ethanporcaro/eric-fulltext-meta huggingface dataset:
Metacognitive and Motivation Deficits, Exposure to Trauma, and High Parental Demands Characterize Adolescents with Late-Onset ADHD
Author: Sibley, Margaret H.
Date: 2019-08-06
Type: Reports - Research
Subjects: Metacognition,Motivation,Trauma,Adolescents,Attention Deficit Hyperactivity Disorder,Symptoms (Individual Disorders),High School Students,Parents,Parent Child Relationship,Cognitive Processes,Difficulty Level,Rewards,Grade 9,Executive Function

Objective: To evaluate support for three hypotheses about the etiology of adolescent-onset ADHD symptoms: (1) a &quot;cool&quot; cognitive load hypothesis, (2) a &quot;hot&quot; rewards processing hypothesis, and (3) a trauma exposure hypothesis. Method: Participants (N=50) were drawn from two public high schools in a culturally diverse metropolitan area. A detailed procedure for identifying and confirming late-onset ADHD cases is described. Adolescents with late-onset ADHD (n=15) were identified and compared to childhood-onset (n = 17) and non-ADHD classmates (n = 18). Adolescents and parents completed measures of neurocognition, rewards processing, clinical profile, and environmental demands. Results: Late-onset cases were clinically and neurocognitively indistinguishable from childhood-onset cases; however, they experienced higher demands from parents (d=1.09). Compared to the non-ADHD group, late-onset cases showed significant deficits in metacognition (d=1.25) and academic motivation (d=0.80), as well as a pronounced history of multiple trauma exposure (OR=11.82). At one-year follow-up, ADHD persisted in 67.7% of late-onset cases. Late-onset cases (26.7%) were more likely than childhood-onset cases (0.0%) to transfer to alternative schools (OR=1.36) by one-year follow-up. Conclusions: Multiple factors may contribute to adolescent-onset ADHD. Adolescents with metacognition and motivation deficits may be at greatest risk for the late-onset ADHD phenotype, particularly in highly demanding environments. Exposure to traumatic stress may play a key role in the exacerbation of existing deficits or onset of new symptoms. Late-onset ADHD was persistent in most cases and associated with higher risk for school disengagement than childhood-onset ADHD. Further work is needed to better understand the etiologies of late-onset ADHD symptoms. [This paper will be published in &quot;European Child &amp; Adolescent Psychiatry.&quot;]
The Role of the Library Faculty in the California Community College. Position Paper. Adopted Spring 2019
Author: Academic Senate for California Community Colleges
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Academic Libraries,Library Role,Library Personnel,College Faculty,Community Colleges,Library Instruction,Library Services,Intellectual Freedom,Privacy,Confidentiality,Inclusion,Equal Education,Accreditation (Institutions),Lifelong Learning,Governance,Distance Education,Advocacy,Outreach Programs,Open Educational Resources,Library Administration,Information Literacy

Libraries are the central resource for supporting faculty and students in their research and information needs, both physically and remotely. This essential role of libraries and library faculty has remained consistent amid significant technological and pedagogical changes within the community college system. As librarians continue to determine their other roles within the California Community Colleges System and local districts in response to evolving demands, the inclusion and engagement of library faculty in college decision-making processes, program development, and other academic and professional matters are critical. Just as each student body and community is diverse with its own characteristics, needs, and goals, so are each of the libraries throughout the California community colleges. This paper provides encouragement for library faculty, administrators, and staff to apply the various recommendations outlined throughout its text to meet their individual campus needs and requirements in providing impactful and equitable library instruction and services. It outlines the importance of library faculty in facilitating student success and provides information on the core roles of library faculty in the California Community Colleges System. The content of the paper may be used to inform the development of local and external policies, regulations, and guidelines that pertain to the operation and performance of California community college libraries and assist in the ongoing dialog among library faculty, staff, and administration regarding the role, services, design, and development of libraries and librarians. [The paper was developed by the Transfer, Articulation, and Student Services Committee of the Academic Senate in partnership with the Council of Chief Librarians.]
Structural Inefficiencies in the School-Based Medicaid Program Disadvantage Small and Rural Districts and Students
Author: AASA, The School Superintendent's Association
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Health Insurance,School District Size,Rural Schools,Federal Programs,School Health Services,Barriers,Participation,Federal State Relationship,Program Administration,Federal Legislation

