ethanporcaro/eric-fulltext-meta huggingface dataset:
Reopening in the Shadow of COVID-19: Beginning the First Full Coronavirus School Year
Author: Malkus, Nat
Date: 2020-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Blended Learning,Online Courses,Educational Technology,Electronic Learning,Minority Group Students,Poverty,Socioeconomic Influences,Academic Achievement,Politics of Education,School Districts,Access to Computers,Internet,Public Health,Disease Control

This is the seventh report in the &quot;School District Responses to the COVID-19 Pandemic&quot; series, covering how schools reopened for the 2020-21 school year. This report focuses on the new school year using the seventh wave of COVID-19 Educational Response Longitudinal Survey (C-ERLS) data, gathered between August 3 and September 17 from the same sample of school districts, to describe again how public schools have changed operations to reopen this fall during the continuing pandemic. Findings showed: (1) about two in five schools began the year offering an option for full-time in-person instruction, about a third were fully remote, and the remaining 25 percent offered a hybrid model or in person for select grades; (2) overall, COVID-19 case rates were weakly related to reopening models, and higher percentages of schools returned in person in small, low-minority, low-poverty, and high-achieving districts; (3) eleven percent of all schools shifted from remote-only instruction to more in-person instruction by October 1, and most of these schools were in red states; and (4) districts' remote instruction offerings were, indeed, a large improvement from the &quot;emergency learning&quot; remote instruction in the spring, as measured by multiple indicators. [For &quot;School District Responses to the COVID-19 Pandemic: Round 6, Ending the Year of School Closures,&quot; see ED606204.]
Focus on Early Literacy: Common Curriculum and Better Teacher Training. Sketching a New Conservative Education Agenda
Author: Pondiscio, Robert
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Reading Instruction,Teacher Competencies,Teacher Education,Instructional Effectiveness,Political Attitudes,Reading Difficulties,Reading Skills,Early Childhood Education,Curriculum

If there is one area in which conservatives should overcome any lingering aversion to being prescriptive about classroom practice, it is early childhood literacy. Early reading failure is as close to determinative as any outcome in educational research. Given that the vast majority of teachers in a given state are trained and licensed in that state, it would be appropriate and not governmental overreach for states to adopt--or at the very least incentivize adoption of--one or more early childhood reading curricula and require teachers to be trained in their implementation as a condition of licensure. This report discusses why conservatives should support a common early reading curriculum and a teacher training and licensure strategy to ensure that reading is taught well.
Higher-Quality Elementary Schools Sustain the Prekindergarten Boost: Evidence from an Exploration of Variation in the Boston Prekindergarten Program&apos;s Impacts. EdWorkingPaper No. 20-321
Author: Unterman, Rebecca
Date: 2020-11-00
Type: Reports - Research
Subjects: Elementary Schools,Educational Quality,School Effectiveness,Preschool Education,Public Schools,Urban Schools,Outcomes of Education,Elementary School Students,Primary Education,Grade Repetition,Special Education,Academic Achievement

While there is a consensus that attending preschool better prepares children for kindergarten, evidence on the factors that sustain the preschool boost into the early elementary years is still emerging. To add to this literature, we use lottery data from applicants to oversubscribed schools in Boston Public Schools (BPS) prekindergarten program to estimate variation in the effects of the program across school sites through the end of third grade. Student outcomes include children's kindergarten-through-second-grade retention, kindergarten-through-third-grade special education placement, and third-grade state English Language Arts and math test scores. We find statistically significant variation in effects in all student outcomes and we predict this variation with multiple proxies for early elementary school quality. We find that the academic proficiency of third-graders within the schools for which prekindergarten children competed is most strongly associated with prekindergarten program effects. Prekindergarten gains persisted if students applied to and won a seat in a higher-quality elementary school. Our findings appear to be driven by the schools themselves and not by student selection in higher-scoring schools, nor by the counterfactual. These findings imply that policymakers and practitioners interested in sustained gains may need to also invest in improving the quality of children's K-3 experience.
Integrating Soliya&apos;s Connect Programmes into a Language Course and into a Liberal Arts and Sciences Degree
Author: Bruni, Tatiana
Date: 2020-11-23
Type: Reports - Descriptive
Subjects: Liberal Arts,Science Education,Interdisciplinary Approach,Teaching Methods,Exchange Programs,International Education,Undergraduate Students,Intercultural Communication,Program Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Language Proficiency,Teacher Role,Virtual Classrooms,Foreign Countries,Grades (Scholastic),Student Attitudes,Italian,Distance Education,Asynchronous Communication

