ethanporcaro/eric-fulltext-meta huggingface dataset:
What School District Administrators Should Know about the Educational Rights of Children and Youth Displaced by Disasters. Connecting Schools and Displaced Students Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Natural Disasters,Homeless People,Federal Legislation,Access to Education,Public Schools,Student Rights,Enrollment,Barriers,Agency Cooperation,Access to Information,Elementary Secondary Education

After disasters, displaced families long to return to a sense of normalcy, so reconnecting children to school is especially important during this time. While providing the structure of the typical education setting, schools can help students overcome the trauma of a disaster and regain their academic and social stability. Once children are safely in school, parents have the peace of mind and freedom to focus on other post-disaster details to help their families recover. Subtitle VII-B of the McKinney-Vento Homeless Assistance Act (42 USC §§11431-11435), reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act, ensures educational protections for children and youth in homeless situations, including many who have lost their housing due to natural disasters. It provides stability and support for students by requiring all public schools to enroll eligible students immediately, assess their needs, and provide or refer them to additional services as needed. This brief explains key aspects of the legislation, particularly as it relates to students affected by natural disasters. The brief also includes the appendix: Supporting Students and Families Displaced by Disasters: Goals and Strategies for Local Education Agencies (LEAs).
The Educational Rights of Children and Youth Experiencing Homelessness: What Service Providers Need to Know. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Elementary Secondary Education,Barriers,Access to Education,Student Rights,Eligibility,School Districts,Legal Responsibility,Agency Cooperation,Community Services,School Community Relationship

Children and youth who experience homelessness face many barriers to education, yet school can be a source of stability, affirmation, and hope during a time of chaos and trauma when a young person loses his or her housing. Community service providers play a key role in linking homeless children and youth to schools and providing wraparound services that can bolster their attendance and educational success. This brief provides important information to service providers on Subtitle VII-B of the McKinney-Vento Homeless Assistance Act [42 U.S.C. §§ 11431-11435], reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act1 (subsequently referred to in this brief as the McKinney-Vento Act). The McKinney-Vento Act ensures educational rights and protections for homeless children and youth. This brief will enable service providers to understand: (1) which children are eligible under the definition in the law; (2) what rights and services school districts provide; (3) how the law is implemented in school districts, and (4) how community agencies and school districts can coordinate services for homeless children and youth more effectively.
Supporting Homeless Children and Youth with Disabilities: Legislative Provisions in the McKinney-Vento Act and the Individuals with Disabilities Education Act. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Children,Disabilities,Equal Education,Educational Legislation,At Risk Students,Elementary Secondary Education,Barriers,Access to Education,Eligibility,Student Rights,Individualized Education Programs

Each year, over 1.2 million children and youth identified as homeless in the nation's schools experience educational disruption that is caused by not having a safe and stable place to live (NCHE, 2014). Homeless children and youth face educational challenges that include a lack of basic necessities, such as food, clothing, and medical services; discontinuity of education due to mobility; and trauma caused by the chaos, poverty, and instability of their family's circumstances, or in the case of unaccompanied homeless youth, their own circumstances. Many homeless children and youth have disabilities that create additional challenges for educational progress. The National Center on Family Homelessness reported that children who are homeless, as compared to other children, have three times the rate of emotional and behavioral problems, are four times more likely to show delayed development, and have twice the rate of learning disabilities (NCFH, 2008). Educational barriers homeless children and youth with disabilities face include: (1) not being identified as needing special education services; (2) difficulty with diagnosis due to mobility and other stressors; (3) lack of timely assessment, diagnosis, or service provision; (4) lack of continuity of services due to school transfers; (5) lack of timely or efficient records transfer when enrolling in a new school; and (6) lack of an available parent or surrogate to represent the child or unaccompanied youth. Two federal laws increase the educational stability and support needed to help homeless children and youth with disabilities succeed in school: &quot;Subtitle VII-B of the McKinney-Vento Homeless Assistance Act&quot; [42 U.S.C. §§ 11431-11435], reauthorized in 2001 by Title X, Part C of the No Child Left Behind Act and the Individuals with Disabilities Education Act of 2004 [20 U.S.C. §§ 1400-1444] (IDEA). This brief reviews the requirements of the McKinney-Vento Act and IDEA so that educators and administrators in education for homeless children and youth (EHCY) programs and special education programs can increase their familiarity with both laws in order to coordinate efforts to improve the educational access and success of homeless children and youth with disabilities. In addition, the brief summarizes specific amendments and implementing regulations in IDEA that address the needs of homeless and highly mobile children and youth with disabilities.
Local Homeless Education Liaisons. McKinney-Vento Law into Practice Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Student Rights,Access to Education,Children,Elementary Secondary Education,School Districts,School Personnel,Access to Information,Role

