ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of the National Literacy Trust&apos;s Place-Based Approach on Literacy Outcomes in the Early Years. A National Literacy Trust Research Report
Author: Cappellini, Chiara
Date: 2020-10-00
Type: Reports - Research
Subjects: Place Based Education,Literacy Education,Intervention,Foreign Countries,Early Childhood Education,Poverty,Emergent Literacy,Achievement Gap,Achievement Gains,Program Evaluation,Program Effectiveness,Evidence Based Practice,Economically Disadvantaged,Reading Skills,Reading Improvement,Communication Skills,Language Skills,Partnerships in Education,School Readiness

The National Literacy Trust firmly believes in a place-based approach to tackling literacy issues in communities across the UK where low levels of literacy and social mobility are seriously impacting people's lives. In 2013, it launched its Hub model, delivering place-based interventions in areas of the UK with the highest levels of deprivation and literacy vulnerability. The charity's Hub approach is characterised by a mix of strategic local partnerships, community campaigns and targeted programmatic activity in early years settings and schools. This report looks at the impact of the Hub approach on early years attainment in the National Literacy Trust's three longest running Hubs: Middlesbrough (since 2013), Bradford (since 2015) and Peterborough (since 2017). By looking at improvements in Hub-supported settings and comparing those to national averages, it explores whether early literacy and communication improved in these areas. This report highlights the outcomes of the National Literacy Trust Hub model on early literacy attainment by presenting improvements in Early Years Foundation Stage (EYFS) data across different Hubs and different years. This evidence suggests that Hubs played an important role in supporting local authorities to improve early years provision.
Evaluation of the Multidisciplinary Education, Training, and Support (METS) Program at the Elementary Level
Author: Maina, Nyambura
Date: 2020-12-00
Type: Reports - Research
Subjects: Interdisciplinary Approach,English Language Learners,Immigrants,Public Schools,Elementary Schools,Elementary Secondary Education,Program Implementation,Language Skills,Second Language Learning,Reading Achievement,Mathematics Achievement,Elementary School Students,Student Characteristics,Language Teachers,School Counselors,Faculty Development,English for Academic Purposes,Barriers

The Multidisciplinary Education, Training, and Support (METS) program is designed to meet the linguistic and academic needs of recently arrived English Learners (ELs) who are identified as Students with Limited or Interrupted Formal Education (SIFE). The METS program in Montgomery County Public Schools (MCPS) includes students in elementary, middle, and high schools. At the elementary level, the METS program is offered in three schools: JoAnn Leleck Elementary School at Broad Acres, Sargent Shriver, and South Lake. This study pursued three objectives: (1) Assess how the elementary METS program in MCPS is being implemented; (2) Examine growth in English language development (ELD) and performance within reading and mathematics, among the current and former elementary METS students; and (3) Identify the changes needed to accelerate ELD and learning across content areas for the ELs with interrupted formal education.
School Integration Priorities for a Biden/Harris Administration. Policy Brief 12
Author: National Coalition on School Diversity
Date: 2021-02-18
Type: Reports - Descriptive
Subjects: School Desegregation,Elementary Secondary Education,Educational Policy,Diversity (Institutional),Accountability,Magnet Schools,Charter Schools,Law Enforcement,Agency Cooperation,Civil Rights,Educational Research,Data Collection,Public Agencies,Holistic Approach

The benefits of attending diverse schools accrue to children from all racial and socioeconomic backgrounds. The benefits include, but are not limited to, higher academic achievement. These gains continue into adulthood, leading to higher levels of social cohesion and civic engagement; reduced racial prejudice; and less segregation in neighborhoods, colleges, and workplaces. Social science also demonstrates the democratic value of meaningful, sustained cross-racial contact among youth. The Biden/Harris Administration has many opportunities to demonstrate concrete support for efforts to build cross-racial understanding and facilitate more equitable distribution of resources and power through school integration. The policy brief outlines a broader, longer-term school integration agenda for the administration's first term.
How Apprenticeship Programs for Opportunity Youth Stay Resilient through the COVID-19 Recession
Author: Wolff, Kristin
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Apprenticeships,Work Experience Programs,Late Adolescents,Young Adults,At Risk Persons,Partnerships in Education,Employers,Educational Technology,Technology Uses in Education,Job Skills,Economic Climate,Labor Force Development,Youth Programs,Resilience (Psychology),Access to Computers,Internet,Recruitment,Job Training,Online Courses

