ethanporcaro/eric-fulltext-meta huggingface dataset:
Home-Based Early Care and Education Providers in 2012 and 2019: Counts and Characteristics. Chartbook. National Survey of Early Care &amp; Education. OPRE Report 2021-85
Author: Datta, A. Rupa
Date: 2021-05-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,Child Caregivers,Children,Individual Characteristics,Caregiver Child Relationship

This chartbook presents nationally representative estimates of all home-based care to children under age 13, using data from the 2012 and 2019 National Survey of Early Care and Education (NSECE). Home-based providers discussed in the report include both paid and unpaid providers of care. It describes counts of home-based providers and children served, characteristics of care provided in home-based early care and education (ECE), and characteristics of the individuals providing home-based ECE. The chartbook also identifies statistically significant changes between 2012 and 2019 for different types of home-based providers: listed, unlisted paid, and unlisted unpaid. For each type of home-based provider, the chartbook features: (1) Counts of providers and children served; (2) Characteristics of care provided in home-based ECE; and (3) Characteristics of the individuals providing home-based ECE.
Focus on Student Success: Components for Effective Summer Bridge Programs
Author: Gonzalez Quiroz, Alicia
Date: 2017-00-00
Type: Reports - Research
Subjects: Summer Programs,Success,Best Practices,Focus Groups,Data Analysis,Hispanic American Students,Community Colleges,Intervention,Control Groups,Experimental Groups,Statistical Analysis,Program Effectiveness,Program Evaluation,Program Implementation,Program Development,Academic Achievement,Transitional Programs,College Readiness,School Orientation,Two Year College Students,Academic Persistence

Summer bridge programs support post-secondary success by providing intensive, short-term academic and social resources while introducing college expectations and the cultural contexts of the institution. They typically are offered in the summer between high school graduation and the first term of college and vary in content, program size and timeframe. This paper evaluates the impact of the Title V: Focus on Student Success (FOSS) Summer Bridge Program participation have on student success (academic performance indicators) on first-year, fall-to-fall retention relative to nonprogram participants. The research took place at Laredo (TX) Community College (LCC) with a predominately Hispanic population (96%). [The paper was prepared for the Annual Conference of the American Association of Hispanics in Higher Education (12th, 2017).]
Newark Kids Count Data Snapshot: The Impact of COVID-19--College Students and COVID-19
Author: Vega, Alana
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Grade 12,High School Seniors,Public Schools,Charter Schools,High School Graduates,College Attendance,Enrollment Rate,Racial Differences,Ethnicity,Minority Group Students,English Language Learners,Postsecondary Education,Low Income Students,Students with Disabilities,Stress Variables,Equal Education,Student Attitudes,Educational Quality,Peer Relationship,Online Courses,Undergraduate Students,Public Colleges,Private Colleges,Community Colleges,Gender Differences,Student Financial Aid,Tuition,Fees,Grading,Federal Aid,Federal Legislation,Student Personnel Services,Access to Computers,College Graduates,Employment,Young Adults,Academic Degrees,Mental Health

This data snapshot is a second report in a two-part series, &quot;Newark Kids Count Data Snapshot: The Impact of COVID-19.&quot; In 2021, data releases from the U.S. Bureau of Labor Statistics, as well as the U.S. Census Bureau, have demonstrated the ways in which college students have shifted their educational plans as a result of COVID-19. This snapshot seeks to investigate these trends at a more local level by examining the experiences of Newark's 2019 and 2020 high school graduates as they navigated their freshman and sophomore years in college during a global pandemic. [For the first data snapshot, see ED613560.]
The Lack of Robustness of a Statistic Based on the Neyman-Pearson Lemma to Violations of Its Underlying Assumptions
Author: Sinharay, Sandip
Date: 2021-10-00
Type: Reports - Research
Subjects: Robustness (Statistics),Hypothesis Testing,Statistics,Test Items,Cheating,Statistical Analysis,Licensing Examinations (Professions)

