Legislation,Labor Force Development,Program Evaluation,Program Effectiveness,Information Technology,Self Employment,Employment Patterns,Trend Analysis,Public Policy,Labor Force,Economic Factors,Salaries,Change,Industry,Automation,Unemployment,Labor Market,Income,Technological Advancement,Online Courses,Distance Education,Delivery Systems,Accountability,Job Search Methods,Videoconferencing,COVID-19,Occupations,Work Environment,Policy Analysis,Federal Aid,Pandemics

Enacted in 2014, the Workforce Innovation and Opportunity Act (WIOA) was designed to increase collaboration among workforce systems at the federal, state, and local levels to integrate the array of programs and services available to job seekers and businesses through American Job Centers (AJCs). WIOA requires the U.S. Department of Labor (DOL) to conduct periodic, independent evaluations to inform the effective operation of WIOA programs. To support the development of DOL's research portfolio, this scan describes recent and long-term economic and policy developments with relevance for the public workforce system. The scan focuses primarily on topics and trends related to the changing world of work and their implications for the public workforce system. In consultation with DOL's Chief Evaluation Office and Employment and Training Administration (ETA), along with other stakeholders, the following topics were selected: (1) broad economic trends and recent changes in employment and wages; (2) changes to industries and occupations due to technology, automation, and the rise of the gig economy; (3) growth in remote workforce system services; and (4) federal policy trends related to the public workforce system. The report concludes with a brief discussion of the implications of these topics for the public workforce system. This research evidence scan is one of a pair of reports developed as part of DOL's WIOA Research Portfolio project. [For the companion report, &quot;A Research Evidence Scan of Key Strategies Related to WIOA. The Workforce Innovation and Opportunity Act (WIOA) Research Portfolio,&quot; see ED614830.]
Development of Brief Rating Scales for Progress Monitoring Internalizing Behavior
Author: Briesch, Amy M.
Date: 2021-08-23
Type: Reports - Research
Subjects: Psychometrics,Behavior Rating Scales,Progress Monitoring,Observation,Student Behavior,Elementary School Students,Anxiety,Depression (Psychology),Withdrawal (Psychology),Children,Response to Intervention,Teacher Attitudes,Test Reliability,Construct Validity,Test Construction

Prevalence estimates suggest that up to 20% of students in schools experience significant internalizing behaviors that impact behavioral, social or academic functioning. School-based interventions have great potential to promote student mental health; however, validated and feasible brief assessments are needed to progress monitor students' response to these supports. The purpose of the current study was two-fold to: (1) develop and validate teacher-completed brief rating scales for progress monitoring internalizing concerns in elementary-aged students; and (2) to determine the reliability of the resultant measures. First, item content was generated and subjected to evaluation by two panels of school-based consumers and researchers. Within the second phase of development, exploratory and confirmatory factor analyses were used to reduce the initial number of items and ensure that the items were indicators of one latent factor. Teachers in grades K through 3rd (N = 307) each completed ratings for one randomly-selected student in their classroom. Results of factor analysis for each scale indicated one-factor solutions for the 4-item Anxious/Depressed ([omega] = 0.88) and 4-item Socially Withdrawn ([omega] = 0.87) scales. [For the corresponding journal article, see EJ1349677]
Incubators for Student Leader Identity Emergence
Author: Arendale, D. R.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Student Leadership,Student Organizations,Student Development,College Students,Self Concept,Athletics,Extracurricular Activities,Tutoring,Peer Relationship,Study,Orientation,Program Effectiveness,Partnerships in Education,Student Role,Foreign Countries