This report looks at strategies for sustaining and expanding Registered Apprenticeship pathways for opportunity youth amidst the COVID-19 pandemic. The report draws on promising practices from workforce boards and community-based organizations, and addresses topics including the digital divide, occupational mobility, and the provision of services and supports. [This brief was produced by Jobs for the Future's (JFF's) Center for Apprenticeship and Work-Based Learning.]
Improving the Literacy Skills of Disadvantaged Teenage Boys through the Use of Technology. A National Literacy Trust Research Report
Author: Picton, Irene
Date: 2019-08-00
Type: Reports - Research
Subjects: Literacy,Economically Disadvantaged,Males,Secondary School Students,Technology Uses in Education,Reading Achievement,Writing Achievement,Foreign Countries,Teacher Attitudes,Learner Engagement,Student Attitudes,Reading Attitudes

In recent decades, a growing dependence on digital forms of communication has brought with it exciting visions of the potential for technology to support learning. This report aims to explore the potential role of technology in addressing the gender and disadvantage gap in young people's literacy attitudes and outcomes. It combines insights from a review of the literature related to supporting teenage boys' reading with new information gathered from interviews, focus groups and surveys of teachers, librarians, academics and young people from schools across the UK in 2019. Findings from qualitative and quantitative research conducted for this study suggest that screen-based reading is particularly popular with boys with the lowest levels of reading enjoyment and those from lower income backgrounds and is considered by many educators to be effective in supporting reading engagement and performance in these groups.
Policy and State-Level Strategies to Promote Employment. Bringing Employment First to Scale, Issue No. 3
Author: University of Massachusetts Boston, Institute for Community Inclusion
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Employment Opportunities,Disabilities,Intellectual Disability,Developmental Disabilities,Supported Employment,State Policy,Vocational Rehabilitation

At the national level, integrated employment has become an important policy priority. Greater expectations are being placed on those charged with delivering employment supports, and disability systems are responding. However, the promise of integrated employment has yet to be realized for individuals with intellectual and developmental disabilities (IDD). The number of individuals supported in integrated employment by state IDD agencies has remained the same since 2000, participation in non-work services has grown rapidly, and promising practices for employment supports identified in the research are not widely implemented. What are the state-level strategies that can change this trajectory? This brief: Describes the national landscape regarding employment policy and outcomes for people with IDD; Introduces a new line of research that considers state employment systems' policies and practices and their relationship to individual outcomes; and defines policies and practices of high-performing state employment systems. [This report was prepared by ThinkWork! at the Institute for Community Inclusion at UMass Boston and the Rehabilitation Research and Training Center on Advancing Employment for Individuals with Intellectual and Developmental Disabilities (RRTC), a project of ThinkWork!.]
Statewide Voluntary Preschool Program for Four-Year-Old Children. Fact Sheet [2019]
Author: Iowa Department of Education
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Children,Access to Education,Student Diversity,School Readiness,Child Development,Outcomes of Education,Financial Support,Educational Finance,Educational Quality,Family Involvement,Teacher Certification,Academic Standards,State Standards,Reading Skills,Literacy Education,Language Skills,Mathematics Skills

Iowa's Statewide Voluntary Preschool Program for Four-Year-Old Children (SWVPP) is an important part of the state's comprehensive early childhood effort, providing more opportunities for young children to access quality preschool and enter school ready to learn. The preschool programs are expected to serve four-year-old children with a range of abilities representing the social, linguistic, cultural, and economic diversity of families within the communities. This fact sheet provides information on the following topics: (1) funded enrollment through the SWVPP; (2) Iowa school districts participating in the SWVPP in 2019-2020; (3) funding information for the Preschool Program for the years 2007-2019; (4) Iowa's national ranking; (5) what the four-year-old preschool program offers; and (6) early indicators of success.
Iowa Core Annual Report [2016]
Author: Iowa Department of Education
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: State Standards,Academic Standards,Mathematics,Sciences,Language Arts,Social Studies,21st Century Skills,Core Curriculum,Literacy,State Legislation,Educational Legislation

One central component of a great school system is a clear set of rigorous, comprehensive standards so educators help all students achieve high goals. In Iowa, that effort is known as the Iowa Core. The Iowa Core represents the statewide academic standards, which describe what students should know and be able to do in mathematics, science, English language arts, and social studies. The Iowa Core also addresses 21st Century Skills: financial, civics, technology, health, and employability. These state standards provide Iowa students, parents, teachers, and other stakeholders with a clear, common understanding of what students are expected to learn at every grade level, regardless of where they live. The standards establish what Iowa students need to learn, but not how to teach. Local schools and teachers continue to create lesson plans and tailor instruction to fit the needs of their students. In this annual report, the following topics on the state standards are presented: (1) area education agencies; (2) statewide content leadership teams and professional learning; (3) district resources; and (4) standards review process. [For the 2015 report, see ED561977.]
Mass Transfers, Unpredictable Enrollment, and Closures: Higher Ed Policy in the COVID Era
Author: Lumina Foundation
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Transfer Rates (College),Enrollment,School Closing,Higher Education,COVID-19,Pandemics,Educational Policy,Policy Formation