Drasgow, Levine, and Zickar (1996) suggested a statistic based on the Neyman-Pearson lemma (e.g., Lehmann &amp; Romano, 2005, p. 60) for detecting preknowledge on a known set of items. The statistic is a special case of the optimal appropriateness indices of Levine and Drasgow (1988) and is the most powerful statistic for detecting item preknowledge when the assumptions underlying the statistic hold for the data (e.g., Belov, 2016; Drasgow et al., 1996). This paper demonstrated using real data analysis that one assumption underlying the statistic of Drasgow et al. (1996) is often likely to be violated in practice. This paper also demonstrated, using simulated data, that the statistic is not robust to realistic violations of its underlying assumptions. Together, the results from the real data and the simulations demonstrate that the statistic of Drasgow et al. (1996) may not always be the optimum statistic in practice and occasionally has smaller power than another statistic for detecting preknowledge on a known set of items, especially when the assumptions underlying the former statistic do not hold. The findings of this paper demonstrate the importance of keeping in mind the assumptions underlying and the limitations of any statistic or method. [This paper will be published in &quot;Applied Psychological Measurement.&quot;]
NYC School Segregation: A Report Card from the UCLA Civil Rights Project. Still Last, Action Needed Now
Author: Cohen, Danielle
Date: 2021-06-00
Type: Reports - Research
Subjects: School Segregation,Urban Schools,Public Schools,Educational History,School Choice,Special Schools,Gifted Education,Charter Schools,Desegregation Plans,School Districts,Elementary Schools,Middle Schools,High Schools

Eight years ago, in 2014, the Civil Rights Project issued a report that raised awareness about the dire state of segregation in New York State and, in particular, New York City schools. That report spurred substantial activism, primarily led by student groups, parents, teachers, and administrators, which has been influential in the current integration efforts underway in NYC. This report serves as an update to the 2014 report, which analyzed data up to 2010. The analysis of recent data in this report reveals trends from 2010-2018 in school segregation at the state, city, borough, and community district level. [Foreword written by Gary Orfield. For the 2014 report, &quot;New York State's Extreme School Segregation: Inequality, Inaction and a Damaged Future,&quot; see ED558739.]
An Analysis of Code-Switching in Turkish EFL Classroom Interaction
Author: Akkaya, Gökhan
Date: 2015-00-00
Type: Journal Articles
Subjects: Code Switching (Language),Classroom Communication,Interaction,Turkish,English (Second Language),Second Language Learning,Second Language Instruction,College Faculty,High School Graduates,Late Adolescents,Public Colleges,Sequential Approach,Speech Communication,Listening Comprehension,Foreign Countries

This study investigates the role of code-switching (CS) between Turkish (L1) and English (L2) in Turkish EFL (English as a foreign language) classroom interaction. It aims at describing and analyzing the pedagogical functions and sequential organization of CS in teacher talk. The research draws on the recordings of four intermediate level listening/speaking lessons collected at Yildiz Technical University in Istanbul, Turkey. CS examples from the transcriptions are analyzed according to functional analyses of Discourse Analysis (DA) and sequential analysis of Conversation Analysis (CA). The findings reveal that teachers code-switch to L1 for thirteen pedagogical functions: ensuring comprehension, checking comprehension, elicitingL1 equivalent, giving expanded explanation, giving feedback, classroom management, shift to main topic, encouraging learners to use L2, for humour, dealing with procedural trouble, time management, expressing cultural identity and providing metalanguage information. The findings also show that there is a systematic preference organization in CS in teacher talk.
Effects of ACT Out! Social Issue Theater on Social-Emotional Competence and Bullying in Youth and Adolescents: Cluster Randomized Controlled Trial
Author: Agley, Jon
Date: 2021-00-00
Type: Journal Articles
Subjects: Program Effectiveness,Intervention,Bullying,Program Implementation,Drama,Student Attitudes,Grade 4,Grade 7,Grade 10,Social Development,Emotional Development,Victims,Antisocial Behavior,Behavior Change,Attitude Change,Fidelity,Aggression,Computer Mediated Communication,Elementary School Students,Middle School Students,High School Students

