ethanporcaro/eric-fulltext-meta huggingface dataset:
National Scan of Pathways to Becoming a First-Time Teacher
Author: Tooley, Melissa
Date: 2023-04-00
Type: Reports - Research
Subjects: State Policy,Teacher Certification,Teacher Qualifications,Teacher Education Programs,Databases,Teacher Employment,Beginning Teachers,Diversity (Faculty),Teacher Effectiveness,Teacher Supply and Demand,Elementary Secondary Education,Alternative Teacher Certification

Just as states require anyone interested in operating a motor vehicle to meet specific driver's license requirements, state policies dictate that any individual interested in teaching in a public school must first fulfill a series of requirements to obtain a teaching credential. As schools increasingly struggle to find an adequate number of diverse, well-qualified teachers to fill their staffing needs, states are under pressure to open up new pathways for becoming a teacher or to modify existing ones. To help teacher preparation and credentialing leaders, policymakers, researchers, and even prospective teachers, gain a clearer view of the state and national landscapes for earning a first-time teaching credential, we have created a first-of-its-kind public database detailing the attributes and requirements of each available state pathway into teaching. The database shows how state teacher preparation policies intersect with policies that determine who can obtain employment as a lead classroom teacher--an often overlooked but critical aspect influencing the quantity, diversity, and quality of the novice teacher workforce. This resource can guide reflection and innovation as states seek to balance the inherent tensions between quantity, quality, and diversity that are present when shaping pathways into teaching and determining if and how teachers entering via these pathways can progress once in the profession.
When Community Colleges Offer a Bachelor&apos;s Degree: A Literature Review on Student Access and Outcomes
Author: Meza, Elizabeth
Date: 2023-03-00
Type: Information Analyses
Subjects: Community Colleges,Bachelors Degrees,Student Diversity,Racial Differences,Ethnicity,Employment Level,Wages,College Graduates,Access to Education,Minority Group Students,Educational History,Administrator Attitudes,Nontraditional Students,Gender Differences,Graduation Rate

Community college bachelor's (CCB) programs have only existed for a few decades, yet now reach 25 states. Since 1989, both state policies allowing these programs and the number of CCB programs itself has grown steadily. A body of research on CCBs is growing in the wake of changing state policy and the growth of new programs. This literature review synthesizes research that addresses student access and outcomes in community college bachelor's programs. Key themes include graduates' racial and ethnic diversity, strong employment rates and wages for CCB graduates, and continued discussion regarding the place and purpose of CCBs in improving students' access to bachelor's degree programs and in facilitating bachelor's degree attainment.
Language Policies, Attitudes, and Beliefs in Kyrgyzstan
Author: Mambetaliev, Askarbek
Date: 2022-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Foreign Countries,Language Attitudes,Beliefs,Language Usage,Demography,Language Minorities,Public Policy,Nationalism,Developing Nations,Turkic Languages,Russian