Awareness that educational equity and health care equity are intrinsically linked is becoming more commonplace, but because a significant share of states are providing much less school funding than they were a decade ago, there are fewer local education dollars allocated to addressing the health care issues of children in school. In December 2018, the American Association of School Administrators (AASA) surveyed more than 750 leaders in 41 states about their participation, or lack thereof, in the school-based Medicaid program. Findings point to a clear need for immediate improvements to how the school-based Medicaid program is administered by the Centers for Medicaid and Medicare Services (CMS). Medicaid has an obligation to guarantee that districts currently claiming Medicaid reimbursements are not unfairly burdened by needless red tape and redundant requirements in order to obtain essential funding to support the mandated services they are providing to eligible children. Such burdens unfairly diminish the amount of reimbursement to which schools are entitled, or create insurmountable barriers that freeze out small, rural and high-poverty schools from even attempting to receive reimbursement. Medicaid has the responsibility, and the opportunity, to enable school districts of all capacities to fully and equitably receive reimbursement under the Medicaid program while facilitating accountable and efficient processes for schools to follow. This report provides background on Medicaid billing in schools, explains districts' reimbursement procedures from Medicaid, and provides reasons why districts do not bill Medicaid. A discussion of managing the Medicaid system is provided. A description of the ways the current Medicaid billing system limits participation of the neediest school systems is outlined. The Dec 2018 survey clearly indicates that paperwork is hampering efforts to provide health care services to Medicaid-eligible children. The AASA calls for education and health care advocates to work with leaders in Congress and the administration to reduce the administrative burdens on districts that do bill or want to bill Medicaid. AASA maintains that calling on Congress to pass the &quot;Improving Medicaid in Schools Act&quot; would reduce the barriers to entry and the overhead costs of billing software, billing staff and third-party billers. AASA makes the argument that passing of the act would also free up financial and staff resources, helping schools to more readily participate in the Medicaid program. School personnel can then dedicate more time to providing direct health-related services to children in school. [For the executive summary, see ED602005.]
Structural Inefficiencies in the School-Based Medicaid Program Disadvantage Small and Rural Districts and Students. Executive Summary
Author: AASA, The School Superintendent's Association
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Health Insurance,School District Size,Rural Schools,Federal Programs,School Health Services,Barriers,Participation,Federal State Relationship,Program Administration,Federal Legislation

A school's primary responsibility is to provide students with a high-quality education. However, children cannot learn to their fullest potential with unmet health needs. For over thirty years, Medicaid has helped cover the costs for certain medically necessary services provided in school-based settings to children eligible for special education services. Medicaid can also reimburse school districts for health and mental health services delivered in schools to Medicaid enrolled students and for providing other screening, diagnosis and treatment services like vision and hearing screenings, and diabetes and asthma management. As districts are faced with more children with critical health and mental health care needs and increasing demands for school personnel to provide those services, the American Association of School Administrators (AASA) has sought a solution that will enable more districts--large, small, urban, and rural, high-poverty and low-poverty--to participate in the Medicaid program. In December 2018, AASA surveyed over 750 school leaders in 41 states about their participation in the school-based Medicaid program and found the complex administrative and paperwork requirements necessary to obtain Medicaid reimbursement significantly hindered school district participation in the program. The AASA report outlines how Congress and the Administration must work together to provide States with the flexibility to reduce the administrative burdens that unfairly diminish the amount of reimbursement school districts receive, or worse, create insurmountable barriers that freeze out schools from even attempting to receive reimbursement. The passage of federal legislation titled &quot;The Improving Medicaid in Schools Act&quot; would allow states to implement a uniform, cost-based reimbursement methodology that would ensure districts of all sizes can be reimbursed by Medicaid for meeting the healthcare needs of their students regardless of their administrative capacity and student population. The proposal leverages an existing and proven process for Medicaid claiming that ensures strong accountability measures are still in place, but that will simultaneously reduce the burden on State Medicaid Agencies and insurance companies to manage and respond to a high volume of Medicaid transactions from districts. At a time when we have an uptick in children who lack health insurance coverage and a surge in children coming to school with unaddressed mental health needs, there is an urgency to improve the reimbursement stream for school-based Medicaid programs so schools can deliver more services to more students. [For the main report, see ED602004.]
Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. REL 2020-015
Author: Cook, Kyle DeMeo
Date: 2020-01-00
Type: Reports - Research
Subjects: Enrollment Rate,Preschool Education,Access to Education,Preschool Children,Public Schools,Child Care,Child Care Centers,At Risk Persons,Individualized Education Programs,Poverty,Students with Disabilities,Educational Quality,School Districts,Individual Characteristics,Geographic Location,Probability