Background: Schools increasingly prioritize social-emotional competence and bullying and cyberbullying prevention, so the development of novel, low-cost, and high-yield programs addressing these topics is important. Further, rigorous assessment of interventions prior to widespread dissemination is crucial. Objective: This study assesses the effectiveness and implementation fidelity of the ACT Out! Social Issue Theater program, a 1-hour psychodramatic intervention by professional actors; it also measures students' receptiveness to the intervention. Methods: This study is a 2-arm cluster randomized control trial with 1:1 allocation that randomized either to the ACT Out! intervention or control (treatment as usual) at the classroom level (n=76 classrooms in 12 schools across 5 counties in Indiana, comprised of 1571 students at pretest in fourth, seventh, and tenth grades). The primary outcomes were self-reported social-emotional competence, bullying perpetration, and bullying victimization; the secondary outcomes were receptiveness to the intervention, implementation fidelity (independent observer observation), and prespecified subanalyses of social-emotional competence for seventh- and tenth-grade students. All outcomes were collected at baseline and 2-week posttest, with planned 3-months posttest data collection prevented due to the COVID-19 pandemic. Results: Intervention fidelity was uniformly excellent (&gt;96% adherence), and students were highly receptive to the program. However, trial results did not support the hypothesis that the intervention would increase participants' social-emotional competence. The intervention's impact on bullying was complicated to interpret and included some evidence of small interaction effects (reduced cyberbullying victimization and increased physical bullying perpetration). Additionally, pooled within-group reductions were also observed and discussed but were not appropriate for causal attribution. Conclusions: This study found no superiority for a 1-hour ACT Out! intervention compared to treatment as usual for social-emotional competence or offline bullying, but some evidence of a small effect for cyberbullying. On the basis of these results and the within-group effects, as a next step, we encourage research into whether the ACT Out! intervention may engender a bystander effect not amenable to randomization by classroom. Therefore, we recommend a larger trial of the ACT Out! intervention that focuses specifically on cyberbullying, measures bystander behavior, is randomized by school, and is controlled for extant bullying prevention efforts at each school.
Meeting the Online Learning and Basic Needs of High School Students during the Coronavirus Pandemic. Insights in Education and Work
Author: Moore, Raeal
Date: 2021-05-00
Type: Reports - Research
Subjects: Distance Education,Electronic Learning,Student Needs,High School Students,COVID-19,Pandemics,Learning Experience,Web Based Instruction,Student Attitudes,Racial Differences

At least 55 million students ended the 2019-2020 school year learning at home after approximately 124,000 public and private schools closed their doors due to the coronavirus. More recently, only a little over a third of students were in the classroom five days a week, with the remainder learning entirely or partially at home. At the end of the 2020 academic year, ACT wanted to learn more about students' online learning experiences during the first several months of the pandemic. Researchers sent an email in June to 130,000 students who had registered to participate in the April or June 2020 National administration of the ACT® test. A total of 7,800 students responded to the survey. Since so many students were learning remotely--most often, online--researchers asked students what they needed and wanted for that online learning to be successful. They also asked about other challenges the students might be experiencing during the global pandemic. This report discusses the findings of the study and provides recommendations for supporting teachers and ensuring all students have their basic needs met.
The iSchool Equation. PIL Provocation Series. Volume 1, Number 3
Author: Hostetler, Kirsten
Date: 2021-06-09
Type: Reports - Descriptive
Subjects: Library Education,Librarians,Academic Libraries,Graduate Study,Library Schools,Library Instruction,Educational Change,Education Work Relationship