The aspects of the de jure or overt language policy attract many researchers, which is reasonable given the importance of legislation in nation-building. Scholars also pay attention to the de facto and covert language policies, which include informal and non-written aspects of language policy that can shed light on practical problems on the grassroots level. In the selected context, relying upon only one aspect would lead to an incomplete understanding of the subject since there is usually a gap between Kyrgyzstan's de jure and de facto language policies. Therefore, this thesis approached the topic considering both aspects. Such an inclusive study produces thick material for analysis and increases the validity of conclusions by triangulating data from different sources. This study aimed to answer the following research questions: 1. What LP has been implemented in Kyrgyzstan? 2. How has LP affected the target group? 3. What language attitudes and beliefs currently prevail in the target group? The first research question was assessed using Tollefson's historical-structural approach based on analyzing legislative documents, historical materials, university websites, and dissertation catalogs. These methods helped identify the reasons that significantly contributed to the failure of constructing the Soviet identity in Kyrgyzstan. The reasons included covert, implicit, and vague policies, which have driven the de jure and de facto language policies in different directions. Hopefully, the findings of this thesis will shed some light in these directions by raising awareness among leaders and people about the sources of the problem. The second and third questions required in-depth interviews and surveys since many answers to these questions are only sometimes available online. They can only be studied through direct access to primary sources. Data from 850 participants, including 82 in the pilot study and ten expert interviews, show that previous language policies have created many problems that participants must overcome. These problems lie in the participants' divergent perceptions of their identities and mutually exclusive beliefs in decisive aspects of nation-building, often resulting in discrimination based on their demographic characteristics. Further research on the effect of faculties' international experience and students' English skills on forming language beliefs would provide a leap forward. Meanwhile, the findings and results of this study, which have been identified based on a broad spectrum of theories and methodologies in previous publications in English, Russian, Kyrgyz, and other languages of the researcher, can serve as a source of information for researchers, curriculum developers, and language managers.
In Default and Left Behind: How Higher Education and the Student Loan System Are Failing the Most Vulnerable Borrowers
Author: Sattelmeyer, Sarah
Date: 2022-11-00
Type: Reports - Research
Subjects: Student Loan Programs,Debt (Financial),Loan Default,Loan Repayment,Student Financial Aid,Higher Education,Educational Attainment,Low Income,Fees,Change,Financial Problems,Federal Aid

In the summer of 2022, New America managed focus groups with almost 50 borrowers from across the country who reported holding federal student debt and defaulting on their loans before the COVID-19 pandemic. Focus group participants felt hopeless about their student loans, and they had good reason to feel this way. They entered the default system, which damaged their finances and eroded their economic security. Before they defaulted, many did not receive the benefits promised by higher education and were poorly served by a complex student loan repayment system, experiences that contributed to ongoing financial instability. Even though defaulting on a student loan is a worst-case scenario for borrowers, there is much we do not know about outcomes for those who default, and even less is known about borrowers' experiences in and perceptions of default. This report seeks to fill some of these knowledge gaps by providing a narrative about why borrowers defaulted, the barriers they faced while in default, and how they attempted to bring their loans back into good standing. Current and historic failures in the default system continue to damage vulnerable families' finances, and this analysis also underscores the need for additional relief for those who have been trapped in default.
Bringing Adults Back to Community College Playbook: Strategies and Recommendations to Increase Adult Enrollment
Author: Geary, Chris
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Enrollment Trends,Declining Enrollment,Adult Students,Stopouts,COVID-19,Pandemics,Learner Engagement,Student Recruitment,Educational Policy,Academic Advising,Student Costs,Student Financial Aid,Grants,Federal Aid,Federal Legislation,Educational Legislation,Flexible Scheduling,Student Needs,Vocational Education

Community college enrollment has significantly declined since the start of the COVID-19 pandemic. Between the spring 2020 term and the spring 2022 term, community college enrollment declined by nearly 17 percent nationwide. This alarming trend has posed a threat to the well-being of community colleges and the students they serve, which includes more than half of all undergraduate students from low-income families. Community college enrollment declines threaten to worsen educational inequities. The Center on Education &amp; Labor at New America partnered with six community colleges to reenroll adult students who had stopped out of college since the beginning of the COVID-19 pandemic. This playbook contains findings and recommendations stemming from this project and is designed to help community colleges across the country better engage, recruit, enroll, and serve adult students.
A Question District Leaders Need to Ask More Often: What Parts of Formative Assessment Can&apos;t Be Outsourced?
Author: Zavitkovsky, Paul
Date: 2022-12-00
Type: Reports - Research
Subjects: Formative Evaluation,Outsourcing,Outcomes of Education,Equal Education,Pandemics,COVID-19,Teaching Methods,Learning Processes,Accountability,Academic Achievement,School Districts,Computer Assisted Testing,Educational Legislation,Federal Legislation,Federal Programs,Standardized Tests,Achievement Tests,Scores,Elementary Secondary Education,Grade 4,Grade 8,Achievement Gains