The purpose of this study was to examine the enrollment patterns in Vermont's universal, mixed-delivery prekindergarten (preK) program and the child characteristics associated with the likelihood of being enrolled in different program types. This study describes the characteristics of children enrolled in universal preK programs in 2016/17, which was the first year of full implementation of universal preK in Vermont. Secondary data for 5,662 children enrolled in 282 preK programs were analyzed using descriptive statistics and logistic regression. Results showed that vulnerable children in preK--that is, those with individualized education programs and those identified as eligible for free or reduced-price lunch--were more likely to enroll in public school programs and in programs with higher quality ratings than their peers. While most children enrolled in a program within the geographic boundaries of their local education agency, children with individualized education programs and those identified as eligible for free or reduced-price lunch were more likely to do so. Overall, these findings indicate higher proportions of higher-needs students were enrolled in public school programs compared to private programs. In future efforts to examine how changes to Vermont's preK program may affect families' access to preK, Vermont could conduct additional research on how families make decisions about enrolling their children in different preK programs. [For the appendixes, see ED602009; for the study brief, see ED602007; and for the study snapshot, see ED602008.]
Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. Study Brief. REL 2020-015
Author: DeMeo Cook, K.
Date: 2020-01-00
Type: Reports - Research
Subjects: Enrollment Rate,Preschool Education,Access to Education,Preschool Children,Public Schools,Child Care,Child Care Centers,At Risk Persons,Individualized Education Programs,Poverty,Students with Disabilities,Educational Quality,School Districts,Individual Characteristics,Geographic Location,Probability

Vermont passed universal prekindergarten (preK) legislation in 2014 (Act 166) in an effort to increase access to quality preK programs for all young children in the state. Act 166 provides state funded preK to all olds (and to 5 year olds who are not eligible for kindergarten). Families can enroll their children at no cost in any prequalified preK program across the state regardless of location. To better understand implementation of Act 166, Vermont requested a study that describes the relationship between the characteristics and location of preK children and their enrollment by type of preK program (public school program within or outside the boundaries of a child's local education agency and private childcare center or family childcare home within or outside the boundaries of a child's local education agency) and state assessed program quality. The study found that in 2016/17, the first year of full implementation, preK children with an individualized education program and children eligible for the national school lunch program were more likely than their counterparts to be enrolled in a public school program and in a program with a higher quality rating. While most children were enrolled in a program within the boundaries of their local education agency, that was more likely for children with an individualized education program and children eligible for the national school lunch program. This study brief presents an overview of the study. [For the full report, see ED602006; for the appendixes, see ED602009; and for the study snapshot, see ED602008.]
Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. Study Snapshot. REL 2020-015
Author: Regional Educational Laboratory Northeast & Islands (ED)
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Enrollment Rate,Preschool Education,Access to Education,Preschool Children,Public Schools,Child Care,Child Care Centers,At Risk Persons,Individualized Education Programs,Poverty,Students with Disabilities,Educational Quality,School Districts,Individual Characteristics,Geographic Location,Probability

Vermont passed universal prekindergarten (preK) legislation in 2014 (Act 166) in an effort to increase access to high-quality preK programs for all young children in the state. Act 166 provides state-funded preK to all 3- and 4-year-olds (and to 5-year-olds who are not eligible for kindergarten). Families can enroll their children at no cost in any prequalified preK program across the state regardless of location. This study snapshot presents the key findings from the full study of enrollment rates of children in universal prekindergarten programs in Vermont in 2016/17. [For the full report, see ED602006; for the appendixes, see ED602009; and for the study brief, see ED602007.]
Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. Appendixes. REL 2020-015
Author: Regional Educational Laboratory Northeast & Islands (ED)
Date: 2020-01-00
Type: Reports - Research
Subjects: Enrollment Rate,Preschool Education,Access to Education,Preschool Children,Public Schools,Child Care,Child Care Centers,At Risk Persons,Individualized Education Programs,Poverty,Students with Disabilities,Educational Quality,School Districts,Individual Characteristics,Geographic Location,Probability

These are the appendixes for the report &quot;Enrollment Rates of Children in Universal Prekindergarten Programs in Vermont in 2016/17. REL 2020-015.&quot; The purpose of this study was to examine the enrollment patterns in Vermont's universal, mixed-delivery prekindergarten (preK) program and the child characteristics associated with the likelihood of being enrolled in different program types. This study describes the characteristics of children enrolled in universal preK programs in 2016/17, which was the first year of full implementation of universal preK in Vermont. Appendixes include: (1) Appendix A. About the study; (2) Appendix B. Methods; (3) Appendix C. Supporting analysis; and (4) Appendix D. Distribution of prequalified preK programs. [For the full report, see ED602006; for the study brief, see ED602007; and for the study snapshot, see ED602008.]
General Education: Ensuring Utah&apos;s Citizens Have the Essential Skills Needed to Succeed. Issue Brief No. 2019-8
Author: Benson, Greg
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: 21st Century Skills,Career Readiness,General Education,Higher Education,College Graduates,Undergraduate Study,Competence,Employment Qualifications,Alignment (Education)

