ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging Resources through Community Schools: The Role of Technical Assistance. Policy Brief
Author: Maier, Anna
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Community Schools,Holistic Approach,Student Needs,Family Involvement,Community Involvement,Cooperative Planning,Counties,Access to Health Care,Nutrition,Housing,School Schedules,Family Programs,School Community Programs,Agency Cooperation,Social Services,Wellness,Disease Control,School Closing,Financial Support,Family Needs,COVID-19,Pandemics

Community schools are an evidence-based strategy to advance a &quot;whole child&quot; approach to education by offering integrated student supports (e.g., health care or housing assistance), expanded and enriched learning time, family and community engagement, and collaborative leadership and practices. This brief examines how local government and nonprofit agencies in two California counties--Los Angeles and Alameda--have provided technical assistance to support community school initiatives. The community schools strategy is more relevant than ever during the time of COVID-19, as unemployment rates skyrocket and many parents, especially those from lower-income communities, report concerns that their children will fall behind academically as a result of school closures. Community schools--which are growing in popularity across California, with initiatives present or emerging in Los Angeles, Oakland, and many other districts--are especially well-positioned to meet the myriad needs of students and families during this crisis. By providing a well-coordinated and comprehensive set of supports, even in a distance learning environment, community schools can help respond to the digital divide and address essential supports such as food delivery and health care.
Are Withdrawals for Qualified Expenses Exempt from Additional State Taxes? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid,Student Costs

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document shows if withdrawals for qualified expenses are exempt from additional state taxes. All states that have state income tax exempt withdrawals for qualified expenses from additional state taxes. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
Identifying Schools for Support and Intervention: Using Decision Rules to Support Accountability and Improvement under ESSA. Policy Brief
Author: Darling-Hammond, Linda
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Accountability,Educational Improvement,Decision Making,Intervention,Educational Indicators,Identification,Low Achievement,Measurement Techniques

Under the Every Student Succeeds Act, states are using a new approach to accountability based on multiple indicators of educational opportunity and performance. States have the opportunity to decide how to use them to identify schools for intervention and support and to encourage systems of continuous improvement across all schools. When identifying schools, states may consider an index of measures that produces a single summative score or a set of decision rules. In some cases, a decision rule approach can encourage greater attention to each of the measures, offer more transparency about how school performance factors into identification, and support more strategic interventions than those informed only by a single rating, ranking, or grade. This brief describes five options designed to meet ESSA's requirements and support states in effectively identifying such schools for support and intervention.
What, if Any, State Penalties Exist for Withdrawals for Nonqualified Expenses? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid,Financial Policy,Fees

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document provides information on what, if any, state penalties exist for nonqualified expenses. Withdrawals for nonqualified expenses require payment of deferred federal taxes, including an additional 10 percent penalty. Four states also require additional penalties. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
Higher Education Student Leadership Development: 5 Keys to Success. White Paper
Author: Deal, S. Todd
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Student Leadership,College Students,Leadership Training,Student Development,Models,Formative Evaluation,Student Evaluation,Student Experience,Coaching (Performance),Learner Engagement,Experiential Learning

Formal leadership development programs enhance what students learn in the classroom by giving them powerful tools for personal and professional success. They are also a differentiator for many institutions. They help schools attract more high-ability students, distinguish themselves from peer institutions, and increase the value of a student's education. Leadership development helps students strengthen their communication and collaboration skills, develop resilience, become more adaptable, and prepare for a world in which they will be expected to be agile and innovative. This paper lays out five key practices for high-impact leadership development: (1) A proven leadership model and development framework; (2) Formative evaluation of students; (3) Relevant, meaningful leadership experiences; (4) Impactful coaching; and (5) Tools and methods that provide a rich, engaging experience. Student leadership development programs that include these 5 elements are much more likely to be successful in nurturing individual growth, improving post-graduation opportunities, and increasing student and alumni engagement with the university.
What Is the Maximum Amount Allowed in 529 Plans for a Single Beneciary? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid,Financial Policy