While final enrollment numbers for this fall are still unclear, states and institutions can anticipate shifts in enrollment and transfer patterns for different student populations. To maximize higher education's potential as a pathway to economic recovery--and to make good on the promise of equitable opportunity for all students--policymakers must respond in ways that address students' needs. Transfer policies and systems needed improvement even before the COVID-19 pandemic. Now, state- and system-level decision makers must double down on policies and practices that respond to the growing needs of students.
2019-2020 Accessibility and Accommodations Guidance
Author: Indiana Department of Education (IDOE), Office of Student Assessment
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Accountability,Academic Accommodations (Disabilities),Students with Disabilities,Special Needs Students,English Language Learners,Student Needs,Decision Making,Equal Education,Assistive Technology,Calculators,Dictionaries,Reference Materials,Visual Aids,Audiovisual Aids,Public Schools,Private Schools,Individualized Education Programs,Educational Legislation,Federal Legislation,Testing,Testing Accommodations,Translation

The Indiana Department of Education's (IDOE) Accessibility and Accommodations Guidance is intended for school-level personnel and decision-making teams as they prepare for and implement Indiana State Assessments. Information is provided for school personnel to use in selecting and administering universal tools, designated features, and accommodations for those students who need them. The &quot;2019-2020 Accessibility and Accommodations Guidance&quot; provides information on the following topics: (1) universal features; (2) designated features; (3) accommodations; (4) WIDA ACCESS and Alternate ACCESS (English Language Proficiency Assessments); (5) special circumstances and non-standard accommodations; (6) specific protocol for scribe and human reader; (7) specific guidance; and (8) PATINS Project.
Designing and Delivering Career Pathways at Community Colleges. A Practice Guide for Educators. WWC 2021007
Author: Cotner, Hope
Date: 2021-03-00
Type: Guides - Classroom - Teacher
Subjects: Community Colleges,Career Pathways,Program Design,Program Evaluation,Labor Force Development,Labor Legislation,Federal Legislation,Educational Legislation,Vocational Education,Intervention,Job Training,Job Skills,Credits,Credentials,Employment Patterns,Partnerships in Education,Employers,Education Work Relationship,Occupational Mobility

In today's labor market, students increasingly need greater levels of postsecondary education and training to enter or advance in many industries. Meanwhile, employers are calling for the education system to better align with industry needs, as their demands for a skilled workforce continue to rise. In response to the increasing emphasis for postsecondary institutions to prepare students for family-sustaining employment in high-growth, in-demand industries, community colleges are employing a number of strategies to meet the needs of both job seekers and employers. Many of these strategies are found within career and technical education (CTE) programs, and they are also present in broader workforce development activities and supports offered by community colleges. The career pathways approach, as defined under the Workforce Innovation and Opportunity Act (WIOA) and reinforced under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), has become widely used in education and workforce development. Because of the emphasis on career pathways in CTE programs for the past decade and the availability of rigorous evaluation results on this topic, this practice guide is focused on community college-based CTE interventions through the lens of career pathways. This guide draws upon studies of interventions that include one or more of the career pathways components defined under the WIOA. It focuses on promising interventions where there is evidence of improved educational or labor market outcomes. This guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.
Steps to Develop a Model to Estimate School- and District-Level Postsecondary Success. REL 2020-074
Author: Brodersen, R. Marc
Date: 2021-03-00
Type: Guides - General
Subjects: Statistical Analysis,Models,Computation,Success,High School Graduates,Outcomes of Education,Outcome Measures,School Districts,High Schools

This tool is intended to support state and local education agencies in developing a statistical model for estimating student postsecondary success at the school or district level. The tool guides education agency researchers, analysts, and decisionmakers through options to consider when developing their own model. The resulting model generates an indicator of a school's or district's contribution to the postsecondary success of its students after contextual factors are accounted for that might be outside a school's or district's control, such as student demographic characteristics and community characteristics. State and local education agencies could use the information generated by the models they develop to help meet federal and state reporting requirements and to inform their own efforts to improve their students' postsecondary success.
System Rules Manual of the Illinois Community College Board
Author: Illinois Community College Board
Date: 2021-02-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Governing Boards,Governance,College Administration,High School Equivalency Programs,Adult Students,Records (Forms),Access to Information,Grievance Procedures,Civil Rights Legislation,Disabilities,Federal Legislation,Reverse Transfer Students,Transfer Policy,Administrative Organization,Program Validation,Emergency Programs,School Violence,Prevention,State Legislation,Educational Legislation

