ethanporcaro/eric-fulltext-meta huggingface dataset:
What Evidence from Research Tells Us: Closing Racial Equity Gaps in K-12 Postsecondary Transitions. Research Spotlight
Author: Kwakye, Isaac
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Equal Education,Racial Differences,Achievement Gap,Elementary Secondary Education,Postsecondary Education,Educational Attainment,Diversity (Faculty),Academic Advising,College Bound Students,Access to Education,College Admission,Admission Criteria,Student Financial Aid

Washington is working to increase educational attainment so that 70 percent of all adults ages 25 to 44 have a postsecondary credential. However, ongoing inequities in education have impeded access to educational opportunities, and some racial groups are further from the statewide goal. Part of the issue is the transition from K-12 to postsecondary programs. Not all students in Washington are enrolling in postsecondary programs at equal rates, and racial equity gaps are evident. This Research Spotlight will focus on evidence-based research to close racial equity gaps in immediate postsecondary enrollment.
Reauthorizing the Higher Education Act: Strengthening Accountability to Protect Students and Taxpayers. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixteenth Congress, First Session on Strengthening Accountability to Protect Students and Taxpayers (April 10, 2019). Senate Hearing 116-425
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2021-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,Accountability,Outcomes of Education,Student Loan Programs,Federal Aid,Loan Repayment,Accreditation (Institutions),Federal Government,State Government,Educational Finance

This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on strengthening accountability to protect students and taxpayers. Opening statements were presented by: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented statements: (1) Belle Wheelan, Ph.D., President, Southern Association of Colleges and Schools Commission on Colleges, Decatur, Georgia: Prepared statement; (2) David Tandberg, Vice President for Policy Research and Strategic Initiatives, State Higher Education Executive Officers Association (SHEEO), Boulder, Colorado: Prepared statement and Summary statement; (3) Adam Looney, Ph.D., Joseph A. Pechman Director of the Center on Regulation and Markets, Brookings Institute, Washington, DC: Prepared statement; and (4) Tressie McMillan Cottom, Ph.D., Assistant Professor of Sociology, Virginia Commonwealth University (VCU), Richmond, Virginia: Prepared statement. Additional Material: PostsecData Collaborative and National Skills Coalition Support the Reintroduction of the College Transparency Act.
Top Education Issues 2020
Author: Fox, Lauren
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Elementary Secondary Education,Educational Policy,Educational Finance,Educational Equity (Finance),Teacher Salaries,Compensation (Remuneration),Teacher Recruitment,Faculty Development,Accountability,Grading,State Aid,Financial Support,School Buildings,Progress Monitoring,Court Litigation,Expenditure per Student

For more than twenty-five years, the Public School Forum of North Carolina has published an annual list of the top issues that they believe should or will likely be at the forefront of conversations around K-12 public education policy in the upcoming year. They intend for these publications, compiled through engagement with staff, board members, and partners, to provide evidence-based analysis and recommendations to help guide discussions and consideration by state and local policymakers of the most critical issues facing public school students across the state. The top education issue presented for 2020 is take immediate and intentional actions to meet constitutional obligation to provide each child a sound basic education. The following key priorities are presented: (1) Redesign the school finance system to dramatically improve adequacy, equity, and flexibility; (2) Overhaul educator compensation, recruitment, and professional development strategies; (3) Revamp the school accountability model: Eliminate or revise the A-F school grading system; (4) Support a major state investment to fully fund North Carolina's $8 billion+ school infrastructure needs; and (5) Establish a plan to monitor progress toward &quot;Leandro&quot; compliance.
Reauthorizing the Higher Education Act: Simplifying the FAFSA and Reducing the Burden of Verification. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Sixteenth Congress, First Session on Examining Reauthorizing the Higher Education Act, Focusing on Simplifying the Free Application for Federal Student Aid and Reducing the Burden of Verification (March 12, 2019). Senate Hearing 116-361
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2021-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,Student Financial Aid,Financial Aid Applicants,Records (Forms),Audits (Verification),Federal Aid