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document provides information on what each state has set as the maximum amount allowed in 529 plans for a single beneficiary. Each state sets its own maximum contribution amount per beneficiary. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
Supporting Principals&apos; Learning: Key Features of Effective Programs
Author: Sutcher, Leib
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Principals,Professional Development,Program Effectiveness,Partnerships in Education,School Districts,Authentic Learning,Problem Based Learning,Internship Programs,Coaching (Performance),Mentors,Expertise,Collegiality,Data Use,Inservice Education,Administrator Education,Communities of Practice,Teacher Recruitment,Instructional Leadership,Educational Legislation,Federal Legislation,Elementary Secondary Education,Leadership Effectiveness,Educational Improvement,School Turnaround

Developing excellent principals who can set direction, develop people, redesign organizations, and lead instruction requires a system of high-quality preparation and professional development. This paper summarizes the elements of high-quality principal preparation and professional development programs that have been associated with positive school outcomes, ranging from student achievement, to staff and student perceptions of school climate, to principal efficacy and retention. To illustrate how these elements work together to develop strong principals, the paper also includes descriptions of four programs that have been found to produce effective principals.
Does the State Have a Special Program That Provides State Contributions to 529 Plans for Low-Income Residents Only? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid,Low Income Groups,State Aid

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document provides information on if a state has a special program that provides state contributions to 529 plans for low-income residents only. Of the states with a 529 plan, 11 have state contribution programs available to residents based on income level. The majority of these programs focus on residents with incomes at or below the federal poverty level, or below certain weighted gross income levels. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
What Is the Maximum Annual Contribution by the Account Owner That Would Be Eligible for a State Income Tax Deduction? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document provides information on the maximum annual contribution by the account owner that would be eligible for a state income tax deduction. Each state sets its own maximum contribution amount per beneficiary. In general, the maximum contribution amount is calculated based on the projected costs of postsecondary education and related costs. Some states set this limit in statute or regulation, while others set it in program guidelines or disclosure documents. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
What Is the Name of the State-Sponsored 529 Program? 50-State Comparison: 529 Education Savings Plans
Author: Education Commission of the States
Date: 2020-06-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Investment,Higher Education,Parent Financial Contribution,State Policy,Taxes,Tax Credits,Money Management,Educational Finance,Student Financial Aid

The 50-State Comparison on 529 Education Savings Plans provides a national comparison of state policies and activities related to state 529 education savings plans. It focuses on three main categories of state policies related to 529 plans: contributions, withdrawals, and eligible expenses. The information in this resource was gathered from state statutes, regulations, program information on state websites, and program disclosure documents. This document provides information on the statutory names and public-facing names of each state's state-sponsored 529 program. [View the full &quot;50-State Comparison: 529 Education Savings Plans&quot; here: https://www.ecs.org/50-state-comparison-529-education-savings-plans.]
What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students&apos; Algebra I Achievement in Grade 8? Appendixes. REL 2020-023
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Information Analyses
Subjects: Grade 7,Grade 8,Algebra,Mathematics Instruction,Knowledge Level,Mathematics Achievement,English Language Learners,Mathematics Skills,Number Systems,Equations (Mathematics),Middle School Students,Course Selection (Students),Mathematical Concepts,Geometry,Statistics,Probability,Students with Disabilities,Standardized Tests,Scores,Correlation

These are the appendixes for the report, &quot;What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students' Algebra I Achievement in Grade 8?&quot; To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational knowledge and skills required for success in advanced math courses. This leaves educators to determine which students are ready for Algebra I in grade 8 and which are not. To inform strategies that address this challenge, this study examined whether student knowledge in five math domains in grade 7 was associated with Algebra I achievement in grade 8. It found that students' scores in all five domains were associated with Algebra I achievement. The &quot;expressions and equations&quot; domain had the strongest association. The association between the &quot;number system&quot; domain and Algebra I achievement was stronger for English learner students than for non English learner students. The associations between the five grade 7 domains and Algebra I achievement did not significantly differ for students who were receiving special education services and those who were not. Four appendixes are included: (1) Literature review; (2) Methods; (3) Supporting analysis; and (4) Other analyses using proficiency groups as the dependent variable. [For the full report, see ED606821; for the study brief, see ED606835; for the study snapshot, see ED606836.]
Government Spending across the World: How the United States Compares. National Issue Brief No. 144
Author: Ettlinger, Michael
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Expenditures,Taxes,Health,Armed Forces,Educational Finance,Law Enforcement,Safety,Social Services,Government (Administrative Body),Federal Government,Foreign Countries,Public Support