These administrative rules of the Illinois Community College Board are divided into eight sections. Under Title 23: Education and Cultural Resources, Subtitle A: Education, Chapter VII: Illinois Community College Board, the following parts are included: (1) Part 1501 Administration of the Illinois Public Community College Act; (2) Part 1502 Joint Rules of the Board of Higher Education and Illinois Community College Board: Rules on Reverse Transfer of Credit; and (3) Part 1506 High School Diploma for Adult Learners. Under Title 2: Governmental Organization, Subtitle F: Educational Agencies, Chapter VIII: Illinois Community College Board, two parts are included: (4) Part 5175 Public Information, Rulemaking and Organization; and (5) Part 5176 Access to Records of the Illinois Community College Board. The remaining sections include: (6) Title 4: Discrimination Procedures, Chapter XXXIX: Illinois Community College Board, Part 1050 Americans with Disabilities Act Grievance Procedure; (7) Title 23: Education and Cultural Resources, Subtitle A: Education, Chapter II: Board of Higher Education, Part 1050 Approval of New Units of Instruction, Research and Public Service at Public Institutions; and (8) Title 29: Emergency Services, Disasters, and Civil Defense, Chapter I: Illinois Emergency Management Agency, Subchapter C: Administration and Organization of Local Political Subdivision Emergency Services and Disaster Agencies, Part 305 All Hazards Campus Emergency Plan and Violence Prevention Plan.
Providing Support for Community Colleges Now, and a Lever for Transformative Change. Google IT Support Professional Certificate Program
Author: Ostrye, Mary
Date: 2021-02-16
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Certificates,Technical Support,Adult Students,Competency Based Education,Distance Education,Educational Change,School Business Relationship,Vocational Education,Program Effectiveness,Educational Finance,Financial Support,Intercollegiate Cooperation

Community colleges are not immune to the challenges faced by the education sector as they try to continue providing quality learning experiences during the ongoing pandemic. Some might argue that COVID-19 exposed vulnerabilities that have long needed attention, such as the 16-week semester model, a heavy reliance on in-person learning, a lack of competency-based curricula, rigid registration/advising policies, and limited wraparound services for non-degree-seeking students. At the same time, the unexpected, swift movement to remote learning strained all colleges to effectively serve students and employers. The relationship between employers and community colleges is also experiencing changes. Many large, national employers find dealing with one college at a time to be inefficient. In collaborations with multiple community colleges, employers may also have concerns that institutional differences will limit accountability and result in inconsistencies across program outcomes. The Google IT Support Professional Certificate program, presented in this report, represents one important new approach to addressing these challenges. Originally designed by Google to meet its internal needs, the scope was expanded to attract a diverse workforce to the growing IT sector. The principal attraction for community colleges to offer the Google IT Certificate was to introduce an entry point for adults to prepare for high-demand, entry-level careers in information technology. The curriculum was developed to be self-paced, of limited duration, and offered through Coursera, an experienced online education provider. Each of the five courses in the program build specific competencies to be mastered. A certificate of completion is awarded to those who complete all five courses and successfully pass key assessments. With Jobs for the Future's (JFF's) support of implementations of the Google IT Support Professional Certificate program, participating community colleges demonstrated that a competency-based curriculum could successfully help low-credentialed adults advance in the IT sector.
Digital Lessons Learned: How the Online Pivot of 2020 Can Make Teaching and Learning Better Forever
Author: Rouleau, Kristin
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Educational Technology,Technology Uses in Education,Pandemics,COVID-19,School Closing,Online Courses,Learner Engagement,Personal Autonomy,Educational Change,Change Strategies,Teacher Collaboration,Educational Innovation,Interpersonal Relationship,Elementary Secondary Education

The challenges of virtual learning have been well documented during the last year as districts have focused on providing students with devices and internet access, debated developmental appropriateness of virtual learning, engaged teachers in professional development activities about how to design and deliver meaningful online lessons, worried about learning loss, worked to lead and manage change for all stakeholders, and more. Instead of looking at the challenges as obstacles, in this report the authors look at what has been learned from these challenges--the new skills, different capacities that have been developed, and the resilience they see from teachers and students every day. The hurried adoption of virtual learning was a shock, but it also had benefits that will endure after returning to classrooms. The authors share how the teachers they work with have seized the moment to focus even more deeply on students' needs.