This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on simplifying the free application for federal student aid and reducing the burden of verification. The following opening statements were presented: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; (2) Honorable Tammy Baldwin, Ranking Member, a U.S. Senator from the State of Wisconsin; and (3) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witness statements were presented: (1) Kristina Scott, Executive Director, Alabama Possible, Birmingham, Alabama: Prepared statement and Summary statement; (2) Michael Meotti, Executive Director, Washington Student Achievement Council, Olympia, Washington: Prepared statement and Summary statement; (3) Dr. Mark Wiederspan, Executive Research Officer, Iowa Student Aid, Des Moines, Iowa: Prepared statement and Summary statement; and (4) Dr. Michel Scott Taylor, Chief Program Officer, College Now Cleveland, Cleveland, Ohio: Prepared statement and Summary statement. The following additional material of statements, articles, publications, letters, etc. were presented: (1) Addendum to the Testimony of Kristina Scott; and (2) Washington State College Bound Sign up Form Example. The following Questions and Answers were presented: (1) Response by Kristina Scott to questions of: Honorable Elizabeth Warren and Honorable Jacky Rosen; (2) Response by Dr. Mark Wiederspan to questions of: Honorable Elizabeth Warren and Honorable Jacky Rosen; and (3) Response by Dr. Michele Scott Taylor to questions of: Honorable Elizabeth Warren and Honorable Jacky Rosen.
Reauthorizing the Higher Education Act: Accountability and Risk to Taxpayers. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fifteenth Congress, Second Session on Examining Reauthorizing the Higher Education Act, Focusing on Accountability and Risk to Taxpayers (January 30, 2018). Senate Hearing 115-736
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,Student Loan Programs,Loan Repayment,College Students,Accountability,Risk,Debt (Financial),Outcomes of Education,Education Work Relationship,Access to Information,Data Use,Access to Education,Federal Aid

This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on accountability and risk to taxpayers. The following opening statements were presented: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented statements: (1) Anthony P. Carnevale, Ph.D., Research Professor and Director, Georgetown University Center on Education and the Workforce, Washington, DC: Prepared Statement and Summary Statement; (2) Mamie Voight, Vice President of Policy Research, Institute for Higher Education Policy, Washington, DC: Prepared Statement and Summary Statement; (3) Jose Luis Cruz, Ph.D., President, Herbert H. Lehman College, City University of New York, Bronx, New York: Prepared Statement and Summary Statement; (4) Jason D. Delisle, Resident Fellow, American Enterprise Institute, Washington, DC: Prepared Statement and Summary Statement; and (5) Ben Miller, Senior Director, Postsecondary Education, Center for American Progress, Washington, DC: Prepared Statement and Summary Statement. The following additional material of statements, articles, publications, letters, etc. are presented: (1) Honorably Patty Murray: Senator Dick Durbin Statement for the Record; and (2) Honorable Tim Kaine, National organizations representing the Nation's military servicemembers, veterans, survivors, and military families, prepared statement.
Implementing Accountability and Supports under &quot;ESEA&quot; Flexibility
Author: Le Floch, Kerstin Carlson
Date: 2016-02-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Policy,Accountability,State Government,Government Role,Low Achievement,Achievement Gap,Graduation Rate,High Achievement,Intervention,Barriers,Administrator Attitudes,State Policy,Public Policy,Local Government,School Districts,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Awards,Information Dissemination,Principals,Knowledge Level,Measurement Techniques,School Turnaround,Change Strategies,Educational Improvement

The &quot;Elementary and Secondary Education Act of 1965&quot; (&quot;ESEA&quot;) is the nation's key policy driver for elementary and secondary education, shaping federal, state and district efforts to promote effective school systems and improve educational outcomes, particularly for students in high-poverty schools. The most recent reauthorization of &quot;ESEA&quot; (the &quot;No Child Left Behind Act of 2001,&quot; or &quot;NCLB&quot;) called for landmark changes. This report explores the early implementation of state-differentiated recognition, accountability and support systems under the U.S. Department of Education's &quot;ESEA&quot; flexibility initiative, announced in September 2011. &quot;ESEA&quot; flexibility offers states flexibility with regard to how states set annual measurable objectives (AMOs), whether or not they continue to calculate adequate yearly progress (AYP), designate low-performing schools and districts, implement interventions, use section 1003(a) funds, determine transferability of &quot;ESEA&quot; funds and implement improvement plans for highly qualified teachers. The findings are based on telephone interviews conducted with a sample of state, district and school-level officials in late 2013 and early 2014, and a review of relevant policy documents that were available on state and local education agency websites during this same time period. Participants in the state and district sample included officials from 12 state education agencies with approved &quot;ESEA&quot; flexibility requests and 22 districts located within these 12 states. The school-level sample drew from the state and district sample and participants included principals of 25 Title I schools located within a subset of 12 districts and six states. Although the state, district and school samples were diverse, the states, districts and schools were not randomly selected and are not representative of the larger population of 35 states whose &quot;ESEA&quot; flexibility requests had been approved at the time of this study and the districts and schools within these states. Thus, the findings presented in this report are not generalizable. The purpose of this study was to explore state and district processes, successes and challenges, as well as school-level experiences associated with the early implementation of the accountability provisions of &quot;ESEA&quot; flexibility. [For the results in brief, see ED613361.]
Results in Brief: Implementing Accountability and Supports under &quot;ESEA&quot; Flexibility
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,Educational Policy,Accountability,State Government,Government Role,Low Achievement,Achievement Gap,High Achievement,Intervention,Barriers,Administrator Attitudes,Local Government,School Districts,Low Income Students,Information Dissemination,Principals,Measurement Techniques,Change Strategies,Educational Improvement