After the passage of &quot;No Child Left Behind,&quot; and especially after Obama-era Race to the Top initiatives, rising accountability for improved achievement and widespread dissatisfaction with the instructional value of statewide test reports led many school districts to purchase computer-adaptive &quot;interim&quot; testing systems. A common rationale for making this investment has been that computer-adaptive systems help educators scale up more formative approaches to teaching and learning. In this brief, Paul Zavitkovsky reviews the track record of large-scale &quot;interim&quot; tests, and wonders whether pandemic disruptions, a decade of dismal return on investment and growing demands for instructional equity might begin to turn the tide on their continuing popularity.
Factors Affecting the Academic Performance of Learners in Mathematics amidst Pandemic
Author: Mijares, Benjamin F., III
Date: 2022-00-00
Type: Journal Articles
Subjects: Elementary School Students,Parents,Foreign Countries,Parent Participation,Student Attitudes,Mathematics Achievement,Mathematics Instruction,Parents as Teachers,Pandemics,COVID-19,Teacher Behavior,Educational Strategies,Grade 4,Grade 5,Grade 6

The study aimed at investigating the relationship between parental involvement and learners' perceived attitude to their academic performance in Mathematics. To achieve this aim, the researcher used a sample of 134 parents and learners from grades 4-6 at Bungahan Elementary School. The researcher used the descriptive-correlational method of research, which utilized standardized questionnaires from published research. The study clearly revealed that learners' attitudes toward Mathematics do not affect their academic performance in Mathematics. The result of the correlational analysis is that learners' perceived attitudes in Mathematics such as (a) Motivation and Support, (b) Anxiety in Learning, (c) Self-Efficacy in Learning Mathematics do not significantly affect their academic performance in Mathematics as these perceived attitudes got a significant level of greater than 0.05, therefore, the null hypothesis was accepted. However, among the different ways of parental involvement stated in the study, only the mentoring strategies provided by the parents during the indicated school year have been effective in increasing their performance in Mathematics. There is a significant relationship between the mentoring strategies of parents and learners' academic performance; p= 0.016 (&lt;0.05), which means a p-value smaller than 0.05 suggests that the correlation is statistically significant (at the 5 % level). The correlation coefficient for this is -0.253, which is negative. In other words: as the Mentoring Strategies increase, Learners' Academic Performance decreases. Concerning the strength of the correlation, -0.253 can be said to be weak. Nevertheless, it is critical to investigate how parents can assist and contribute to their children's academic success. Conclusions were drawn and recommendations were offered.
Engaging Families Leads to Student Academic Gains and Increased Attendance: How TalkingPoints Improved Outcomes in a Large Urban School District
Author: Park, Rina
Date: 2022-11-00
Type: Reports - Research
Subjects: Kindergarten,Elementary Secondary Education,Urban Schools,Achievement Gains,Attendance Patterns,Family Involvement,Multilingual Materials,Family School Relationship,Communication Strategies,Outcomes of Education,Program Effectiveness,Scores,Mathematics Tests,Standardized Tests,Minority Group Students,English Language Learners,Student Behavior,Models,Students with Disabilities

This report demonstrates the impact of a two-way multilingual family engagement communication platform, TalkingPoints, on student outcomes at a large, urban, K-12 school district. The study used a difference-in-differences model to examine how the introduction of TalkingPoints influenced attendance, behavior, course proficiency, and state standardized test scores. It found improvements in course proficiency in four of six study areas, math state standardized test scores, and attendance after schools' adoption of TalkingPoints. Generally, the results were greater for Black and Latino students and English language learners than for White and non-English language learners. Best practice recommendations for family engagement technology solutions are discussed. [This report was produced by TalkingPoints.]
What Will It Take to Achieve Funding Adequacy for All Michigan Students? $4.5 Billion Needed to Close Funding Gaps
Author: Delpier, Tanner
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Educational Finance,Expenditure per Student,State Aid,Students with Disabilities,English Language Learners,Low Income Students,Preschool Education,Income,School Districts,Resource Allocation,Special Education

