ethanporcaro/eric-fulltext-meta huggingface dataset:
What High Schoolers and Their Parents Know about Public 4-Year Tuition and Fees in Their State. Stats in Brief. NCES 2019-404
Author: Velez, Erin Dunlop
Date: 2018-10-00
Type: Reports - Research
Subjects: High School Students,College Bound Students,Higher Education,Paying for College,Tuition,Fees,Grade 9,Knowledge Level,Student Attitudes,Parent Attitudes,Costs,Minority Groups,Socioeconomic Status

This Statistics in Brief describes high school student perceptions of the cost of college using data from the High School Longitudinal Study of 2009 (HSLS:09). The analyses examine the accuracy of students' and parents' estimates of public 4-year college tuition and mandatory fees in their states by comparing their estimates with actual tuition and fee amounts obtained from the Integrated Postsecondary Education Data System (IPEDS). The report also examines students' perceptions about college affordability and their plans to enroll in college.
Lift Every Voice and Lead: African American Leaders&apos; Perceptions of K-12 Education Reform
Author: Anderson, Meredith B. L.
Date: 2017-00-00
Type: Reports - Research
Subjects: African American Leadership,Administrator Attitudes,Elementary Secondary Education,Educational Change,Advocacy,Equal Education,Public Schools,African American Students,Educational Opportunities,Barriers,Educational Quality,Parent Participation,Leadership Responsibility,Educational Improvement,Educational Strategies

UNCF conducted this study to shed light on African American grasstops' perspectives toward education reform and how they work to develop community-centered strategies to address disparities in schools. One narrative about the lack of engagement by local grasstops in education reform is that they do not care or are not informed about the topic. Such perceptions of apathy may not bode well for collaboration with communities or schools and could thwart progress for reform efforts. As such, UNCF wanted to investigate this phenomenon in greater detail. This study explored three areas of interest, which are followed by their guiding research questions: (1) Problems affecting people within the community: What are the serious issues affecting people in your city and community? What should be the highest priority in improving your community? (2) Perspectives on education: How are public schools doing in preparing African American students to attend and graduate from college? What are the top priorities for improving the educational landscape for African American students? and (3) Barriers to student success: How well are African American leaders doing in responding to the educational crisis facing African American students? What most affects the quality of education in your community? The key results suggest that there is, in fact, fertile ground for collaboration between parents and grasstops as the leaders expressed a strong sense of optimism in their ability to advance educational progress for students. Findings range from perceptions of the state of education for black youth to evaluations of grasstops' role in improving educational opportunities. The results reveal that African American grasstops are informed about various issues in education and would like to be further engaged in education reform work. &quot;Lift Every Voice and Lead&quot; is the second report in a three-part series on African American perceptions of K-12 education. [For the first report in this series, &quot;Done to Us, Not with Us: African American Parent Perceptions of K-12 Education,&quot; see ED573649.]
Peer Coaching That Works: The Power of Reflection and Feedback in Teacher Triad Teams
Author: Jarvis, Robin
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Peer Teaching,Coaching (Performance),Faculty Development,Teacher Collaboration,Teamwork,Group Dynamics,Trust (Psychology),Individualized Instruction,Reflection,Feedback (Response)

