ethanporcaro/eric-fulltext-meta huggingface dataset:
CIID Annotated Bibliography, Version 3
Author: Wise, Lindsay
Date: 2017-01-00
Type: Reference Materials - Bibliographies
Subjects: Governance,Information Security,Privacy,Program Development,Visual Aids,Data Use,Systems Development,Equal Education,Educational Legislation,Students with Disabilities,Federal Legislation

This annotated bibliography is intended to provide resources that will inform decision making and give in-depth background information as SEAs undertake the task of IDEA data integration. Selected resources are listed more than once as they contain information that is relevant to more than one topic area. Topics include: (1) Data Governance; (2) Security and Privacy; (3) System Design; (4) EDFacts; (5) Project Planning; (6) Data Integration; and (7) Data Visualization/Data Use. [The Center for the Integration of IDEA Data (CIID) is one of the centers in the Technical Assistance and Dissemination Network (TA&amp;D Network) funded by the Office of Special Education Programs (OSEP).]
COVID-19 Pandemic: Academic Impacts on Postsecondary Students in Canada. StatCan COVID-19: Data to Insights for a Better Canada
Author: Doreleyers, April
Date: 2020-05-14
Type: Reports - Research
Subjects: Foreign Countries,College Students,Influences,Electronic Learning,Postsecondary Education,Access to Education,Barriers,Distance Education,Disease Control,COVID-19,Pandemics

This paper provides insight on how postsecondary students' academic life was impacted by the COVID-19 pandemic. Results are based on the recent Statistics Canada crowdsourcing data collection completed by over 100,000 postsecondary students between April 19 and May 1, 2020.
South Carolina Commission on Higher Education Statistical Abstract, 2019. 41st Edition
Author: Robinson, Christopher, Ed.
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Academic Degrees,Graduation Rate,Public Colleges,Community Colleges,Private Colleges,College Entrance Examinations,Scholarships,Tuition,Fees,Undergraduate Students,Educational Finance,State Aid,Educational Facilities,College Faculty,College Freshmen,Full Time Students,College Transfer Students,In State Students,Out of State Students,College Housing,Teacher Salaries,Tenure,Racial Differences,Gender Differences,Research Universities,Technical Institutes

The &quot;South Carolina Higher Education Statistical Abstract&quot; is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2019 edition of the Statistical Abstract marks the 41st year of this valuable publication. This &quot;Abstract&quot; includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. Relevant terminology is listed in the introduction to each section. [For &quot;South Carolina Commission on Higher Education Statistical Abstract, 2018. 40th Edition,&quot; see ED594921.]
COVID-19 Pandemic: Financial Impacts on Postsecondary Students in Canada. StatCan COVID-19: Data to Insights for a Better Canada
Author: Wall, Katherine
Date: 2020-05-15
Type: Reports - Research
Subjects: Foreign Countries,College Students,Educational Finance,Student Employment,Student Financial Aid,Student Attitudes,Tuition,Costs,Debt (Financial),Housing,Student Research,Financial Support,Student Loan Programs,Disease Control,COVID-19,Pandemics

This paper provides insight on how postsecondary students' financial situation was impacted by the COVID-19 pandemic. Results are based on the recent Statistics Canada crowdsourcing data collection completed by over 100,000 postsecondary students between April 19 and May 1, 2020.
COVID-19 Pandemic: School Closures and the Online Preparedness of Children. StatCan COVID-19: Data to Insights for a Better Canada
Author: Frenette, Marc
Date: 2020-04-15
Type: Reports - Research
Subjects: Foreign Countries,Crisis Management,School Closing,Outcomes of Education,Academic Achievement,Electronic Learning,Online Courses,Readiness,Internet,Access to Computers,Socioeconomic Status,Handheld Devices,COVID-19,Pandemics

This article discusses the potential impact of recent school closures on learning and academic performance of school children as it relates to the COVID-19 pandemic. [This article is a condensed version of a longer study: &quot;School Closures and the Online Preparedness of Children during the COVID-19 Pandemic&quot; (ED605398).]
Measuring MESH: Student and Teacher Surveys Curated for the CORE Districts
Author: Transforming Education
Date: 2016-04-00
Type: Guides - Non-Classroom
Subjects: Student Surveys,Teacher Surveys,Competence,Self Management,Self Efficacy,Interpersonal Competence,Test Reliability,Test Validity,Elementary Secondary Education