Subtitle VII-B of the McKinney-Vento Homeless Assistance Act, reauthorized by Title X, Part C, of the No Child Left Behind Act, ensures educational rights and protections for children and youth experiencing homelessness. This brief explains the key provisions in the Act concerning the roles and responsibilities of the local homeless education liaison and offers strategies for implementing the Act in a school district.
The Education of Students in Homeless Situations in the 2001 No Child Left Behind Act: Summary of McKinney-Vento Act and Title I Provisions. McKinney-Vento Law into Practice Series
Author: National Center for Homeless Education at SERVE
Date: 2002-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Access to Education,Student Rights,Elementary Secondary Education,Educational Legislation,Enrollment,Compliance (Legal),Student Records,Transportation,Academic Standards,School Personnel,Role,Equal Education,Educational Finance,Technical Assistance,Agency Cooperation,Grants,Data Collection,Federal Government

The McKinney-Vento Homeless Assistance Act, reauthorized in January 2002, ensures educational rights and protections for children and youth experiencing homelessness. This document summarizes key provisions of the Act, as well as key provisions of the reauthorized Elementary and Secondary Education Act's Title I statute. It is designed to provide a comprehensive overview of new provisions and language changes by topic area. Key provisions of the McKinney-Vento Act that were not amended are also included.
Understanding DACA and the Implications for Higher Education
Author: Venegas, Kristan
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Immigration,Undocumented Immigrants,Public Policy,Federal Legislation,Inclusion,Definitions,Access to Education

Recent federal immigration policy has focused on individuals who were brought to the U.S. by their guardians. In June 2012, former President Barack Obama signed an executive order to implement Deferred Action for Childhood Arrivals, widely known as DACA. DACA is organized to allow individuals who came to this country as children with an opportunity to apply for temporary legal status in the United States. Individuals who are &quot;DACAmented&quot; are able to attend a postsecondary institution and have the right to work. This document provides a brief overview of DACA, the implications for educational organizations, and offers advice on how to respond to the current unsettled situation. Definitions of key terms related to these students, and a timeline tracing the evolution of DACA are provided. The protections set up through DACA provide a meaningful way for children who were brought to the United States with little legal protection or opportunity to cobble together a productive life for themselves. The provisions of DACA are short term however, and an individual must reapply every two years. The authors contend that now is the time to develop a long-term pathway to citizenship that allows these individuals to stay in the United States, contribute to the country's tax base, and further develop the knowledge economy. Educators, in general, and those in colleges and universities, in particular, have a particular obligation.
Prospects for Vocational Education in the United States: Lessons from Germany
Author: Lanford, Michael
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Career Education,Educational Finance,Social Systems,Economic Change,Success,Apprenticeships,Cost Effectiveness,Comparative Education,Educational Practices,Secondary Education,Educational Change,Educational Development

Germany is one of a handful of Western European nations (including Austria and the Netherlands) that maintains a highly-differentiated educational system in which secondary level students are sorted into different schools on the basis on their perceived scholastic abilities. Despite the numerous political and cultural shifts in Germany over the past two centuries, the tripartite configuration of the German educational system has been remained essentially intact since the craft guilds of the early nineteenth century (Baldi, 2010; Ertl &amp; Phillips, 2000; Solga et al., 2014). In fact, &quot;the German educational system is perhaps the clearest and most-studied case of a highly differentiated system&quot; due to its longevity and its influence (Buchmann &amp; Park, 2009, p. 247). This monograph, second in a series of publications by the Pullias Center for Higher Education on career-oriented education in the twenty-first century, investigates other possible regional and national obstacles to the effective implementation of career-oriented education in the United States by turning attention to Germany. In recent years, Germany's vocational education system has been frequently cited as a model for other countries (Euler, 2013; Hawley, 2007; Solga, Protsch, Ebner, &amp; Brzingsky-Fay, 2014). Accordingly, an analysis of the factors that constitute Germany's vocational education system may offer insights into which elements may be feasible and sustainable in the American context.
It's about Time: Learning Time and Educational Opportunity in California High Schools. Executive Summary
Author: Rogers, J.
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: High Schools,Educational Opportunities,State Surveys,School Schedules,Time on Task,Time Management,Disadvantaged Schools,Teacher Surveys,Resource Allocation,Community Problems,Educational Environment,Stress Variables,Noninstructional Responsibility,Teacher Role,Teaching Load,Time Factors (Learning)