What is the value of a graduate degree? It is a calculation: time plus tuition minus the chance of getting the right job after graduation. When the costs far outweigh the return, a new question might occur to graduates: Can I have my money back? Most prospective graduate students run the math before applying to a program, but it is next to impossible to solve this equation until they have accepted that first job. And yet, it is only when new graduates enter the job market that they discover what it takes to survive in their chosen field. That is when they feel those metrics on a more visceral level. This article discusses how iSchools are producing graduates who possess the teaching skills to tackle the growing problem of the spread of misinformation. The value of iSchool degrees has a long history of being questioned by both recent graduates and academic librarians who wonder if the curriculum has kept up with the changing demands of the profession. If iSchools are not graduating professionals who possess the teaching skills necessary for rising to the challenges of today's information landscape, librarians are left to calculate the value of their degree and ask themselves: Am I actually prepared for my job?
Strategies for Addressing Financial Literacy within Personal Responsibility Education Programs (PREP). PMAPS: PREP Studies of Performance Measures and Adulthood Preparation Subjects. OPRE Report 2021-20
Author: Eddins, Katie
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Federal Programs,Youth Programs,Money Management,Relevance (Education),Developmentally Appropriate Practices,Sequential Learning,Special Needs Students,Adolescents,Transitional Programs,Consumer Education

The Personal Responsibility Education Program (PREP), authorized by Congress in 2010, is one of the largest federally funded programs designed to prevent adolescent pregnancy and sexually transmitted infections and prepare youth for successful transition to adulthood. PREP legislation requires grantees to incorporate into their programs content on a minimum of three of six adulthood preparation subjects (APSs): adolescent development, educational and career success, financial literacy, healthy life skills, parent-child communication, and healthy relationships. In 2017-2018, healthy relationships was the most commonly addressed APS topic (96 percent) and financial literacy was the least commonly addressed APS topic by PREP grantees (21 percent) as reported in PREP performance measure data. This brief offers guidance to PREP grantees on how to address financial literacy in their programming. Sections of the brief provide a working definition for financial literacy, highlight the importance of delivering content that is timely, relevant, and developmentally appropriate for youth, and offer guidance on how grantees can build on topics sequentially as youth age. The brief also discusses how programs can align financial literacy programming with the needs of youth from diverse backgrounds and experiences.
Parents&apos; Reasons for Searching for Early Care and Education and Results of Search: An Analysis Using the Access Framework. Snapshots from the NSECE. OPRE Report 2021-39
Author: Hill, Z.
Date: 2021-00-00
Type: Reports - Research
Subjects: Parents,Child Care,Preschool Children,Family Income,Age Differences,National Surveys,Parent Surveys

Using data from the 2012 National Survey of Early Care and Education (NSECE) Household Survey, this snapshot examines the questions: (1) Why did parents with young children search for a care provider? (2) What percentage of parents found a new care provider? and (3) Why did some parents' searches end without using a new care provider? The findings presented in this snapshot illustrate some of the factors that drive demand for child care for children under age 6, not yet in kindergarten. Findings also describe the challenges that parents face when searching for providers for the first time or when looking for a new provider.
Promising Practices Drive Progress: Closing Learning Gaps for Students with Disabilities
Author: Heyward, Georgia
Date: 2021-06-00
Type: Reports - Research
Subjects: Students with Disabilities,Charter Schools,COVID-19,Pandemics,Access to Education,Educational Technology,Technology Uses in Education,Special Education Teachers,Regular and Special Education Relationship,Teacher Collaboration,Intervention,Acceleration (Education),Grading,Mastery Learning,Family School Relationship,Academic Achievement,Tutoring