Rigorous longitudinal research demonstrates that certain Mindsets, Essential Skills, and Habits (MESH) can help students succeed in college, career, and life. Assessing students' MESH competencies can give educators valuable information that helps them understand students' strengths and identify the areas in which students need additional support. When used in this way, surveys assessing students' MESH competencies can help educators tailor their instruction and classroom environment to serve students more effectively. Such surveys can also help educators identify which of the many practices already in use to build students' MESH skills seem to be working best. In partnership with California's CORE Districts, TransformEd has curated a set of survey-based MESH measures that were originally developed by leading researchers and later field tested with nearly half a million students.
School Closures and the Online Preparedness of Children during the COVID-19 Pandemic. Economic Insights. Issue 2020001 No. 103
Author: Frenette, Marc
Date: 2020-04-15
Type: Reports - Research
Subjects: Crisis Management,School Closing,Outcomes of Education,Academic Achievement,Electronic Learning,Online Courses,Readiness,Internet,Access to Computers,Family Income,Handheld Devices,Time Factors (Learning),Gender Differences,Socioeconomic Status,COVID-19,Pandemics,Foreign Countries

This &quot;Economic Insights&quot; article discusses the potential impact of recent school closures on learning and academic performance of school children. To benefit from online resources, students require access to internet-enabled devices that are suitable for learning. The article estimates the percentage of households with children under the age of 18 with access to these learning tools by level of household income, and also discusses the potential impact of receiving no instruction on academic performance based on an earlier Statistics Canada study.
Adults with a Health Education but Not Working in Health Occupations. StatCan COVID-19: Data to Insights for a Better Canada
Author: Hou, Feng
Date: 2020-04-29
Type: Reports - Research
Subjects: Disease Control,Allied Health Personnel,Allied Health Occupations Education,Risk Management,Allied Health Occupations,Employment Level,Young Adults,Immigrants,Unemployment,Academic Degrees,Gender Differences,Language Usage,Job Skills,Educational Attainment,COVID-19,Pandemics,Foreign Countries

With the continuing spread of COVID-19, many health-care workers in Canada are facing overwhelming workloads and risk exposure to the virus while caring for their patients. This article examines adults with a health education but not working in health occupations.
COVID-19 Pandemic: Impacts on the Work Placements of Postsecondary Students in Canada. StatCan COVID-19: Data to Insights for a Better Canada
Author: Wall, Katherine
Date: 2020-05-25
Type: Reports - Research
Subjects: Foreign Countries,College Students,Intellectual Disciplines,Experiential Learning,College Graduates,Money Management,Income,On the Job Training,Internship Programs,Practicums,Academic Degrees,COVID-19,Pandemics

This paper provides insight on how postsecondary students' work placements were impacted by the COVID-19 pandemic. Results are based on the recent Statistics Canada crowdsourcing data collection completed by over 100,000 postsecondary students between April 19 and May 1, 2020.
Careers in the Arts: Who Stays and Who Leaves? SNAAP Special Report. Spring 2020
Author: Frenette, Alexandre
Date: 2020-00-00
Type: Reports - Research
Subjects: Art Education,Curriculum Development,Postsecondary Education,Career Development,Career Choice,Persistence,College Graduates,Majors (Students),Time to Degree,Internship Programs,Occupations,Careers,Gender Bias,Racial Bias,Social Bias,Job Skills,Outcomes of Education,Alumni,Social Capital,College Role

Arts school executives and faculty face the daunting, zero-sum challenge of packing more and better preparation into over-taxed academic calendars and saturated students: major requirements in a bachelor's or graduate degree track; professional and vocational preparation; internships; a liberal arts core curriculum; and second majors and minors, without neglecting the ever important extra-curricular activities that seem increasingly &quot;co-curricular&quot; and career-essential. How best to balance in the curriculum preparation for specialized, skill-heavy careers in highly competitive arts professions with the sort of educational preparation characteristic of a liberal arts curriculum that promises to prepare students for flexible, self-directed, adaptable career paths with the multiple episodes and pivots that have become so commonplace for this generation? What is most &quot;foundational&quot; in an undergraduate education in the arts and what skills and knowledge should be deferred to advanced study or the lessons of working life? Strategic National Arts Alumni Project (SNAAP) survey data provide abundant insights into this perennial dilemma of curriculum design. While this SNAAP Special Report does not address all of these questions, it sheds light on an important yet understudied question related to the challenge of preparing students for an artistic career: How do experiences during the postsecondary education of arts alumni combine with their early experiences working in arts-related industries to shape whether these graduates leave or stay in a career devoted to artistic work? [This report was written with contributions from Rachel Skaggs and Trent Ryan. It was produced with the Indiana University School of Education's Center for Postsecondary Research, The University of Texas at Austin's College of Fine Arts, and The Curb Center for Art, Enterprise, &amp; Public Policy at Vanderbilt.]
Education Grantmaking During COVID-19: Early Trends
Author: Grantmakers for Education
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Grantsmanship,Educational Finance,Private Financial Support,Philanthropic Foundations,Educational Equity (Finance),Educational Needs,COVID-19,Pandemics,School Closing,Disease Control