In this brief, authors Michael Ettlinger, Jordan Hensley, and Julia Vieira analyze how much the governments of different countries spend, and on what, to illuminate the range of fiscal policy options available and provide a basis for determining which approaches work best. They report that the United States ranks twenty-fourth in government spending as a share of GDP out of twenty-nine countries for which recent comparable data are available. The key determinant of where countries rank in overall government spending is the amount spent on social protection. The United States ranks last in spending on social protection as a share of GDP and twenty-second in per capita spending. The United States ranks at or near the top in military, health care, education, and law enforcement spending. Measuring government spending by different methods and including tax expenditures does not appear to significantly alter the conclusion that the United States is a low-tax, low-spending country relative to the other countries examined, particularly when compared to its fellow higher-income countries. [This paper is an evolution of a previous work, &quot;Comparing Public Spending and Priorities Across OECD Countries&quot; (ED606844).]
What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students&apos; Algebra I Achievement in Grade 8? Study Brief. REL 2020-023
Author: Klute, M.
Date: 2020-07-00
Type: Reports - Research
Subjects: Grade 7,Grade 8,Algebra,Mathematics Instruction,Knowledge Level,Mathematics Achievement,English Language Learners,Mathematics Skills,Number Systems,Equations (Mathematics),Middle School Students,Course Selection (Students),Mathematical Concepts,Geometry,Statistics,Probability,Students with Disabilities,Standardized Tests,Scores,Correlation

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational knowledge and skills required for success in advanced math courses. This leaves educators to determine which students are ready for Algebra I in grade 8 and which are not. To inform strategies that address this challenge, this study examined whether student knowledge in five math domains in grade 7 was associated with Algebra I achievement in grade 8. It found that students' scores in all five domains were associated with Algebra I achievement. The &quot;expressions and equations&quot; domain had the strongest association. The association between the &quot;number system&quot; domain and Algebra I achievement was stronger for English learner students than for non English learner students. The associations between the five grade 7 domains and Algebra I achievement did not significantly differ for students who were receiving special education services and those who were not. [For the full report, see ED606821; for the appendixes, see ED606833; for the study snapshot, see ED606836.]
What Grade 7 Foundational Knowledge and Skills Are Associated with Missouri Students&apos; Algebra I Achievement in Grade 8? Study Snapshot. REL 2020-023
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Grade 7,Grade 8,Algebra,Mathematics Instruction,Knowledge Level,Mathematics Achievement,English Language Learners,Mathematics Skills,Number Systems,Equations (Mathematics),Middle School Students,Course Selection (Students),Mathematical Concepts,Geometry,Statistics,Probability,Standardized Tests,Scores,Correlation

To increase opportunities for students to take more advanced math courses in high school, many school districts enroll grade 8 students in Algebra I, a gateway course for advanced math. But students who take Algebra I in grade 8 and skip other math courses, such as grade 8 general math, might miss opportunities to develop the foundational knowledge and skills required for success in advanced math courses. This leaves educators to determine which students are ready for Algebra I in grade 8 and which are not. To inform strategies that address this challenge, this study examined whether student knowledge in five math domains in grade 7 (ratios and proportional relationships; the number system; expressions and equations; geometry; and statistics and probability) was associated with Algebra I achievement in grade 8. [For the full report, see ED606821; for the appendixes, see ED606833; for the study brief, see ED606835.]
Rising Student Debt and the 2020 Election. Carsey Perspectives
Author: Kvaal, James
Date: 2020-02-05
Type: Reports - Evaluative
Subjects: Debt (Financial),Student Loan Programs,Paying for College,Political Campaigns,Political Attitudes,Student Costs,Elections,Budgeting,Retrenchment,State Aid,Enrollment Influences,Graduation,Federal Aid,Grants,Loan Repayment,Credit (Finance),Black Colleges

In this perspectives brief, authors James Kvaal and Jessica Thompson explore the challenge of college affordability and summarize the campaign proposals to address it. Driven by steadily rising college costs and student debt, the 2020 presidential campaign has put the issues of college costs and student debt on the agenda as never before. Many candidates are promising to transform the federal investment in college affordability, but there is great variety in how they would structure their initiatives. The debate on the strengths and weaknesses of these plans on the campaign trail is likely to have a substantial influence on future higher education policy.