Too often student services have become a provider of discrete assistance in which one-way information transactions take place between the staff/student paraprofessionals providers and the students receiving the services. Students attend academic advising appointments, listen during tutorial or small groups study meetings, and read computer screens of information during career exploration sessions. Transactions seldom lead to transformations of engagement, identity, and deep learning for the students who provide or receive the service. Student leaders involved in student services, Students as Partners partnerships, student organizations, and athletics experience unanticipated personal and professional growth. Case studies from Australia, Belgium, Indonesia, New Zealand, the United Kingdom, and the United States display global connections among common themes of co-curricular learning events from such rich environments. This chapter provides a conceptual model for an ecosystem of leader identity emergence that can be effective in a variety of student activity venues and recommendations to be more intentional in fostering growth. [This paper was published in: H. Juijser, M. Kek, and F. F. Padro (Eds.) (2021). &quot;University Development and Administration. Student Support Services.&quot; Springer Nature.]
Can Restorative Practices Bridge Racial Disparities in Schools? Evidence from the California Healthy Kids Survey. Research Brief
Author: Darling-Hammond, Sean
Date: 2021-07-00
Type: Reports - Research
Subjects: Secondary School Students,African American Students,White Students,Racial Differences,Disproportionate Representation,Discipline,Achievement Gap,Educational Practices,Conflict Resolution,Social Emotional Learning,Inclusion

In California, Black students have markedly lower academic achievement than their White peers and Black students are also more likely to experience exclusionary discipline, such as suspensions (Cano, 2020, Losen &amp; Martinez, 2020). What can be done to mitigate these racial disparities in schools? In this brief, we investigate whether increasing student exposure to restorative practices could help reduce racial discipline and achievement gaps, with a review of a large sample of secondary students who completed the California Healthy Kids Survey between the 2013/14 and 2018/19 school years. The analysis found that, across racial groups, students who had larger exposure to restorative practices saw less exposure to exclusionary discipline and better academic outcomes. Models also suggested that expanding restorative practices could bridge Black-White discipline disparities.
From Research to Market: Development of a Transition Process to Integrate Sustainable Scaling Methodologies into Education Innovation Research Design and Development
Author: Wu, Jennifer
Date: 2021-06-00
Type: Reports - Research
Subjects: Educational Innovation,Educational Research,Technology Transfer,Research and Development,Theory Practice Relationship,Entrepreneurship,Pilot Projects,Models

Even when innovations have rigorous evidence of impact, they often are not widely adopted by the field, or their use is not sustained. To support more successful transitions of educational research to the field, SRI researchers modified its Invent-Apply-Transition (I-A-T) framework that has been successfully used to scale research to practice in the healthcare, enterprise software, and robotics, to educational contexts based on the experiences of an Advisory Council and Expert Panel Members, all with direct experience successfully scaling educational innovations. SRI began this project by conducting a brief literature scan to identify common themes in effective scale-up strategies employed by education researchers. SRI International researchers conducted semi-structured interviews with the four Advisory Council and nine Expert Panel members to gather feedback from experts in the field who have successfully scaled educational innovations on the I-A-T framework, and then used their feedback to make relevant modifications. This report introduces the I-A-T framework and how it has been modified to educational contexts. The report also describes an Embedded Entrepreneur Program model that could be used to support Institute of Education Sciences (IES) grantees increase their probability of scaling and transitioning their innovations to the educational market by helping them analyze their needs hypotheses, product-user fit, stakeholder mapping, market differentiation, product market fit, and scaling pathway hypotheses. Our initial findings suggest that education researchers and innovators could especially benefit from attending more to three factors: (1) the feasibility/usability of the innovation (the &quot;Convenience&quot; component of the Performance, Reliability, Convenience, Cost [PRCC] approach), and how it would be incorporated into the operating environment of the school and district; (2) an understanding of the scope of the innovation (i.e., whether it is a product or a feature); and (3) early identification of commercialization strategy that is aligned with the scope of the innovation. The report explains how educational researchers can benefit from following the steps outlined in the modified I-A-T framework and collaborating with entrepreneurs with demonstrated skills and dedicated time for scaling innovations. The following appendices are included: a detailed description of the I-A-T framework, a description of the Embedded Entrepreneur Pilot Program, and a literature scan.
Assessment Flexibility Guidance
Author: Marion, Scott
Date: 2021-03-08
Type: Guides - Non-Classroom
Subjects: Student Evaluation,Guidelines,State Policy,Educational Policy,State Boards of Education,State Standards,Standardized Tests,Intervention,Data Collection,Accountability