In March 2020, the nation's schools began shutting down in an effort to slow the spread of COVID-19. More than 55 million students as well as teachers, administrators and families have had to adapt at lightning speed. Philanthropists have responded quickly, but the need for educating students has garnered little funding attention so far. As the country moves through, and then out of the pandemic, there are ample opportunities for education funders to continue to impact the future for millions of learners. This report answers the following questions: (1) What are the early impacts of COVID-19 on learning?; (2) How are funders responding so far?; (3) How does this fit into existing data on education grantmaking trends?; (4) What are we learning from grantmakers?; and (5) What should funders be mindful of moving forward?
Results from the 2016 Census: Education and Labour Market Integration of Black Youth in Canada. Insights on Canadian Society
Author: Turcotte, Martin
Date: 2020-02-25
Type: Reports - Research
Subjects: Foreign Countries,Blacks,Youth,Educational Attainment,Employment,High School Graduates,Achievement Gap,Socioeconomic Status,Parent Background,Unemployment,Out of School Youth,Gender Differences,Graduation Rate,Family Characteristics,Racial Discrimination,College Graduates,Postsecondary Education

Using integrated 2006 and 2016 census data, this study examines the education and labour market integration outcomes of a recent cohort of young Black Canadians. Specifically, this study examines the link between the characteristics of the youth and their families when they were living with their parents (in 2006), and their education and labour market outcomes 10 years later (in 2016).
The Use of Common Education Data Standards to Support Data Integration
Author: Hall, Andrea
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Data Collection,Information Management,State Departments of Education,Standards,Information Systems,Information Technology,Database Management Systems

Quality data allow programs to provide context and meaning to research, evaluation, and accountability efforts and provides evidence to evaluate and demonstrate the effectiveness of programs. Data integration, the process of taking data from disparate systems, combining them, and transforming them into something meaningful, can increase data quality. However, the process of integrating data systems is not without its challenges. By starting small and taking advantage of tools that are available, it is manageable. Data integration is a multi-step process with many tasks in each step. This brief will provide state education agencies (SEAs) with a process for using the Common Education Data Standards (CEDS) tools to identify what data they collect and where the data are stored, conduct a map analysis, and ensure that elements appearing across the data systems are defined the same. This process is a critical step for integrating disparate data systems and realizing the data quality benefits of integrated data.
Expanding the Definition of Student Success under ESSA: Opportunities to Advance Social-Emotional Mindsets, Skills, and Habits for Today&apos;s Students. A Policy Brief
Author: LaRocca, Robert
Date: 2017-04-17
Type: Reports - Research
Subjects: Social Development,Emotional Development,Elementary Secondary Education,Educational Legislation,Federal Legislation,Academic Achievement,Accountability,Decision Making,Educational Quality,Interpersonal Competence,College Readiness,Career Readiness,Educational Improvement,Educational Finance

Signed into law on December 10, 2015, the Every Student Succeeds Act (ESSA) presents education leaders with a unique opportunity to expand the definition of student success. Compared to the No Child Left Behind (NCLB) Act, ESSA empowers states to make more of the critical decisions related to accountability, school improvement, education spending, and public reporting. Although regulations to guide the new law's implementation are still being finalized, ESSA clearly requires states to broaden the concept of school quality and student success to include factors beyond test scores and graduation rates, suggesting that education systems need to take a more holistic approach to preparing students for college and career. [For the executive summary, see ED605421.]
Expanding the Definition of Student Success under ESSA: Opportunities to Advance Social-Emotional Mindsets, Skills, and Habits for Today&apos;s Students. Executive Summary. Policy Brief
Author: Transforming Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Federal Legislation,Educational Legislation,Elementary Secondary Education,Academic Achievement,Accountability,Decision Making,Educational Quality,Interpersonal Competence,College Readiness,Career Readiness,School Districts,Educational Finance,Definitions,Skill Development

This is the executive summary for the policy brief, &quot;Expanding the Definition of Student Success under ESSA: Opportunities to Advance Social-Emotional Mindsets, Skills, and Habits for Today's Students.&quot; Signed into law on December 10, 2015, the Every Student Succeeds Act (ESSA) presents education leaders with a unique opportunity to expand the definition of student success. Compared to the No Child Left Behind (NCLB) Act, ESSA empowers states to make more of the critical decisions related to accountability, school improvement, education spending, and public reporting. Although regulations to guide the new law's implementation are still being finalized, ESSA clearly requires states to broaden the concept of school quality and student success to include factors beyond test scores and graduation rates, suggesting that education systems need to take a more holistic approach to preparing students for college and career. Meanwhile, compelling evidence on the importance of certain social-emotional or intrapersonal and interpersonal competencies has emerged in recent years. TransformEd refers to these competencies as Mindsets, Essential Skills, and Habits (or MESH). The policy brief describes three recommendations in greater detail and outlines how these recommendations align with the provisions of ESSA. It also provides an examCople of one school system--the CORE Districts--that has already begun to act on these recommendations to advance students' development of the mindsets, essential skills, and habits that support college and career success. [For the full report, see ED605420.]
Benefits of an Integrated Data System
Author: Gosa, Kathy
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Information Management,Database Management Systems,Databases,Decision Making,Data Use,Barriers,Data Collection,Education