Much has been written over the past two decades about the value of coaching to teachers' professional growth. Many authors recommend specific coaching models while others primarily make recommendations for building strong, trusting coaching relationships. However, many of these models assume a deficit-based approach to teacher development that relies on an expert coach to address a teacher's identified areas for improvement. At McREL, colleagues believe that this deficit-based approach to teacher development, coupled with the recent push to use teacher evaluation to make high-stakes employment decisions rather than as a tool for growing teacher professional practice, is leading to increasing teacher burnout and shortages as more and more teachers leave the field under the constant pressures to improve. A more effective approach to instructional coaching is one that is focused on &quot;inside-out,&quot; strengths-based peer coaching that brings small teams of teachers together, building on the bright spots while learning and growing as peers and professionals. In this white paper, the authors describe the research that supports peer coaching and lay out the components of an effective coaching triad, with participants taking turns coaching, being coached, and observing.
The Lift Every Voice and Lead Toolkit: A Community Leader&apos;s Advocacy Resource for K-12 Education
Author: Anderson, Meredith B. L.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Leadership Role,Advocacy,Elementary Secondary Education,Achievement Gap,Transformational Leadership,African American Students,Educational Strategies,Equal Education,Racial Differences,Educational Change,Hispanic American Students,Access to Education,Disproportionate Representation,Academically Gifted,Advanced Placement Programs,White Students,College Readiness,African American Teachers,Educational Resources,Academic Aspiration,Public Support,Consciousness Raising,Social Media,Partnerships in Education,Community Involvement,Social Networks,News Media

This brief encourages leaders to utilize their influence to help alleviate the long-standing achievement gaps in the education system, because when students flourish, entire communities can flourish as well. The authors want to ensure that grasstops are intentional in their advocacy for black students. The &quot;Lift Every Voice and Lead Toolkit&quot; provides tangible tips, strategies, talking points and resources to help grasstops who are serious about using their influence to make transformational change for all youth. [For the first report in this series, &quot;Done to Us, Not with Us: African American Parent Perceptions of K-12 Education,&quot; see ED573649. For the second report, &quot;Lift Every Voice and Lead: African American Leaders' Perceptions of K-12 Education Reform,&quot; see ED588631.]
Differentiation of Special Education in the Growth Models Proposed in ESEA Waivers. Memorandum
Author: Center on Standards and Assessments Implementation (CSAI)
Date: 2015-01-08
Type: Reports - Descriptive
Subjects: Disabilities,Special Education,State Policy,Educational Policy,Growth Models,Educational Legislation,Federal Legislation,Elementary Secondary Education,Compliance (Legal),Accountability,Academic Achievement,Achievement Gap,Educational Objectives,Educational Improvement,Progress Monitoring,Classification

This memorandum presents results from the Center on Standards and Assessment Implementation's (CSAI) scan of growth models proposed in Elementary and Secondary Education Act (ESEA) waivers, with a focus on U.S. states' and territories' differentiation of students who participate in special education programs.
Achievement at an Advanced Level among Secondary Students: Changes over Time and Options That Support Black or African American and Hispanic/Latino Students
Author: Cooper-Martin, Elizabeth
Date: 2017-07-00
Type: Reports - Research
Subjects: Academic Achievement,African American Students,Hispanic American Students,Secondary School Students,Public Schools,Grade 8,Grade 12,Advanced Courses,High Achievement,Reading Achievement,Mathematics Achievement,Mathematics Tests,Reading Tests

At the request of the Chief Academic Officer, the Office of Shared Accountability conducted a study of successful secondary students in Montgomery County Public Schools (MCPS) and what helped them to achieve academic success. The study first examined performance at the advanced level over time. In response to the finding that Black or African American and Hispanic/Latino students were less likely to stay at an advanced level of achievement from Grade 8 to 12, the study identified curricular options and high school programs that supported advanced performance by these students as they went on to complete high school. The specific research questions were as follows: (1) What is the level of achievement at the advanced level among secondary students over time? Specifically, what percentage of students performed at an advanced level in Grade 8 and then continued as high achievers at the end of high school? Which students were most likely to stay at the advanced level over time, from Grade 8 to the end of high school?; (2) Which high school programs or curricular options were most promising in supporting Black or African American and Hispanic/Latino students to continue achieving at an advanced level at the end of high school?; and (3) With respect to the programs and curricular options identified in question 2, what are the characteristics or components of each one? What are common aspects across them?
Not So Elementary: Primary School Teacher Quality in Top-Performing Systems
Author: Jensen, Ben
Date: 2016-07-00
Type: Reports - Research
Subjects: Elementary School Teachers,Teacher Effectiveness,Foreign Countries,Pedagogical Content Knowledge,Expertise,Preservice Teacher Education,Mathematics,Sciences,Literacy,Educational Policy,Specialization,Faculty Workload,Capacity Building,Beginning Teacher Induction,Teacher Orientation,Instructional Materials,Textbooks,Teaching Guides,Teacher Evaluation,Teacher Selection

