ethanporcaro/eric-fulltext-meta huggingface dataset:
Science Teachers Learning through Lesson Analysis (STeLLA®). Intervention Brief. Primary Science Topic Area. NCEE 2021-010
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Science Teachers,Faculty Development,Science Achievement,Program Effectiveness,Elementary School Students,Elementary School Teachers,Teacher Improvement,Science Instruction,Program Costs,Grade 4,Grade 5,Elementary School Science,Program Implementation

Large numbers of U.S. students lack proficiency in science, and students from different racial/ethnic and socioeconomic groups show disparities in science achievement. Science knowledge and skills are important for both academic and workplace success, and a variety of interventions have been developed to improve student achievement in science. These interventions include professional development programs for teachers that are designed to change teachers' content knowledge or classroom instruction in science. &quot;Science Teachers Learning through Lesson Analysis&quot; (&quot;STeLLA&quot;®) is a professional development program, developed by BSCS Science Learning, that aims to improve students' science achievement by improving teachers' science content knowledge and their abilities to: (1) explain science concepts to students; (2) clearly identify to students the science concepts used in student learning activities; and (3) engage students in thinking about science. The What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of &quot;STeLLA&quot;® on science achievement. The WWC identified three studies of &quot;STeLLA&quot;®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of &quot;STeLLA&quot;® on students--including 59% White, 4% Black, 2% Asian, and 28% Hispanic students--in grades 4 and 5 in urban, suburban, and rural schools in Colorado. This intervention brief provides an overview of the full report. [For the full report, see ED612711. For the Intervention Snapshot, see ED612713.]
Science Teachers Learning through Lesson Analysis (STeLLA®). Intervention Snapshot. Primary Science Topic Area. NCEE 2021-010
Author: What Works Clearinghouse (ED)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Science Teachers,Faculty Development,Science Achievement,Program Effectiveness,Elementary School Students,Elementary School Teachers,Teacher Improvement,Science Instruction,Program Costs,Grade 4,Grade 5,Elementary School Science

Large numbers of U.S. students lack proficiency in science, and students from different racial/ethnic and socioeconomic groups show disparities in science achievement. Science knowledge and skills are important for both academic and workplace success, and a variety of interventions have been developed to improve student achievement in science. These interventions include professional development programs for teachers that are designed to change teachers' content knowledge or classroom instruction in science. &quot;Science Teachers Learning through Lesson Analysis&quot; (&quot;STeLLA&quot;®) is a professional development program, developed by BSCS Science Learning, that aims to improve students' science achievement by improving teachers' science content knowledge and their abilities to: (1) explain science concepts to students; (b) clearly identify to students the science concepts used in student learning activities; and (c) engage students in thinking about science. The What Works Clearinghouse (WWC) intervention report, part of the WWC's Primary Science topic area, explores the effects of &quot;STeLLA&quot;® on science achievement. The WWC identified three studies of &quot;STeLLA&quot;®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the effects of &quot;STeLLA&quot;® on students--including 59% White, 4% Black, 2% Asian, and 28% Hispanic students--in grades 4 and 5 in urban, suburban, and rural schools in Colorado. This intervention snapshot highlights the findings from the one study that meets WWC standards. [For the full report, see ED612711. For the Intervention Brief, see ED612712.]
All in for Ohio Kids: Fully and Fairly Funding Ohio&apos;s Public Schools
Author: Patton, Wendy
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Equity (Finance),Educational Finance,Financial Support,State Aid,Resource Allocation,Federal Aid,Local Government,Educational Quality,Achievement Gap,School Districts,Private Schools,Charter Schools,Educational Vouchers,Budgets,Taxes,Costs,State Legislation,Funding Formulas,COVID-19,Pandemics,Elementary Secondary Education

Great public schools provide a foundation of opportunity for children, their families, communities and the entire state. All children, regardless of ZIP code, race or family income deserve to be educated in fully and fairly funded schools. Yet for many years Ohio lawmakers have provided neither sufficient nor fair distribution of state support. Even as policymakers have expected public schools to do more, they have cut state aid to public schools over time, by allowing it to be eroded by inflation and diversion of funds to charter schools (called &quot;community schools&quot; in Ohio law) and vouchers (scholarships to private schools). As a result, public schools have increasingly relied on local resources, which causes unequal funding and quality across districts. The new American Rescue Plan will provide $4.47 billion in federal pandemic aid to Ohio's schools, to meet the challenges resulting from COVID-19 and to rebuild for the future. Moreover, state lawmakers are working to replace the broken state school financing system. The Fair School Funding Plan, moving forward in the Ohio General Assembly as House Bill 1 and included in the Substitute House budget bill for 2022-23, would provide fair state aid, a measure of equity, and predictability across the hundreds of public school districts in the state. This report lays out some key faults in the state school funding system and describes how state lawmakers can go all in for Ohio kids and turn this bad situation around. [For the executive summary, see ED612715.]
All in for Ohio Kids: Fully and Fairly Funding Ohio&apos;s Public Schools. Executive Summary
Author: Patton, Wendy
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Equity (Finance),Educational Finance,Financial Support,State Aid,Local Government,Educational Quality,School Districts,Private Schools,Charter Schools,Educational Vouchers,Budgets,Taxes,Costs,State Legislation,Funding Formulas,Elementary Secondary Education