Employers in a 2018 study conducted by the Association of American Colleges and Universities endorsed broad learning and cross-cutting skills--including oral communication, critical thinking, ethical judgment, working effectively in teams, written communication, and real-world application of skills and knowledge--as the best preparation for long-term career success. Utah needs an educated citizenry that possesses these and other &quot;soft skills&quot; gained through general education courses at colleges and universities in the Utah System of Higher Education (USHE). Accordingly, the essential learning outcomes for undergraduate general education at USHE institutions emphasize skills and competencies identified by business and industry leaders, and higher education faculty as those needed to prepare graduates for academic, professional, and societal success. This issue brief addresses general education in Utah, transferability and earlier access, and next steps.
The Condition of College &amp; Career Readiness 2019: National
Author: ACT, Inc.
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: College Readiness,Career Readiness,High School Graduates,High School Students,Course Selection (Students),Learning Strategies,Holistic Approach,Student Needs,College Entrance Examinations,Scores,Grades (Scholastic),Academic Achievement,Racial Differences,Ethnicity,STEM Education,Minority Group Students,Low Income Students,Benchmarking,Disproportionate Representation,Educational Quality,Academic Aspiration,Fees,Paying for College,Barriers,Difficulty Level,Individualized Instruction,Majors (Students)

This report looks at the progress of the ACT®-tested 2019 US high school graduating class relative to college and career readiness. The data in this report are based on nearly 1.8 million graduates--52% of the students in the 2019 national graduating class--who took the ACT at some time from grade 10 to 12. The ACT was taken by the majority of 2019 graduates in 26 US states. In 17 of those states, the ACT was taken by all or virtually all graduates, typically as part of a state-funded assessment program. This year's ACT score data--as well as five-year trends--confirm that students with higher levels of academic preparation are maintaining or slightly improving their readiness, while students with lower levels of academic preparation are falling further behind. To help ensure all students are college and career ready, ACT recommends the following for education stakeholders and policymakers: (1) Ensure that all students take rigorous academic courses; (2) Give educators resources to personalize instruction according to students' individual needs; (3) Assess student learning and implement improvement strategies throughout students' education careers; and (4) Ensure that students' education is holistic and addresses the needs of the &quot;whole learner.&quot;
ACT&apos;s Efficacy Framework: The Intersection of Learning, Measurement, and Navigation. Issue Brief
Author: Mattern, Krista
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Test Validity,Measurement Techniques,Evidence,Test Content,Responses,Scores,Learning,Behavior,Influences,Individual Characteristics,Alignment (Education),Student Evaluation

A great deal has been written on the topic of test validity. Guiding our work at ACT are &quot;The Standards for Educational and Psychological Testing&quot; (2014), which outlines best practices in test development and validation. As ACT transitions from an assessment company to a learning, measurement, and navigation organization, a framework for our learning products is also needed to guide research activities to ensure that the hallmarks of rigor, science, and scrutiny of our measurement solutions are also built into our learning products. The field of education and education measurement has devoted much less attention to the development of efficacy arguments and frameworks as compared to validity arguments and frameworks. More importantly, the integration of validity theory and efficacy theory into an overarching Efficacy Framework is needed to ensure that we optimize the conditions to stand up an evaluation system with appropriate feedback loops so that we can appropriately assess whether our solutions are designed to have the greatest impact on learner outcomes. This point is exceedingly critical because it lies at the heart of ACT's mission. If we cannot evaluate whether our products are efficacious, then how do we know if we are achieving our mission of helping individuals achieve educational and workplace success? The Efficacy Framework presented here is an attempt to guide research activities at ACT in support of our mission.
Building Sustainable and Strategic Partnerships with Business and Industry: A Step-by-Step Guide for Community Colleges
Author: Achieving the Dream, Inc.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,School Business Relationship,Industry,Employers,Partnerships in Education,Career Readiness,Employment Qualifications,Labor Force Development,Relevance (Education),Participative Decision Making

Our Community College Advanced Manufacturing Career Pathways initiative work outlines valuable guidance on employer engagement. Building Sustainable Partnerships with Business and Industry challenges college leaders to re-think the roles industry plays in shaping workforce programs and re-design how the college engages with industry to develop more sustained commitment from employers and better access to more accurate, real-time information on the needs of the regional labor market. [This guide was co-prepared by Genz Consulting and Arconic Foundation.]