School funding in Michigan is inadequate and inequitable. Michigan does not provide a sufficient base per-pupil amount, nor does the state properly address the cost of educating students with additional needs, especially students with disabilities, English learners, and low-income students. It would cost $4.5 billion to bring districts to funding adequacy based on estimates updated from the 2018 Michigan School Finance Research Collaborative (SFRC) adequacy study. This cost includes an estimated $1.6 billion to introduce universal, no-cost preschool. This report emphasizes the importance of the SFRC's adequacy recommendations by highlighting the following current needs and potential benefits from the SFRC adequacy study: (1) Most Michigan districts need substantial increases in revenue to reach adequate funding; and (2) Certain districts, especially those serving significant numbers of low-income students, are more severely under-resourced.
Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools. Working Paper No. 280-0323
Author: Morgan, Andrew
Date: 2023-03-00
Type: Reports - Research
Subjects: Disadvantaged Schools,Poverty,Public Schools,Teacher Persistence,Teacher Recruitment,Teacher Effectiveness,School Effectiveness,Achievement Gains,Faculty Mobility,Incentives

Efforts to attract and retain effective educators in high-poverty public schools have had limited success. Dallas ISD addressed this challenge with information produced by its evaluation system to offer large, compensating differentials to highly effective teachers willing to work in its lowest-achievement schools. The Accelerating Campus Excellence (ACE) program resulted in immediate and sustained achievement increases. The improvements were dramatic, bringing average achievement in the previously lowest-performing schools close to the district average. When ACE stipends are largely eliminated, a substantial fraction of highly effective teachers leave, and test scores fall. This highlights the central importance of performance-based incentives.
The Effects of Comprehensive Educator Evaluation and Pay Reform on Achievement. Working Paper No. 281-0323
Author: Hanushek, Eric
Date: 2023-03-00
Type: Reports - Research
Subjects: Teacher Evaluation,Comprehensive Programs,Educational Change,Teacher Salaries,Academic Achievement,Teacher Effectiveness,Mathematics Achievement,Reading Achievement,Educational Quality,Educational Improvement,Principals,Outcomes of Education

A fundamental question for education policy is whether outcomes-based accountability including comprehensive educator evaluations and a closer relationship between effectiveness and compensation improves the quality of instruction and raises achievement. We use synthetic control methods to study the comprehensive teacher and principal evaluation and compensation systems introduced in the Dallas Independent School District (Dallas ISD) in 2013 for principals and 2015 for teachers. Under this far-reaching reform, educator evaluations that are used to support teacher growth and determine salary depend on a combination of supervisor evaluations, student achievement, and student or family survey responses. The reform replaced salary scales based on experience and educational attainment with those based on evaluation scores, a radical departure from decades of rigid salary schedules. The synthetic control estimates reveal positive and significant effects of the reforms on math and reading achievement that increase over time. From 2015 through 2019, the average achievement for the synthetic control district fluctuates narrowly between -0.27 s.d. and -0.3 s.d., while the Dallas ISD average increases steadily from -0.28 s.d. in 2015 to -0.08 s.d. in 2019, the final year of the sample. Though the increase for reading is roughly half as large, it is also highly significant. [This research was supported by grants from the CALDER Research Network.]
Understanding Brokerage in Education: Backward Tracking from Practice to Research
Author: Shewchuk, Samantha
Date: 2022-04-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Theory Practice Relationship,Evidence Based Practice,Facilitators (Individuals),Educational Research,Information Dissemination,Instructional Materials,Stakeholders,Role,Research Reports,Sharing Behavior,Organizational Communication,Case Studies,Educational Practices,Access to Information,Information Sources,Communities of Practice,Relationship