Concerns about inadequate development of subject expertise for American elementary school teachers have been well documented. There are many exceptions to this narrative, and there are many exemplary U.S. teacher preparation programs. However, it is clear that, overall, the preparation of elementary teachers in the United States in key subject areas has been inadequate. So, what are systems that have high-performing learning outcomes in key subjects doing to ensure quality teaching in math, science and literacy? This report analyses whether and how high-performing systems (specifically those in jurisdictions of Japan, Finland, Hong Kong, and Shanghai) have supported the subject expertise of their elementary school teachers. The findings highlight how different parts of these systems constantly reinforce the development of deep subject expertise in their elementary teachers. For example, these systems have: (1) Teachers selected for the specific knowledge and skills that make an effective elementary teacher; (2) Initial teacher education that is focused on how to teach the elementary school curriculum; (3) Instructional supports which develop deep subject expertise in teachers; (4) Professional development and mentoring from teacher subject experts who have been promoted to these positions because of both their subject expertise and ability to help other teachers; and (5) Recognition and promotion for all teachers based on teacher subject expertise, encompassing school-based research and their ability to develop other subject teachers.
Acknowledging Challenges and Embracing Innovative Instructional Practices in Response to Cultural and Linguistic Diversity
Author: Wood, Carla
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Beliefs,Self Efficacy,Teaching Methods,Student Diversity,Culturally Relevant Education,Spanish Speaking,English (Second Language),Migrant Education,Barriers,Educational Innovation,English Language Learners,Teacher Role,Parent Teacher Cooperation,Elementary School Teachers,Elementary School Students

Aims of the current study were to explore teachers' background, beliefs, attitudes, and sense of self-efficacy, as well as instructional supports and innovative practices in response to cultural and linguistic diversity in classrooms serving Spanish-English speaking children of migrant workers. A total of 22 teachers participated in semi-structured interviews regarding linguistic diversity in the classroom. Their responses were transcribed and qualitative analysis procedures were utilized to deconstruct units. Individual units were then clustered by similarities and differences into themes and subcategories of themes. Teacher responses to the interview questions produced themes: awareness of cultural and linguistic diversity, issues and challenges, and innovative instructional supports and practices. Participating teachers commented on general supports designed to assist communication between English Learners (EL) and the teacher or peers, facilitate communication with parents of ELs, and embrace and promote responsiveness to cultural linguistic diversity (CLD) in the classroom. Teachers identified specific supports to intensify instruction, including (a) employing multiple modalities, (b) increasing experience and exposure, and (c) providing individualized support. Additional resources and support are warranted to identify and disseminate effective practices to provide intensified instruction and support to ELs. [This article was published in &quot;Sage Open&quot; (EJ1197112).]
Home Literacy of Dual-Language Learners in Kindergarten from Low-SES Backgrounds
Author: Wood, Carla
Date: 2018-00-00
Type: Reports - Research
Subjects: Family Literacy,Bilingual Students,Bilingual Education,Kindergarten,Young Children,Low Income Students,At Risk Students,Hispanic American Students,Spanish,English,Books,Parents as Teachers,Language Skills,Syntax,Semantics,Reading Interests,Phonological Awareness,Language Acquisition,Emergent Literacy,Reading Habits,Time on Task,Learner Engagement,Libraries,Reading Tests,Intelligence Tests,Verbal Ability,Vocabulary