The &quot;ESEA&quot; flexibility initiative was designed to give states flexibility with certain provisions of the 2002 reauthorization of the &quot;Elementary and Secondary Education Act&quot; (&quot;ESEA&quot;), also known as the &quot;No Child Left Behind Act&quot; (&quot;NCLB&quot;). This report explores the early implementation of state differentiated recognition, accountability and support systems under ESEA flexibility. The findings are based on telephone interviews conducted with a sample of state, district, and school-level officials in late 2013 and early 2014, and a review of relevant policy documents that were available on state and local education agency websites during this same time period. [For the full report, see ED613360.]
Study of Emerging Teacher Evaluation Systems
Author: Anderson, Leslie M.
Date: 2016-11-00
Type: Reports - Research
Subjects: Teacher Evaluation,School Districts,Public Schools,Program Design,Program Implementation,Observation,Academic Achievement,Evaluation Utilization,Program Administration,Administrative Organization,Elementary Secondary Education,Public School Teachers

Today, efforts are underway across the country to transform teacher evaluation into a useful tool for improving teaching and learning. These efforts are supported by state statutes as well as by improvements in state and local data systems and the development of new student assessments. In 2015, the National Council on Teacher Quality (NCTQ) reported that only five states &quot;have no formal state policy requiring that teacher evaluations take objective measures of student achievement into account in evaluating teacher effectiveness&quot; (NCTQ 2015, ii). In addition, state and local efforts to design and implement teacher evaluation systems have been supported by federal resources appropriated through several programs, including the State Fiscal Stabilization Fund (under the &quot;American Recovery and Reinvestment Act&quot;), Race to the Top (RTT), the Teacher Incentive Fund (TIF), and the Investing in Innovation (i3) Fund. The 2015 enactment of the &quot;Every Student Succeeds Act&quot; (&quot;ESSA&quot;) maintains a federal priority of ensuring that all students have access to high-quality educators. States that elect to use Title II, Part A funds to develop, improve, or provide assistance to local educational agencies (LEAs) to design and support the implementation of teacher, principal, or other school leader evaluation must describe in their state plans how they will use student growth and other measures of educator performance to provide clear, timely, and useful feedback to teachers, principals, or other school leaders. This study provides descriptive information on the design and early implementation of teacher evaluation systems in eight local school districts. This exploratory study is intended to help other districts and states learn from the experiences of these eight districts to inform future research on the effects of teacher evaluation systems on teacher professional practice and student performance. [For the summary, see ED613363.]
Results in Brief: Study of Emerging Teacher Evaluation Systems
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,School Districts,Public Schools,Program Design,Program Implementation,Observation,Academic Achievement,Evaluation Utilization,Program Administration,Administrative Organization,Elementary Secondary Education,Public School Teachers

Comprehensive teacher evaluation systems are a core element of current state and local strategies to support improved teaching and learning in elementary and secondary education in the United States. The Study of Emerging Teacher Evaluation Systems provides descriptive information on the design and early implementation of teacher evaluation systems in eight school districts located in Austin, TX; Chattanooga (Hamilton County), TN; Colorado Springs (Harrison School District 2), CO; Tampa (Hillsborough County), FL; Pittsburgh, PA; Plattsburgh, NY; Leonardtown (St. Mary's County), MD; and Washington, DC. It is intended to provide lessons that inform the work of states and school districts in designing and implementing their own teacher evaluation and support activities, and to inform future research on the effects of teacher evaluation systems on teacher professional practice and student performance. [For the full report, see ED613362.]
2012-2016 Program for International Student Assessment Young Adult Follow-Up Study (PISA YAFS): How Reading and Mathematics Performance at Age 15 Relate to Literacy and Numeracy Skills and Education, Workforce, and Life Outcomes at Age 19. Research and Development Report. NCES 2021-029
Author: Mamedova, Saida
Date: 2021-06-00
Type: Reports - Research
Subjects: Achievement Tests,Foreign Countries,International Assessment,Secondary School Students,Young Adults,Followup Studies,Reading Achievement,Mathematics Achievement,Literacy,Numeracy,Education Work Relationship,Outcomes of Education,Postsecondary Education,Labor Force,Vocational Interests,Scores,Job Applicants,Self Efficacy,Life Satisfaction

The Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS) is a new study that allows research into the characteristics, cognitive skills, and other life outcomes of young adults as they transition from high school to postsecondary life. This Research and Development report provides a snapshot of outcomes at the outset of this important transition, as well as preliminary examinations of how these outcomes are related to individuals' competencies in high school. For data on 19-year-olds, PISA YAFS used the Education and Skills Online (ESO) survey, which is based on the Organization for Economic Cooperation and Development's (OECD) Program for International Assessment of Adult Competencies (PIAAC). For data on 15-year-olds, the study relied on the 2012 administration of the Program for International Student Assessment (PISA), which is the OECD's flagship student assessment program that, every 3 years, assesses reading, mathematics, and science literacy and collects relevant background data on students and their schools. This report describes the literacy and numeracy performance of 19-year-olds along with other outcomes such as their engagement in postsecondary education, participation in the workforce, attitudes toward their lives and ability to make their own choices, and vocational interests. Moreover, it examines whether and how these outcomes are related to the 19-year-olds' earlier performance in PISA 2012 and whether those relationships differ for various subgroups of individuals. This report thus provides an indication of the degree to which success on PISA 2012 is related to various outcomes at the important transition from high school to postsecondary life.
Delivering Emergency Aid Services during COVID-19
Author: Ashton, Bryan
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Federal Aid,Federal Legislation,Higher Education,Emergency Programs,Participative Decision Making,Resource Allocation,Student Needs,School Counseling,College Students,At Risk Students,Information Dissemination,Data Collection,Program Development,Program Implementation,Barriers

The COVID-19 pandemic has thrust students, their support networks, and institutions of higher education toward a financial crisis. In response, the U.S. Senate signed the CARES Act into law, which provides institutions of higher education with $14 billion to support various campus functions. Within the CARES Act, the Senate allocated funding for institutions of higher education to create emergency aid programs. Although emergency aid programs have existed on college campuses for decades, they are under-researched within academia. Given the immediacy of challenges presented by COVID-19 and the availability of CARES Act funding, many institutions are moving quickly to develop emergency aid programs on their campuses. Yet, institutions of higher education may lack clear guidance given the ambiguity surrounding funding and timing. To support the higher education community, this report synthesizes existing reports and provides a framework for creating, administering, and assessing emergency aid programs.
State of Student Aid and Higher Education in Texas, 2021
Author: Fletcher, Carla
Date: 2021-03-00
Type: Reference Materials - General
Subjects: Student Financial Aid,Higher Education,Student Loan Programs,Federal Aid,Grants,Paying for College,Costs,Loan Repayment,Educational Policy,Demography,College Readiness,College Students,Student Characteristics,College Preparation,State Aid,Financial Needs,Educational Attainment,Wellness,Need Analysis (Student Financial Aid),Evidence Based Practice,Intervention,Loan Default,Debt (Financial),Public Colleges,Two Year Colleges,Resource Allocation,COVID-19,Pandemics,Federal Legislation

The State of Student Aid and Higher Education in Texas (SOSA) annual report from Trellis Research provides information helpful in informing policy and programs for higher education student financial aid. The report serves as a reference for colleges, universities, and policymakers, and provides a comparison of Texas state and federal student aid programs. The SOSA highlights data on a variety of student finance topics, including higher education, demographic projections, college costs, student loan repayment outcomes, and higher education policy. The publication focuses on Texas, but often contains comparisons to the nation or other large states. Each section concentrates on a different issue or set of issues. As a reference document, it is designed such that each page stands on its own. Each page contains a title summarizing the page or highlighting a particular part of the page, a visual element, a brief write-up, and information on the sources used. It was designed so that a page could be printed and taken to a meeting to ensure that everyone in the room is literally on the same page. [For the 2020 report, see ED606073.]