Current research aiming to understand the gaps between research and practice in K-12 education often overlooks the importance of grasping the indirect relationships that develop between research and practice communities via the various people and organizations positioned to serve as knowledge brokers. The purpose of this study is to understand both how research brokerage by such individuals and organizations can lead to research use and how knowledge brokers can be leveraged to better support research use in practice. Specifically, this study aims to identify what happens in the space between research and practice by using qualitative methods to explore three areas of inquiry: (1) understanding which individuals and organizations serve as knowledge brokers, (2) understanding the types of research-based products that move through brokerage systems and how research-based products are transformed in that system, and (3) understanding the paths by which information moves from research into practice. To better understand what occurs between the production of research findings and their ultimate use, the authors focus on the set of actors, activities, motivations within which research is exchanged, transformed, and otherwise communicated--that is, the dynamic and complex phenomenon of brokerage. This body of work utilizes backward tracking case studies and examines the brokerage process through a five-step approach to produce credible stories of what happens as research moves between research and practice.
Moving Forward Together: A Policy Agenda for Racial Equity in California Education Systems in 2023
Author: Education Trust-West
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,Race,Social Justice,State Policy,Equal Education,Early Childhood Education,Child Care,Elementary Secondary Education,College Attendance,Success,Access to Education

In addition to the cross-cutting need to improve adequacy and equity in education investments, this policy agenda presents the current statewide priorities of The Education Trust-West, who continues to advocate for investments, policies, and practices through research, reports, events, and legislative efforts while engaging with educators, communities, and decision-makers. Leaders must improve fiscal adequacy and equity and enact the 11 actions presented in this agenda, if California is serious about recovering from the pandemic, while also leading the nation in progressive policymaking to advance racial equity in education.
School-Based Healthcare and Absenteeism: Evidence from Telemedicine. Working Paper No. 276-0123
Author: Komisarow, Sarah
Date: 2023-01-00
Type: Reports - Research
Subjects: Health Services,School Health Services,Attendance,Access to Health Care,Telecommunications,Videoconferencing,Mathematics Achievement,Reading Achievement,Attendance Patterns,Test Wiseness,Behavior Patterns,Students

The prevalence of school-based healthcare has increased markedly over the past decade. We study a modern mode of school-based healthcare, telemedicine, that offers the potential to reach places and populations with historically low access to such care. School-based telemedicine clinics (SBTCs) provide students with access to healthcare during the regular school day through private videoconferencing with a healthcare provider. We exploit variation over time in SBTC openings across schools in three rural districts in North Carolina. We find that school-level SBTC access reduces the likelihood that a student is chronically absent by 2.5 percentage points (29 percent) and reduces the number of days absent by about 0.8 days (10 percent). Relatedly, access to an SBTC increases the likelihood of math and reading test-taking by between 1.8-2.0 percentage points (about 2 percent). Heterogeneity analyses suggest that these effects are driven by male students. Finally, we see suggestive evidence that SBTC access reduces violent or weapons-related disciplinary infractions among students but has little influence on other forms of misbehavior.
TVET Country Profile: Afghanistan
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Profiles,Foreign Countries,Statistical Data,Educational Policy,Comparative Education,Governance,Visual Aids,Alignment (Education),Global Education,International Organizations,Educational Finance,Sustainable Development,Objectives,General Education,Secondary Education,Higher Education,Informal Education,Gender Differences,Elementary Education,Labor Market,Literacy,Socioeconomic Status,Peace,Laws,Strategic Planning,Policy Analysis

The UNESCO-UNEVOC TVET Country Profiles are an online service. They aim to provide concise, reliable and up-to-date information on TVET systems worldwide, including key statistical data which can be compared across countries, major TVET policy documents, and information on governance of TVET. Dynamic diagrams illustrate education systems at a glance, aligned with ISCED levels.