California high school teachers are constantly racing against the clock. They are expected to provide a strong college preparatory curriculum, promote critical and creative thinking, and meet students' social and emotional needs. Learning time is an essential resource for addressing all of these goals. But, it seems to be in short supply in many California high schools. This brief highlights core findings from &quot;It's about Time: Learning Time and Educational Opportunity in California High Schools&quot;--a report that draws on a statewide teacher survey to examine how learning time is distributed across California high schools. The survey, conducted by UCLA IDEA during the 2013-2014 school year, included a representative sample of nearly 800 teachers. Throughout the report learning time across three groups of high schools are compared: (1) Low Poverty Schools (0-25% of students receive Free or Reduced Price Lunch); (2) Low and Mixed Poverty Schools (0-50% of students receive Free or Reduced Price Lunch); and (3) High Poverty Schools (75-100% of students receive Free or Reduced Price Lunch). [For the full report, see ED574620.]
It's about Time: Learning Time and Educational Opportunity in California High Schools
Author: Rogers, John
Date: 2014-11-00
Type: Reports - Research
Subjects: High Schools,Educational Opportunities,State Surveys,School Schedules,Time on Task,Time Management,Disadvantaged Schools,Teacher Surveys,Resource Allocation,Community Problems,Educational Environment,Stress Variables,Noninstructional Responsibility,Teacher Role,Teaching Load,Time Factors (Learning)

This report draws on a statewide survey to examine how learning time is distributed across California high schools. The survey, conducted by UCLA IDEA during the 2013-2014 school year, included a representative sample of nearly 800 teachers. Survey findings highlight inequalities in the amount of time available for learning across low and high poverty High Schools. Community stressors and chronic problems with school conditions lead to far higher levels of lost instructional time in high poverty high schools. The study methodology is appended. [For the executive summary, see ED574619.]
Local Homeless Liaisons for School Districts: Making the Right Selection and Supporting Their Effectiveness. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Homeless People,School Districts,Best Practices,Related Services (Special Education),Federal Legislation,Barriers,Selection Criteria,Facilitators (Individuals),Educational Responsibility,Job Analysis,Personnel Selection,Elementary Secondary Education,Educational Legislation

Homeless children and youth experience many challenges in enrolling and attending school and achieving educational success. The McKinney-Vento Homeless Assistance Act (reauthorized under Title X, Part C of the No Child Left Behind Act of 2001, and subsequently referred to as the McKinney-Vento Act in this brief) ensures rights and services for homeless children and youth that remove barriers to their education. School districts or local educational agencies (LEAs) are responsible for identifying homeless children and youth and linking them with educational and other services. The McKinney-Vento Act requires every school district to appoint a local homeless liaison [42 U.S.C. § 11432(g)(1)(J)(ii)]. A local liaison who has the skills and capacity to carry out the position is key to ensuring that homeless children and youth receive all protections and services necessary for them to succeed in school. This brief will assist school district administrators in (1) understanding key qualifications necessary for a local liaison to carry out the many and complex responsibilities of the position; (2) selecting a local liaison who has the experience, knowledge, skills, and attitude to perform effectively in the position; and (3) ensuring the local liaison has the time, authority, and support to carry out his or her responsibilities. The following are appended: (1) Qualifications Checklist for Local Homeless Liaisons; (2) Role Groups to Consider for the Local Homeless Liaison Position; and (3) Sample Local Homeless Liaison Position Description.
Local Homeless Education Liaisons: Important Information for New Liaisons. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Homeless People,Related Services (Special Education),Best Practices,Elementary Secondary Education,Facilitators (Individuals),Special Needs Students,Access to Education,Information Sources,Job Analysis,Educational Responsibility,Self Evaluation (Individuals),Federal Legislation