Great public schools provide opportunity for children, their families, communities and the entire state. All children, regardless of ZIP code, race or family income deserve to be educated in a fully and fairly funded school. Yet for many years Ohio lawmakers have fallen short. Even as policymakers have required public schools to do more, they allowed state aid to be eroded by inflation and diverted to charter schools and voucher programs for private schools. Public schools have increasingly relied on local resources, which causes unequal funding and quality across districts. The Fair School Funding Plan, moving forward in the Ohio General Assembly as House Bill 1 and proposed for inclusion in the House budget bill for 2022-23, would increase state aid, enhance equity in distribution and create predictability in funding across the hundreds of public school districts in the state. The full report details how the key faults in the state school-funding system put kids behind the 8-ball and describes how state lawmakers can jump-start a new era of hope and prosperity. [For the full report, see ED612714.]
Results in Brief: State Efforts to Promote Equitable Access to Effective Teachers
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Government,Equal Education,Access to Education,Teacher Effectiveness,Educational Quality,Teacher Evaluation,Educational Strategies,Teacher Qualifications,Teaching Experience,Academic Achievement,Educational Practices,Incentives,Compensation (Remuneration),Faculty Development,Teacher Recruitment,Progress Monitoring,Elementary Secondary Education,Educational Legislation,Federal Legislation,Minority Group Students,Low Income Students

In recent years, federal education programs and policies have increasingly focused on teacher quality as a means for closing achievement gaps, in part by directing states to measure teacher qualifications and performance and to promote equitable access to qualified and effective teachers among schools within a district. Federal policy now encourages annual evaluation of teachers using measures of both student achievement growth and teacher practice among at least three performance levels, in contrast to two-level rating systems in which &quot;satisfactory&quot; ratings are often provided to nearly all teachers. This report provides a broad overview of state efforts, as of the 2011-12 school year, to monitor equitable access to qualified and effective teachers among schools; develop and adopt multiple measures of teacher performance to rate teachers among at least three performance levels; and implement targeted strategies for promoting equitable access to qualified and effective teachers. This report uses the following definitions: 1) &quot;measures of teacher qualifications&quot; include &quot;highly qualified teacher&quot; (HQT) status, as defined in the 2001 reauthorization of the &quot;Elementary and Secondary Education Act of 1965 (ESEA),&quot; as well as years of teaching experience; 2) &quot;measures of teacher performance&quot; include measures of student achievement growth and/or teacher practice; and 3) &quot;multiple measures of teacher performance&quot; refer to measures of both student achievement growth and teacher practice. [For the full report, see ED583554.]
Results in Brief: Leading Low-Performing Schools: Lessons from the Turnaround School Leaders Program
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: School Turnaround,Educational Improvement,Low Achievement,School Districts,Leadership Training,Leadership Qualities,Partnerships in Education,Grants,Program Effectiveness,Recruitment,College School Cooperation,Educational Legislation,Federal Legislation,Elementary Secondary Education

The &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;), as amended by the &quot;Every Student Succeeds Act&quot; (&quot;ESSA&quot;) has transformed federal support for low-performing schools by moving away from prescriptive models of school turnaround toward supporting state innovation. State approaches to implementing &quot;ESEA&quot; still demonstrate a strong commitment to school leadership as an important lever for improving low-performing schools. Thus, while Congress changed the requirements for addressing the needs of low performing schools through &quot;ESSA,&quot; lessons learned about school leaders from the Turnaround School Leaders Program (TSLP) may still be helpful to states and districts. The U.S. Department of Education (Department) funded two cohorts of TSLP grantees, one in 2014, the other in 2015. Each grant lasted three years. The grants were designed to support school turnaround by investing in partnerships between school districts and state education agencies, institutions of higher education, and nonprofit organizations. Each partnership contained at least one school district with at least five low-performing schools. The goal of the TSLP was to build the quality and supply of leaders with the skills and knowledge to turn around low-performing schools. This descriptive study examined the ways in which the first cohort of 12 grantees identified and trained future leaders of turnaround schools and presents preliminary indicators of program outcomes. [For the full report, see ED594698.]
Hungarian: The Hungarian Language in Education in Slovakia. 2nd Edition. Regional Dossiers Series
Author: Vanco, Ildikó, Comp.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Language Minorities,Native Language Instruction,Second Language Instruction,Educational Policy,Preschool Education,Elementary Education,Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research,Public Schools,Private Schools,Bilingual Education,Language of Instruction,Educational Legislation,Instructional Materials,Hungarian