This chapter presents how I integrated Virtual Exchange (VE) programmes delivered by Soliya in two courses at an international undergraduate liberal arts and sciences college. In both cases the VE programme was fully integrated in the courses as a graded element. The students of beginner Italian participated in the four-week long Connect Express. While liking the experience, they found that the VE was still too disconnected from their aim of learning a language. The students of Intercultural Communication (IC) participated in the eight-week long Connect Global. For them, the success of the experience was linked to the group composition and the English proficiency level of participants. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies,&quot; see ED609252.]
Intercultural Competence for Youth Workers
Author: Dixon, Daniel
Date: 2020-11-23
Type: Reports - Descriptive
Subjects: Cultural Awareness,Youth Programs,Athletics,Computer Mediated Communication,Foreign Countries,Inclusion,Athletic Coaches,Training,Trainers,Facilitators (Individuals),Teachers,At Risk Persons,Disadvantaged Youth,Videoconferencing,Program Effectiveness

Intercultural Competence for Youth workers (ICY) was a project co-funded by the European Union Erasmus+ programme that ran for 14 months, from spring 2019 to spring 2020, and involved four organisations from Finland, Spain, Belgium, and the Netherlands. Engaging youth workers and young people with fewer opportunities, the project helped youth workers improve their intercultural ability to create places -- particularly in the context of sports activities -- where young people feel safe, accepted, and not discriminated against. In the context of the Erasmus+ Virtual Exchange (E+VE) initiative, the partners developed a 'trial run' which included an online facilitated dialogue session to test the pedagogy and process of VE, as well as get feedback from the youth involved. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies, see ED609252.]
Aspirations, Education, and Extreme Poverty. EdWorkingPaper No. 20-343
Author: Eble, Alex
Date: 2021-01-00
Type: Reports - Research
Subjects: Parent Aspiration,Poverty,Academic Aspiration,Developing Nations,Occupational Aspiration,Foreign Countries,Rural Areas,Literacy,Numeracy,Preschool Children,Investment

Aspirations shape important future-oriented behaviors, including educational investment. Higher family aspirations for children predict better educational outcomes in multiple developing countries. Unfortunately, aspirations sometimes outstrip people's ability to pursue them. We study the relationship between family aspirations for children and later child educational outcomes in an extremely poor context. We observe caregivers' educational and career aspirations for thousands of rural Gambian children about to begin schooling. While higher aspirations predict subsequent educational investment and, three years later, better child performance on reading/math tests, these gains are small in terms of skills learned, and high-aspirations children remain far from achieving literacy/numeracy. In contrast, a bundled supply-side intervention generated large literacy/numeracy gains in these areas. Since unobserved correlates of aspirations and educational outcomes likely bias our estimates upwards, the true aspirations-learning relationship may be even smaller. We conclude higher aspirations alone are insufficient to achieve literacy/numeracy in this, and perhaps similar contexts.
How Learning Happens Messaging Framework: A Tool for Communicating about Social, Emotional, and Cognitive Learning
Author: America's Promise Alliance
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Cognitive Development,Child Development,Learning Processes,Self Concept,Equal Education,Holistic Approach,Teaching Methods,Personal Autonomy,Interpersonal Relationship,Student School Relationship,Social Differences,Racial Differences

New energy, new evidence, and an emerging consensus on how learning happens have created a remarkable opportunity to galvanize widespread adoption of a whole child approach. However, messages about how learning happens are often obscured by confusion over terminology, weakening the field's overall ability to tell a compelling story about social, emotional, and cognitive development. The narrative about learning must reflect the reality that learning is a social, emotional, and cognitive process for each and every young person--a process that is affected by their identities, relationships, circumstances, and a host of other academic and non-academic factors. Additionally, our narrative about learning must become more intentionally youth-centered, equity-focused, and actively anti-racist. The purpose and contribution of this document is to provide a shared messaging framework as a starting point for communicating about how learning happens. Our view is that a strong, coherent narrative can help the youth-supporting field come together, align our work toward a common purpose, and move toward the day when a whole child mindset is a well-accepted, widely-adopted model of approaching all work with children and youth. We envision this tool as a living document, and have published it in Word format so it can be easily shared and repurposed to accommodate each individual and/or organization's communication needs. We anticipate sharing additional messaging tools and resources in the future, so stay tuned for more!
Reading Motivation, Reading Achievement, and Reading Achievement Gaps: Evidence from the NAEP 2015 Reading Assessment. AIR-NAEP Working Paper 2020-01
Author: Zhang, Jizhi
Date: 2020-07-00
Type: Reports - Research
Subjects: Reading Motivation,Reading Achievement,Achievement Gap,Reading Tests,National Competency Tests,Grade 8,Racial Differences,Middle School Students,Predictor Variables,English Language Learners,Students with Disabilities,Hierarchical Linear Modeling,White Students,African American Students,Hispanic American Students,Institutional Characteristics