Homeless children and youth experience many challenges in enrolling and attending school and achieving educational success. The McKinney-Vento Homeless Assistance Act (reauthorized under Title X, Part C of the No Child Left Behind Act of 2001, and subsequently referred to as the McKinney-Vento Act in this brief) ensures rights and services for homeless children and youth that remove barriers to their education. School districts or local educational agencies (LEAs) are responsible for identifying homeless children and youth and linking them with educational and other services. The McKinney-Vento Act requires every school district to appoint a local homeless liaison (local liaison) [42 U.S.C. § 11432(g)(1)(J)(ii)]. A local liaison who has the skills and capacity to carry out the position is key to ensuring that homeless children and youth receive all protections and services necessary for them to succeed in school. By describing a set of steps to orient new local liaisons to their position, this brief will assist with (1) understanding the responsibilities of the position; (2) becoming familiar with procedures and resources for serving homeless students in their LEA; (3) determining where to target time and effort; and (4) identifying resources and support for becoming an effective homeless liaison. The brief also includes information on and links to helpful resources. The following is appended: Local Homeless Liaison Self-Assessment.
Early Care and Education for Young Children Experiencing Homelessness. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Young Children,Early Childhood Education,Best Practices,Preschool Education,Partnerships in Education,Educational Cooperation,Stakeholders,Identification,Disadvantaged,Federal Legislation,Elementary Secondary Education,Educational Legislation,Federal Aid,State Programs,Federal Programs

Given the number of young children experiencing homelessness and its devastating impacts on development, preschool programs play a critical role in meeting these children's need for quality early care and education; yet, most young homeless children do not receive early childhood services. Many barriers limit access to early childhood programs for these children, including: (1) the high mobility accompanying homelessness; (2) lack of documents needed to enroll in early care programs; (3) lack of transportation; (4) an overall scarcity of early childhood programs and/or shortage of classroom slots; and (5) lack of awareness of homelessness among early childhood providers. Through strategic and collaborative action, State Coordinators for homeless education and local homeless education liaisons can help overcome these barriers and increase young homeless children's participation in quality early care and education programs. This brief provides information and suggests best practices to facilitate collaboration between schools, service provider agencies, and early childhood programs, and to increase the enrollment of and provision of services to families with young children experiencing homelessness.
Supporting College Completion for Students Experiencing Homelessness. Best Practices in Homeless Education Brief Series
Author: National Center for Homeless Education at SERVE
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Homeless People,Special Needs Students,Best Practices,Student Experience,College Graduates,Graduation Rate,College Programs,School Holding Power,Program Development,Family Income,School Statistics,Educational Attainment,Institutional Characteristics,Enrollment Rate,Academic Support Services,Student Personnel Services,Academic Persistence

Since the College Cost Reduction and Access Act ([CCRAA], 20 U.S.C. § 1001 et seq.) was signed into law in September of 2007, the issue of college access for youth experiencing homelessness has garnered increased attention. Among other provisions, the CCRAA confers independent student status on unaccompanied homeless youth. This status allows these youths' federal financial aid packages to be calculated based on their own income and assets, and not those of their parent(s) or guardian(s), and eliminates the need for the signature of a parent or guardian on the youths' Free Application for Federal Student Aid (FAFSA). This CCRAA provision has helped to ensure that unaccompanied homeless youth have access to the financial support necessary to pay for college. Gaining entry to college and securing financial aid, however, are only the first steps along the path to degree completion. While college entry statistics for low-income, first-generation college students demonstrate a modest narrowing of the gap between students in the top and bottom income quartiles (The Pell Institute 2015), bachelor's degree attainment statistics are far less encouraging. In response to the continued gap in degree attainment between low-income and high-income students, post-secondary institutions around the country are building programs aimed at providing post-matriculation support for students at high risk of dropping out, including students experiencing homelessness. This brief examines how the following universities are supporting their homeless student populations with the intention of spotlighting promising practices that may be replicated at other post-secondary institutions across the country: (1) Florida State University (FSU); (2) Kennessaw State University (KSU); and (3) the University of Massachusetts Boston (UMB). Chosen for their varying approaches to program development, these institutions demonstrate what can be done with no dedicated funding, a modest investment of institutional funding, and a fully-funded university center.