This study aimed to describe home literacy (HL) activities of Spanish-/English-speaking children of low-socioeconomic status backgrounds and examine the relationship between HL and performance on standardized assessments. Parents of 65 dual-language learners (DLLs) in kindergarten completed an HL questionnaire. Parents reported an average of 17 books at home and engaged in active HL activities for 24 minutes a day on average. The relations between HL activities and performance were evaluated using correlations and regression. Analyses revealed a significant relation between HL and children's language abilities, as measured by a bilingual measure of morphosyntax and semantics. Children's reported interest in reading was also positively associated with their phonological awareness skills. HL was significantly related to child interest in reading and language performance. These findings suggest that home literacy plays a role in the language and literacy development of DLLs. [This article was published in &quot;AERA Open&quot; (EJ1194144).]
Use of Individualized Learning Plans: A Promising Practice for Driving College and Career Efforts. Findings and Recommendations from a Multi-Method, Multi-Study Effort
Author: Solberg, V. Scott
Date: 2014-00-00
Type: Reports - Research
Subjects: Disabilities,Educational Practices,Technical Assistance,Individualized Education Programs,College Readiness,Career Readiness,Models,State Policy,Capacity Building,Accountability,Marketing,Communications,Guides,Faculty Development,Educational Strategies,School Districts,Educational Policy,Family Involvement,Elementary Secondary Education,Educational Change,Educational Attainment,Dropout Prevention,Educational History,Work Experience,Work Environment

This report summarizes the findings and recommendations of Individualized Learning Plan (ILP) research and technical assistance activities that were completed between 2007 and 2013. The purpose of these activities was to investigate whether ILPs should be considered a promising practice for youth with and without disabilities and to identify promising state, district, and school ILP implementation strategies. Two overarching patterns emerged during the course of the multi-study effort: (1) ILPs share a common set of characteristics; and (2) ILPs are increasingly understood to be the lynchpin tool for linking the twin goals of college readiness and career readiness. [Social Dynamics, LLC contributed to this report.]
College Readiness Report 2018
Author: Indiana Commission for Higher Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: College Readiness,College Freshmen,High School Graduates,Outcomes of Education,Dual Enrollment,College Credits,Role of Education,Remedial Instruction,Racial Differences,Enrollment Rate,Advanced Placement,College Bound Students,College Preparation,Academic Achievement,Grade Point Average,Graduation Requirements,Honors Curriculum,Socioeconomic Status,Lunch Programs,Institutional Characteristics,Public Colleges,Private Colleges,Academic Degrees,Intellectual Disciplines,Art Education,Humanities,Business Administration Education,Education,STEM Education,Social Sciences,Human Services,Building Trades,Full Time Students,Part Time Students,African American Students,White Students,Hispanic American Students,Asian American Students,Graduation Rate,Tables (Data)

The Indiana Commission for Higher Education's College Readiness Reports are designed to provide information on students entering college. The reports encompass the first year of college for students who graduated from high school during the previous academic year, and the College Readiness dashboard provides a closer look at longer-term outcomes such as early college success and completion. Key takeaways from this report include the following: (1) High school courses matter; (2) More students are earning college credit in high school; (3) College is not just about bachelor's degrees; (4) Fewer students need remediation; (5) Racial and ethnic gaps remain; (6) 21st Century Scholars are completing more credits; and (7) More detailed information is available online. [For the previous year's report, see ED607748.]
California&apos;s New School Dashboard: Preliminary Analysis of District Ratings. Equity Alert
Author: Education Trust-West
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Equal Education,School Districts,State Departments of Education,Report Cards,Identification,Low Achievement,Educational Environment,Academic Achievement,Disabilities,Disadvantaged,English Language Learners,Homeless People,Foster Care,Ethnic Groups,Minority Group Students,Suspension,Graduation Rate,Mathematics Achievement,English,Language Arts,Educational Indicators,State Standards