This study aims to understand the role that reading motivation plays in middle school reading achievement (including achievement gaps) by analyzing the 2015 grade 8 NAEP reading data. The study focuses on identifying the unique effects of student-level reading motivation and aggregated school-level mean reading motivation on reading achievement. Hierarchical linear modeling is used to partition variability in student reading achievement into within- and between-school components after student- and school-level demographic variables are taken into account. In addition, this study investigates whether the identified unique effects of reading motivation on reading achievement vary by gender, race/ethnicity, English language learner status (ELL), and other demographic variables. Finally, the study examines the roles that students' demographic characteristics and reading motivation play in understanding reading achievement gaps based on students' race/ethnicity and ELL status Results show that student reading motivation is substantially associated with student reading achievement, even after taking into account student gender, race/ethnicity, and SES, ELL, IEP statuses, and interaction terms, which comports with the literature on the effects of reading motivation on reading achievement. In addition, the study identifies the unique and substantial effect of school-level mean motivation on school mean reading achievement even in the presence of other school demographic variables, which highlights the significant role schools might have on promoting students' academic development.
Multidisciplinary and International Virtual Collaboration on the &quot;Shared Garden&quot; between the Universities of Bordeaux and León
Author: Fernández-Raga, María
Date: 2020-11-23
Type: Reports - Research
Subjects: Case Studies,Interdisciplinary Approach,Virtual Classrooms,Physics,Science Instruction,Engineering Education,Student Projects,Active Learning,Teamwork,English (Second Language),Second Language Learning,Time Management,Self Evaluation (Individuals),Exchange Programs,International Educational Exchange,Foreign Countries,Universities,Institutional Cooperation,Gardening,Design,Sustainability,Ecology,Course Content,Knowledge Level,Program Descriptions,Cultural Awareness,Intercultural Communication,Language Proficiency,Undergraduate Students,Computer Software,Language Usage,Computer Mediated Communication,Cooperative Learning,Teaching Methods

This case study describes two iterations of a cross-disciplinary Virtual Exchange (VE) project developed between the Universities of Bordeaux (France) and León (Spain), involving students of Applied Physics and Measurement Engineering (APME), and Electrical Engineering. The students worked together on designing a real garden in Bordeaux within ecological and sustainable parameters. This Project-Based Learning (PBL) activity helped them develop both their content knowledge and their competences in English, teamwork, time management, and self-evaluation. [For the complete volume, &quot;Designing and Implementing Virtual Exchange -- A Collection of Case Studies, see ED609252.]
Kids, Families and COVID-19: Pandemic Pain Points and the Urgent Need to Respond. A KIDS COUNT® Policy Report
Author: Annie E. Casey Foundation
Date: 2020-12-14
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Well Being,Child Health,Economic Factors,Access to Education,Interpersonal Relationship,Stress Variables,Hunger,Health Insurance,Depression (Psychology),Housing,Racial Differences,Ethnicity,Employment Level,Child Care,Public Policy,Family Needs

In the years after the Great Recession, data on children and families in America showed steady improvement in economic well-being, education and health, although progress in some areas had plateaued, and racial and ethnic disparities persisted. Then the coronavirus hit. The events of 2020 have exposed holes in the safety net of programs and policies designed to catch kids and families in free-fall moments like these. This KIDS COUNT policy report examines how households with children are faring during the pandemic, based primarily on weekly surveys conducted by the U.S. Census Bureau: health, economic well-being, community and education. These data reveal critical pain points for children and families in terms of health (insurance coverage and depression) and economic distress (hunger and housing instability).
School and Community Career Pathways Models for Building Social Capital. Sketching a New Conservative Education Agenda
Author: Manno, Bruno V.
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Social Capital,Partnerships in Education,Career Readiness,Curriculum,High School Students,Career Exploration,Middle School Students,School Business Relationship,Public Policy,Public Schools,Charter Schools,Catholic Schools,Corporations