This regional dossier aims to provide a concise description of the European minority language, Hungarian in Slovakia, in education. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements and support structures, as well as quantitative aspects such as the number of schools, teachers, pupils, and financial investments. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. Every regional dossier begins with an introduction about the region concerned, followed by six sections that each deal with a specific level of the education system (e.g. primary education). Sections eight and nine cover the main lines of research into education of the concerned minority language, the prospects for the minority language in general and for education in particular. The tenth section (optional) gives a summary of statistics. Lists of regulations, publications and useful addresses concerning the minority language, are given at the end of the dossier. [This regional dossier was originally compiled by Dr. Ildikó Vanco. She updated the dossier in 2020. Unless otherwise stated academic data refer to the 2018/2019 school year.]
Bachelor&apos;s Degree Attainment in the United States: 2005 to 2019. American Community Survey Briefs. ACSBR-009
Author: McElrath, Kevin
Date: 2021-02-00
Type: Reports - Research
Subjects: Bachelors Degrees,Educational Attainment,Educational Trends,Racial Differences,Geographic Location,Adults

Bachelor's degrees are important marks of progress for both individuals and society. Compared with noncollege graduates, individuals who hold a bachelor's degree have higher lifetime earnings, lower odds of unemployment, and better health outcomes. This report uses the 2005-2009, 2010-2014, and 2015-2019 American Community Survey (ACS) 5-year estimates to investigate bachelor's degree attainment and presents findings for national- and county-level changes in bachelor's degree attainment. The ACS is the nation's most current, reliable, and accessible data source for local statistics. Since 2010, the ACS has published estimates using 5 years of data for all geographic areas down to the census tract and block-group levels.
Education and COVID-19
Author: USAID
Date: 2021-04-21
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Equal Education,Gender Bias,Students with Disabilities,Poverty,Social Bias,At Risk Students,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,Well Being,Safety,Social Services,Preschool Education,Elementary Secondary Education,Postsecondary Education,Remedial Instruction,Acceleration (Education),Partnerships in Education,Global Approach,International Organizations,Foreign Countries

COVID-19 has devastated the education sector. School closures have disrupted learning for more than 1.6 billion students around the world. As of January 2021, UNESCO estimates that more than 234 million children and youth remain affected by school closures in 33 countries, equaling more than 13 percent of enrolled learners worldwide. An estimated 11 million girls may never return to schooling. In addition, the effects of the pandemic exacerbated pre-existing education inequality, especially disadvantaging girls, learners with disabilities, people living in extreme poverty, and other marginalized groups.
Early Education Essentials: Illustrations of Strong Organizational Practices in Programs Poised for Improvement. Snapshot
Author: Pacchiano, Debra M.
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Education,Educational Improvement,Teacher Surveys,Teacher Attitudes,Parent Surveys,Parent Attitudes,Consortia,Researchers,Organizational Climate,Program Evaluation,Program Effectiveness,Family Involvement,Preschool Teachers,Instructional Leadership,Leadership Effectiveness,Teacher Collaboration,Learning Motivation,Trust (Psychology)

The new Early Education Essentials measurement system, developed by the Ounce of Prevention Fund (Ounce) and the University of Chicago Consortium on School Research (UChicago Consortium), offers the field a reliable and valid way to measure, attend to and strengthen these conditions critical to improvement. This innovative resource includes teacher/staff and parent surveys, as well as data-use and improvement tools. A team of researchers from the Ounce and the UChicago Consortium spent three consecutive days in four early childhood education (ECE) sites whose teacher/staff and parent survey responses to the &quot;Early Education Essentials&quot; surveys indicated that their essential supports were either very strongly organized or very weakly organized. Differences in their organizational climates and conditions were unmistakable. Well-organized programs created organizational contexts far more supportive of teaching, learning, and family engagement than programs that were weakly organized. This Snapshot highlights the study's overview, findings, and conclusions and implications. [This Snapshot was written with Stacy B. Ehrlich and Amanda G. Stein. For the full study, see ED593623.]
&quot;Early Ed Essentials&quot;: Testing New Surveys to Inform Program Improvement. Early Childhood. [Snapshot]
Author: Ehrlich, Stacy B.
Date: 2018-03-00
Type: Reports - Research
Subjects: Early Childhood Education,Educational Quality,Educational Improvement,Teacher Surveys,Parent Surveys,Reliability,Validity,Outcomes of Education,Educational Environment,Educational Practices,Alignment (Education),Program Effectiveness