Many students started the 2020 school year a little behind academically, but students with disabilities have been especially impacted by the pandemic. With the added benefit of federal stimulus funds, we wanted to know: What can schools to do support students with disabilities as they start planning for next year? And what, if anything, can schools learn from pandemic-driven innovations to narrow long-standing opportunity gaps? To learn more about how charter schools were serving students with disabilities during the pandemic, we interviewed leaders, teachers, staff, and families in three charter schools in Washington state. We identified six specific practices that took hold during the pandemic--practices that interviewees said helped students maintain academic progress: (1) Kicking off the year with a multigrade &quot;intersession&quot; to prepare students academically and socially; (2) Leveraging new technology to support the learning needs of students with disabilities; (3) Dedicating time for special educators and general educators to collaborate; (4) Allowing for &quot;open time&quot; during the day for intervention and acceleration; (5) Combining mastery-based grading policies with interventions; and (6) Collaborating with families through streamlined and regular communication. These schools have shown that students with disabilities can be supported to achieve at high levels, even in the midst of a global pandemic. The new challenge for educators everywhere is to keep up the momentum, try new ideas, and to build upon their efforts.
Newark Kids Count Data Snapshot: The Impact of COVID-19--A Look at the Utilization of Programs Assisting Families
Author: Vega, Alana
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Economic Impact,Poverty,Unemployment,Welfare Services,Eligibility,Federal Programs,Federal Aid,Family Programs,Hunger

This year, Newark Kids Count looks a bit different. Rather than a comprehensive data report, Advocates for Children of New Jersey (ACNJ) will be releasing smaller &quot;snapshots,&quot; showing the impact of the pandemic on children and families with data currently obtained that can provide some insight for stakeholders in Newark. This first data snapshot looks at unemployment rates, COVID-19 testing, and SNAP and Temporary Assistance for Needy Families (TANF) utilization in Newark. While many of the public data reflecting the realities of the pandemic in Newark are not yet available, programmatic data showing access to different types of economic and nutritional supports provides some insight into the experiences of Newark's families. [For the second data snapshot, see ED613548.]
A Humble Approach to Place-Based Urban Education Philanthropy: Empowering Individuals, Associations, and Local Government Entities to Lead Incremental, Sustainable Change in Their Communities
Author: Smarick, Andy
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Urban Education,Private Financial Support,Educational Finance,Empowerment,Educational Change,Preservation

Urban communities are typically remarkably diverse in residents' backgrounds, values, and views of the good life. The &quot;community,&quot; then, is held together by a staggering number of relationships, compromises, habits, associations, and traditions that have been worked out over time. Dramatic change spurred by philanthropic initiatives can disrupt and reorder community institutions in a way that fails to solve existing problems, creates new problems, and brings a rash of old problems back to life. Often, those involved in place-based philanthropy believe that solving an area's intersecting social challenges requires two values: (1) respecting the people, practices, and organizations of a community and (2) bringing dramatic, systemic change to that community. This report argues that those values are generally at odds and that when the two are incompatible, the first must be prioritized. A respectful, sustainable, and effectual place-based philanthropic strategy won't aspire to disrupt or dismantle. Instead, it will invest in strategies that increase individuals' ability to control their own lives, foster voluntary associations' development and activity, and enable citizens to shape public policy.
Engaging Representatives of Learners with Special Population Status through Perkins V
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Vocational Education,Special Needs Students,Trust (Psychology),Capacity Building,Stakeholders,Participation,Educational Change,Feedback (Response)

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) encourages states to promote equity in Career Technical Education (CTE) through data analysis, funding, technical assistance, professional development, and regular engagement of stakeholders representing learners with special population status. While Perkins V has specific stakeholder engagement requirements, states should expand upon these requirements to ensure that meaningful, responsive engagement with representatives of learners with special population status becomes the new way of doing business. This resource is designed to help states establish processes and routines for systematically engaging representatives of learners with special population status at the state level. The report draws on Advance CTE's review of state Perkins V plans as well as key informant interviews in select states to document four steps for meaningful stakeholder engagement beyond Perkins V: (1) Engage and build trust with influencers, advocacy groups and state agencies representing learners with special population status; (2) Build internal knowledge and capacity at the state level by designating liaisons for targeted special population groups and deepening knowledge about the needs and interests of their communities; (3) Operationalize engagement by formalizing structures and routines for engaging representatives of learners with special population status and for coordinating services across state agencies; and (4) Act on stakeholder input and establish feedback loops to ensure that resources and services are addressing stakeholders' most urgent needs.