From 1910 to 1940, a grassroots effort in America called the high school movement led to a &quot;spectacular educational transformation&quot; in this country. Enrollment of 18-year-olds grew from 19 percent to 71 percent, and graduation rates rose from 9 percent to more than 50 percent--lifting the US to the forefront of educational attainment in the world. Even still, consumer data today from Gallup and Strada Education Network show that students are disappointed that their educational experiences are not preparing them for good jobs, and employers complain they are unable to fill the jobs they have. Conservatives should support expanding school and community career pathways partnership models to allow students to build the kind of bridging social capital necessary to unlock social mobility and become productive workers while in school. The Pathways to Prosperity Network, an alliance of more than 60 regional pathway programs across the country, has identified four aspects of career-focused pathway programs, that are presented in this report, that should guide the expansion of these programs: (1) Sequenced Academic Curriculum; (2) Introducing Students to Work and Careers No Later Than Middle School; (3) The Indispensable Role of Employers, Industry Associations, and Other Mediating Institutions; and (4) Policy Leaders' Key Role in These Programs. Career pathways partnership models can be structured in many ways in the framework. Five are presented in this report: (1) District, Charter, and University Partnerships; (2) Catholic Schools and Corporate Partnerships; (3) Public-Private Partnerships; (4) Citywide Partnerships; and (5) Private Enterprise.
Getting Prepared 2016: Recent High School Graduates and Developmental Courses
Author: Fergus, Meredith
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,Remedial Instruction,Public Schools,Postsecondary Education,Developmental Studies Programs,Enrollment,Public Colleges,Private Colleges,Student Characteristics,Academic Achievement,College Role,Student Needs,Student Placement,Placement Tests,Costs,Time to Degree,Outcomes of Education,Gender Differences,Racial Differences,Ethnicity,Language Usage,Family Environment,Socioeconomic Status,Institutional Characteristics,High Schools,Testing,Limited English Speaking,School Districts,Academic Persistence,Educational Legislation,Special Education,State Legislation,Two Year Colleges,Proprietary Schools

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the classes of 2007-2013 who enrolled in postsecondary education and those enrolled in developmental education, this report provides insight into the academic readiness of Minnesota public high school graduates. &quot;Getting Prepared 2016,&quot; includes data on enrollments at Minnesota private colleges and out-of-state college enrollments and additional student demographic and high school academic performance data. Linking individual student level data on Minnesota public high school graduates from 2007 to 2014 with fall term Minnesota Office of Higher Education college enrollment data and full year enrollment data from the National Student Clearinghouse enabled additional data. Data for this report was provided by the Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED). SLEDS links student data from pre-kindergarten through completion of postsecondary and into the workforce to enable educators and policymakers to gauge the effectiveness of programs and design targeted improvement strategies. &quot;Getting Prepared 2016&quot; provides policymakers a more accurate measure of college readiness. [For &quot;Getting Prepared 2015: Recent High School Graduates and Developmental Courses,&quot; see ED610323.]
Getting Prepared 2015: Recent High School Graduates and Developmental Courses
Author: Fergus, Meredith
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: College Readiness,High School Graduates,Remedial Instruction,Public Schools,Postsecondary Education,Developmental Studies Programs,Enrollment,Public Colleges,Private Colleges,Student Characteristics,Academic Achievement,College Role,Student Needs,Student Placement,Placement Tests,Costs,Time to Degree,Outcomes of Education,Gender Differences,Racial Differences,Ethnicity,Language Usage,Family Environment,Socioeconomic Status,Institutional Characteristics,High Schools,Testing,Limited English Speaking,School Districts,Academic Persistence,Educational Legislation,Special Education,State Legislation,Two Year Colleges,Proprietary Schools

The transition from high school to college can be more difficult for some students than others. States continue to report high numbers of students requiring remediation; Minnesota is not exempt from this trend. Examining Minnesota public high school graduates from the Classes of 2007-2013 who enrolled in postsecondary education and those enrolled in developmental education, this report provides insight into the academic readiness of Minnesota public high school graduates. &quot;Getting Prepared 2015,&quot; includes data on enrollments at Minnesota private colleges and out-of-state college enrollments and additional student demographic and high school academic performance data. Linking individual student level data on Minnesota public high school graduates from 2007 to 2013 with fall term Minnesota Office of Higher Education college enrollment data and full year enrollment data from the National Student Clearinghouse enabled additional data. Data for this report was provided by the Minnesota Statewide Longitudinal Education Data System (SLEDS), managed jointly by the Office of Higher Education (OHE), Minnesota Departments of Education (MDE) and Employment and Economic Development (DEED). SLEDS links student data from pre-kindergarten through completion of postsecondary and into the workforce to enable educators and policymakers to gauge the effectiveness of programs and design targeted improvement strategies. &quot;Getting Prepared 2015&quot; provides policymakers a more accurate measure of college readiness. [For &quot;Getting Prepared 2014: Recent High School Graduates and Developmental Courses,&quot; see ED610324.]