This brief provides a definition of an integrated data system, identifies who would benefit from the information provided by an integrated data system, and examines the challenges and costs associated with data integration, as well as potential benefits to creating an integrated data system. [The Center for the Integration of IDEA Data (CIID) is one of the centers in the Technical Assistance and Dissemination Network (TA&amp;D Network) funded by the Office of Special Education Programs (OSEP).]
Exploring New Research on Pre-K Outcomes. Policy Brief
Author: Fischer, Adrienne
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Preschool Education,Outcomes of Education,Program Effectiveness,Reading Skills,Mathematics Skills,English Language Learners,Grade Repetition,High School Graduates,Graduation,Executive Function,Low Income Students,At Risk Students,Educational Quality,Educational Environment,Alignment (Education),Kindergarten,Social Development,Emotional Development,Student Behavior,Special Education,Language Skills,Science Achievement,Social Studies,Grade Point Average

As pre-K programming increasingly garners more political attention and funding in the states, policymakers are seeking the most up-to-date and rigorous research to support decision-making and creation or expansion of these programs. High-quality pre-K has bipartisan support in part because of the vast amount of existing research detailing positive benefits -- notably that it is of great benefit to students from low-income families and those who are dual-language learners. However, some research also demonstrates that positive growth among pre-K students isn't consistently sustained over time. This idea is known as &quot;convergence&quot; or &quot;fadeout,&quot; because the short-term gains of pre-K attendees may diminish in early elementary school. The reasons for these mixed findings vary. Some researchers have pointed out that large-scale, public pre-K often varies in quality from program to program, making comparisons difficult. Others have suggested that the convergence effect may be a function of the instruction provided in kindergarten and early elementary grades, which often focuses heavily on improving the skills of struggling students who may lack access to pre-K rather than building on the skills of pre-K attendees. This Policy Brief analyzes 15 research studies on the effectiveness of pre-K outcomes in programs across the country and finds evidence of sustaining effects beyond kindergarten.
Data Integration Toolkit
Author: Center for the Integration of IDEA Data (CIID)
Date: 2018-00-00
Type: Guides - General
Subjects: Information Management,Database Management Systems,State Departments of Education,Data Collection,Equal Education,Educational Legislation,Students with Disabilities,Federal Legislation,Teamwork,Planning

The Center for the Integration of IDEA Data (CIID) Data Integration Toolkit is designed to support SEA [state education agency] efforts to integrate Individuals with Disabilities Education Act (IDEA) data with their statewide longitudinal data systems (SLDSs) and includes: (1) A sample road map articulating typical steps and tasks required for integration; (2) A sequential process for integrating data (note: the order of completion may vary by SEA); and (3) Specific activities and resources to support integration including checklists, templates, sample process documents, and state examples. [The Center for the Integration of IDEA Data (CIID) is one of the centers in the Technical Assistance and Dissemination Network (TA&amp;D Network) funded by the Office of Special Education Programs (OSEP).]
USDA School Meal Programs: How and Why the Cost of Food Purchases Varies across Locales. Economic Research Report Number 260
Author: Ollinger, Michael
Date: 2018-11-00
Type: Reports - Research
Subjects: Lunch Programs,Breakfast Programs,Costs,Food,Purchasing,Geographic Regions,School Districts,Public Schools,Elementary Secondary Education,Rural Areas,Urban Areas,Suburbs

The United States Department of Agriculture's (USDA) National School Lunch and School Breakfast Programs are operated locally by school food authorities (SFAs), usually a part of the local school district. SFAs are reimbursed at nationally set rates for the cost of meals served to participating students. Previous USDA, Economic Research Service (ERS) analysis found substantial variation in total costs across SFAs but did not identify the sources of those cost differences. This report examines food cost differences, using a large national sample of SFAs to examine how food purchase costs vary by SFA location, characteristics, and purchasing practices. Results show that food costs dropped with the volume of products purchased. Food costs also varied considerably across location--SFAs in the Northern Plains and Mountain regions had higher average food costs, and SFAs in the Southeast regions had the lowest food costs for major food groups. SFA purchasing practices also affected costs. Purchasing cooperatives, a popular strategy among SFAs, had mixed associations with food costs, possibly because SFAs may use them not only to reduce costs, but also for aims such as obtaining wider access to desired food products.