State leaders are deeply committed to providing information to parents, educators, and the public about student performance to help target resources and supports quickly and effectively. Some state leaders have examined the context in their respective states and determined that taking a different approach to assessment for the spring of 2021 would allow them to better meet the needs of students in their states beyond the three options listed in the U.S. Department of Education's (ED) February 2021 letter to state chiefs. This guidance is designed to support state leaders in pursuing such strategies given the unique circumstances this year. While it not expected state leaders to provide an answer to every question below; this document is intended to be used as a guide to prepare a flexibility request to ED.
Rationale for States Considering Assessment Flexibility
Author: Marion, Scott
Date: 2021-03-16
Type: Guides - Non-Classroom
Subjects: Student Evaluation,State Policy,Educational Policy,State Boards of Education,Summative Evaluation,State Standards,Educational Legislation,Elementary Secondary Education,Federal Legislation,Standardized Tests,Accountability,National Standards

This is meant to support states who find they need additional flexibility beyond the three options listed in the U.S. Department of Education's (ED) February 2021 letter to state chiefs. This rationale accompanies the Assessment Flexibility Guidance (ED614803) posted by the Center for Assessment on March 9, 2021. State leaders should select and modify aspects of this document as they see fit to help make their case for their waiver request. The Center for Assessment believes that decisions about statewide summative testing during the spring of 2021 should be informed by local contexts and state policy priorities. Some state leaders may conclude it is appropriate and feasible to move forward with testing, while others will determine conditions suggest another alternative as the best course of action. The authors believe state leaders should be afforded flexibility when it is determined that the risks outweigh the potential benefits.
The Annual Condition of Education Report, 2020
Author: Iowa Department of Education
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Early Childhood Education,Teacher Characteristics,Academic Achievement,Special Education,Educational Finance,Teacher Salaries,Administrator Characteristics,Principals,Superintendents,Elementary Secondary Education,Postsecondary Education,Open Enrollment,Lunch Programs,English Language Learners,Migrants,Preschool Education,Kindergarten,School Counselors,School Libraries,Librarians,Nurses,School Districts,Second Language Learning,Algebra,Mathematics Education,Science Education,Computer Science Education,Advanced Placement Programs,Dual Enrollment,Class Size,School District Size,Language Arts,Dropouts,High School Graduates,Graduation Rate,National Competency Tests,College Entrance Examinations,Career Planning,Educational Indicators,Suspension,Expulsion,Expenditure per Student,State Aid,Budgets

For over 30 years, the Department has published the Annual Condition of Education (COE) report in order to provide education stakeholders quality information about the status of Iowa's education system. The 2020 COE covers a wide variety of content from information about Iowa's students, schools, educators, administrators, performance and school finance. The report can be used as a roadmap to see what is working, what needs more attention and what might be expected in the coming years. The data for this annual report are presented in the following categories: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. [For the 2019 report, see ED605751.]
The Educational Implications of Homelessness and Housing Instability in Detroit
Author: Erb-Downward, Jennifer
Date: 2021-00-00
Type: Reports - Research
Subjects: Homeless People,Housing,Low Income Groups,Children,Childrens Rights,Equal Education,Barriers,Taxes,Costs,Housing Needs,Public Housing,Tax Credits,Federal Legislation,Geographic Location,Student Needs,African American Students,Disproportionate Representation,Racial Differences,School Role,Attendance,Instructional Program Divisions,Discipline,Suspension,Expulsion,Graduation Rate,Dropout Rate,Public Schools,Charter Schools,At Risk Students,Student Mobility,Trauma,Student Characteristics,Welfare Services,Foster Care,Family Programs,Federal Programs