High-quality, well-implemented early childhood education (ECE) positively affects the learning trajectories of children who start school with lower skills than their peers, according to decades of evidence. Yet studies on ECE programs across the country reveal that too few offer high-quality programming. To date, the ECE field has focused most improvement efforts on &quot;classroom&quot; materials and interactions. Broadening these efforts to an &quot;organization-wide&quot; focus can better support quality improvement. The University of Chicago Consortium on School Research (UChicago Consortium) and the Ounce of Prevention Fund (Ounce) designed teacher and parent surveys, the &quot;Early Education Essential Organizational Supports Measurement System&quot; (&quot;Early Ed Essentials&quot;), to help ECE sites diagnose organizational strengths and weaknesses. The current study tested whether the newly-adapted and designed &quot;Early Ed Essentials&quot; teacher and parent surveys capture reliable and valid information about the organization of ECE programs--information that is also associated with existing indicators of program quality. [For the accompanying report, &quot;Organizing Early Education for Improvement: Testing a New Survey Tool. Technical Report,&quot; see ED589706.]
Higher Education in Ohio: Ambitious Goals Need Better Funding--Colleges, Universities and Students Struggle during Pandemic. Education and Training
Author: Policy Matters Ohio
Date: 2020-12-17
Type: Reports - Descriptive
Subjects: Higher Education,Pandemics,COVID-19,College Students,Enrollment Trends,Equal Education,State Policy,Educational Finance,Student Financial Aid,State Aid,Tuition,Student Costs,Work Study Programs,Federal Programs,Federal Aid,Federal Legislation,Public Colleges

In Ohio, the pandemic has forced students to pause their pursuit of a college degree or abandon their aspirations for higher education all together. The health crisis has accelerated a downward trend in enrollment in public higher education, at least for now, and thrown into sharp relief the barriers that prevent Black and brown students, and those from families with lower incomes, from getting an excellent education. Even now, in the middle of a pandemic and a recession, Ohio policymakers must find ways to better fund postsecondary education and restructure need-based financial aid, with a clear focus on supporting public education for students from groups that face more obstacles to affording higher education, including students of color, and those who are older or come from families of modest means. The impact of cuts during past recessions provides a consistent lesson on the need to direct public resources toward education during tough economic times. At the federal level, Congress can play a vital role in supporting higher education in Ohio and across the country by providing emergency relief and stimulus funding. Without federal support, states will likely be left without all the resources they need to spend money where it can make the most difference. Even without federal relief, Ohio policymakers can and must take steps to ensure higher education can fulfill its crucial role in this crisis. [This report was produced in partnership with the Ohio Student Association.]
Ensuring a More Equitable Future: Exploring and Measuring the Relationship between Family Wealth, Education Debt, and Wealth Accumulation
Author: Addo, Fenaba R.
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Debt (Financial),Family Financial Resources,Student Loan Programs,College Students,Racial Differences,Measurement Techniques,Loan Default

The economic value students derive from postsecondary education relies on both earnings and wealth outcomes. And while sufficient earnings can create economic stability, wealth--which is the total value of assets (what one owns) minus total value of liabilities or debts (what one owes)--is key to the security necessary to withstand life's financial shocks, including the health crises and job losses much of the nation is experiencing as a result of the coronavirus pandemic. Postsecondary education has a direct impact on students' ability to build wealth (e.g., housing or retirement savings, investments, businesses, and investment farms and real estate) through the earning power associated with credentials and through student loan debt, or negative wealth, that many students rely on to finance their education. Historic wealth inequality resulting from centuries of racist policies in the United States heightens the need to focus on wealth outcomes in the context of defining and measuring how institutions of higher education deliver--or fail to deliver--equitable value to Black, Latinx, Indigenous, underrepresented Asian American and Pacific Islander (AAPI), low-income, and female students. This paper explores the complex and cyclical relationship between family wealth, educational debt, and wealth accumulation, with a special focus on racial/ethnic disparities in student loan debt burdens and negative repayment outcomes such as default. It then discusses both the ideal dataset for fully understanding this relationship in the context of the Postsecondary Value Commission's Value Framework as well as public data that are currently available and their limitations.