In December 2017, the California Department of Education released the new California School Dashboard, replacing the field test version from March 2017. The web-based dashboard includes new, up-to-date data and comes with higher stakes than the earlier version. Using multiple color-coded measures, with Red representing the lowest rating and Blue the highest, the state has determined which districts are struggling and need assistance, and it has notified these districts. While The Education Trust--West and many others are engaged in a conversation about the design merits of the dashboard, this Equity Alert does not address those issues. Instead, this document is intended to help stakeholders understand which districts have been identified for assistance using the new dashboard and why, and what happens next in those districts. Lastly, we share what stakeholders can do if their district is identified for assistance.
Exploring the Consequences of Charter School Expansion in U.S. Cities
Author: Baker, Bruce D.
Date: 2016-11-30
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Opportunities,Educational Policy,Risk,Decision Making,Check Lists,Educational Benefits,Educational Equity (Finance),School Districts,Expenditures,Low Income,Urban Areas,Minority Group Students,Educational Administration,Enrollment Trends,Public Schools,Private Schools,Natural Disasters,Transportation,Income

Some communities look at claims of miraculous proficiency rates or heed reports of long waiting lists for charter schools and conclude that chartering is the way to go. But if the broad, long-term policy objective is to move toward the provision of a &quot;system of great schools&quot; that produces an equitable distribution of excellent (or at the very least adequate) educational opportunities for all children, chartering must pass a much more thoughtful examination. Other reports have shown how high test scores and popularity of charter schools could be the byproducts of using data from cherry-picked charter schools that serve cherry-picked or culled populations. This report adds further insights for the debate on how expanding charter schools as a policy alternative achieves the broader goal. Specifically, it shows that charter expansion may increase inequity, introduce inefficiencies and redundancies, compromise financial stability, and introduce other objectionable distortions to the system that impede delivery of an equitable distribution of excellent or at least adequate education to all children. By shedding light on the risks of charter expansion, it provides elements for a decision-making process that weighs the costs against expected benefits. The report concludes with a checklist of items decision-makers must consider when evaluating charter expansion in their communities.
Education Inequalities at the School Starting Gate: Gaps, Trends, and Strategies to Address Them
Author: García, Emma
Date: 2017-09-27
Type: Reports - Research
Subjects: Equal Education,Social Class,Predictor Variables,Academic Achievement,Achievement Gap,School Districts,Educational Strategies,Children,Longitudinal Studies,Surveys,Socioeconomic Status,Correlation,Kindergarten,Cognitive Ability,Parent Participation,State Policy,Educational Change,School Readiness,Data Analysis,Preschool Education

Extensive research has conclusively demonstrated that children's social class is one of the most significant predictors--if not the single most significant predictor--of their educational success. This three-part study combines a statistical analysis of early skills gaps among a recent cohort of children and changes in them over time with a qualitative study of multifaceted, school-district-level strategies to narrow them. Using data from the National Center for Education Statistics (NCES): the Early Childhood Longitudinal Study of the Kindergarten Classes of 1998-1999 and 2010-2011, this study examines the relationship between children's socioeconomic status (SES) and their cognitive and noncognitive skills when starting school. Findings reveal that large performance gaps exist between children in the lowest and highest SES quintiles and that these gaps have persisted from the 1998 cohort to the 2010 cohort. The positive news is that the gaps have not grown, even as economic inequalities between these two groups of students have grown. The negative news is that the gaps have not narrowed, despite the fact that low-SES parents have substantially increased their engagement in their children's early education. This report also reviews a set of 12 case studies of communities that have employed comprehensive educational strategies and wraparound supports to provide more children (especially low-income children) with strong early academic foundations, and to sustain and build on early gains throughout their K-12 school years. Based on examples from these diverse communities, the authors discuss implications: strategies that districts can employ and district and state policy changes to make those strategies easier to adopt and more sustainable. The report ends with conclusions and recommendations for further research, practice, and policy. [For the companion report, &quot;Reducing and Averting Achievement Gaps: Key Findings from the Report 'Education Inequalities at the School Starting Gate' and Comprehensive Strategies to Mitigate Early Skills Gaps,&quot; see ED587806.]