Detroit has a long and complicated history with housing instability, and obtaining safe and stable housing is a significant challenge, particularly for low-income residents. For many renters, housing quality is poor, rents are high, and eviction is common. In 2017, 16% of households with children in Detroit reported being either evicted or forced to move within the last year, which meets the educational definition of homelessness. That same year, only 2% of children in Detroit were identified by their school as homeless. This under identification deprives Detroit's children of their legal rights to an equal education and leaves educators and schools without critical information about the barriers that a child and their family may be experiencing. For owners, property taxes and home repair costs threaten housing stability. There are too few housing vouchers in the system to serve all those in need, and properties developed through Low-Income Housing Tax Credits (LIHTC), the primary mechanism for developing low-income housing, are often not affordable to very low-income households. Aggravating all of these factors, for all the talk of Detroit's oversupply of housing, recent analyses show there are actually too few habitable structures in the city to house all Detroit residents. This level of housing instability is an educational issue impacting thousands of children and families in Detroit. This report is to provide stakeholders with the information needed to better understand the educational implications of widespread housing instability in Detroit as well as why identification and support for students who have experienced homelessness is critical. [Additional funding for this report by the McGregor Fund.]
Children and Young People&apos;s Video Game Playing and Literacy in 2021. A National Literacy Trust Research Report
Author: Picton, Irene
Date: 2021-08-00
Type: Reports - Research
Subjects: Children,Adolescents,Video Games,Literacy,Computer Mediated Communication,Reading Skills,Gender Differences,Age Differences,Social Differences,Attendance Patterns,COVID-19,Pandemics,Peer Relationship

This report outlines findings from questions included in the National Literacy Trust's Annual Literacy Survey in early 2021 to explore children and young people's literacy-related interactions in relation to video game playing. The survey reached 42,502 children and young people aged 8 to 18 between January and mid-March 2021, during the third national lockdown in response to the COVID-19 pandemic. The report builds on earlier research exploring young people's literacy-related interactions within and around video games. The Trust's first survey in this area (see ED607911) in 2019, found that video games could provide a route into reading and support creativity and communication. A subsequent survey (see ED607960), covering late spring 2020 (the first national lockdown), found that communication through video game playing supported young people's wellbeing during the first national lockdown. The current survey found that in-game communication (reading text or messages from friends or family while playing video games) is the second most popular form of on-screen reading for this age group, after personal/direct messages (e.g. via text, WhatsApp or Instagram).
The Role of Audiobooks to Engage Reluctant Readers and Underrepresented Children and Young People. A National Literacy Trust Research Report
Author: Best, Emily
Date: 2021-07-00
Type: Reports - Research
Subjects: Audio Books,Learner Engagement,Reading Instruction,Reading Skills,Reading Achievement,Listening Skills,Disproportionate Representation,Gender Differences,Age Differences,Social Differences,Children,Adolescents,COVID-19,Pandemics,Foreign Countries,Well Being

Since March 2020, the National Literacy Trust (NLT) has explored the various benefits of audiobooks for children and young people, from building comprehension skills to sharing stories across generations. Time and again, two key themes have arisen: the power of audio to engage reluctant readers, and the role of audiobooks in promoting and furthering diversity in publishing. During the first lockdown of the COVID-19 pandemic in spring 2020, the NLT found that audiobooks were a lifeline for many children and young people, particularly those for whom access to print books was limited. As the pandemic and school closures continued, it became clear that NLT needed to focus on these key themes in the 2021 Annual Literacy Survey. This report builds on the findings from a previous report, which showed that audiobooks could help build reading enjoyment and provide a complement to physical books in the classroom (Best, 2020). The survey responses show that when school libraries, public libraries and shops were closed because of the pandemic, children and young people's listening reflected this trend, with 1 in 5 (20.4%) children and young people saying that they listened to an audiobook for the first time or listened to more audiobooks during this time. [For the previous report, &quot;Audiobooks and Literacy: A Rapid Review of the Literature,&quot; see ED607775. This research was supported by Audible.]