ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Systems in Tandem: Maine&apos;s State and Local Initiatives to Improve Outcomes for Children
Author: Jacobson, David
Date: 2020-06-24
Type: Reports - Descriptive
Subjects: State Programs,Community Programs,Preschool Education,State School District Relationship,Agency Cooperation,Coordination,State Agencies,Early Childhood Education,Cooperative Programs,Access to Education,Partnerships in Education,Elementary Schools,Educational Improvement,Integrated Services

In 2018, state leaders in Maine determined that their efforts to support children and their families were hampered by the lack of coordination among key stakeholders--early education and care providers, public school educators, and health and social services providers. Addressing these challenges would require new forms of collaboration both among state agencies and at the local level. In response, they created initiatives designed to work in tandem--a state inter-agency team and a companion initiative in 13 communities throughout the state. Maine chose to use the First 10 framework to guide and structure this work. First 10 partnerships bring together school districts, elementary schools, early childhood programs, and community agencies to improve the quality and coordination of education and care for young children and their families. They work to improve teaching and learning, deepen partnerships with families, and provide comprehensive services for children and families. The author provided technical assistance to Maine's state and local teams in support of this initiative.
Breaking the Mold: How a Global Pandemic Unlocks Innovation in K-12 Instruction
Author: Arnett, Thomas
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Pandemics,COVID-19,Elementary Secondary Education,School Closing,Educational Technology,Electronic Learning,Blended Learning,Online Courses,Distance Education,Teacher Attitudes,Administrator Attitudes,Teaching Methods,Educational Practices,Barriers,Access to Computers,Student Centered Learning,Virtual Schools,Conventional Instruction,Instructional Materials,Educational Resources,Teaching Experience,Disease Control,Access to Education,Faculty Development

Practically overnight, the spread of COVID-19 caused a sudden shutdown of classroom-based instruction--the centuries-old emblem of formal education. Fortunately, the capabilities of the technological era--in which broadband connectivity, mobile communication, and video conferencing are increasingly common--meant that for the first time in world history, schools have had a substantive way to keep learning going while brick-and-mortar school buildings are shuttered. Nonetheless, by most accounts, the transition has not been easy. The Christensen Institute has spent the last decade studying trends in online and blended learning out of interest in their potential to enable student-centered learning. The Christensen Institute has launched what will be a series of nationally-representative surveys of teachers and education administrators that will capture snapshots of instructional practices during the pandemic. The complete findings from the first survey, along with details about the survey methodology and sample, are available in an accompanying report. This brief highlights interesting findings from the first survey, discusses trends in instructional practice that could redefine education in years to come, and offers theory-based insights and recommendations for both powering through the pandemic and evolving toward a more student-centered future. [This report was prepared in partnership with Bay View Analytics. For the companion report, &quot;Fall 2020 National Online and Blended Learning Survey,&quot; see ED610664.]
Fall 2020 National Online and Blended Learning Survey
Author: Clayton Christensen Institute for Disruptive Innovation
Date: 2020-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Blended Learning,Online Courses,Educational Technology,Technology Uses in Education,Electronic Learning,Teacher Attitudes,Administrator Attitudes,COVID-19,Pandemics,School Closing,Barriers,Teaching Methods,Synchronous Communication,Asynchronous Communication,Technology Integration,Teacher Student Relationship,Interpersonal Communication,Time Management,Instructional Materials,Technological Literacy,Administrator Role,Teacher Role

This document provides the methods and findings of a national survey of teachers and administrators conducted in the fall of 2020 by the Clayton Christensen Institute in partnership with Bay View Analytics. Information for this report comes from national surveys of US K-12 teachers and school and district administrators. Data from the surveys was collected during the period of October 14 through October 21, 2020. The following sections of this report provide the questions from each survey, accompanied by the frequencies of responses for each question. Analysis, insights, and recommendations related to this survey are provided in the companion report &quot;Breaking the mold: How a global pandemic unlocks innovation in K-12 instruction&quot; by Thomas Arnett. [This report was prepared in partnership with Bay View Analytics. For the companion report, &quot;Breaking the Mold: How a Global Pandemic Unlocks Innovation in K-12 Instruction,&quot; see ED610663.]
Clearing the Air: An Analysis of the Federal Charter Schools Program
Author: Robson, Kelly
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Charter Schools,Federal Programs,Low Income Groups,Federal Aid,Minority Group Students,Program Descriptions,Legislators,At Risk Students,Rural Areas,Barriers,Equal Education,Access to Education,Enrollment,Student Transportation,Educational Innovation,Resource Allocation,Expenditure per Student,Educational Facilities,State Aid,Program Evaluation,Elementary Secondary Education,Educational Trends,Educational History,Futures (of Society),Grants

Over the last 25 years, the federal Charter Schools Program (CSP) has invested nearly $5.3 billion into the charter school sector, directing funds to schools in 43 states, D.C., and Puerto Rico. Approximately 60% of students in CSP grantee schools are from low-income backgrounds and 64% are Black or Hispanic. The CSP has played a critical role in helping the charter sector grow to its current size, serving 3.3 million students in 7,500 schools nationwide. &quot;Clearing the Air: An Analysis of the Federal Charter Schools Program&quot; offers an in-depth analysis of the CSP and how it has evolved to better meet the needs of charter schools and the families and communities they serve. For example, while Congress and secretaries of education have consistently maintained the CSP's focus on high-need students, resources have focused on different subgroups of students over time, including low-income students, rural students, Native American students, and students at risk of not graduating from high school. In addition to looking back at how the CSP has evolved over time, this new report provides recommendations for federal lawmakers to strengthen the program and ensure it continues to meet the needs of families and communities: (1) Continue to support charter schools' access to facilities, with an emphasis on incentivizing per-pupil or other facilities allocations at the state level; (2) Continue to support charter school models that serve high-need student populations; (3) Find new ways to address barriers to equitable access, including enrollment processes and transportation; (4) Assert and protect innovation as a central goal of the CSP; and (5) Better measure, capture, and communicate the CSP's impact.
Stratified Trajectories: Charting Equity Gaps in Program Pathways among Community College Students. CCRC Working Paper No. 126
Author: Lin, Yuxin
Date: 2020-12-00
Type: Reports - Research
Subjects: Equal Education,Two Year College Students,Racial Bias,Ethnicity,Social Stratification,Enrollment,Graduation,College Transfer Students,Racial Differences,African American Students,Hispanic American Students,White Students,Associate Degrees,Disproportionate Representation,Educational Attainment,Income,Gender Differences,Ethnic Groups,Student Characteristics,Community Colleges

A primary focus among colleges implementing student success reforms has been to increase overall rates of completing any credential and to reduce racial and socioeconomic equity gaps in such completion rates. The focus on general completion may overlook inequities in the type of program students complete, which is particularly significant given the wide variety of credentials offered at community colleges--from short-term certificates to transfer-oriented associate degrees that may lead to bachelor's and graduate degree programs--and the resulting variation in labor market returns among completers. Our study examines racial/ethnic stratification among community college students as they enter and progress through different programs leading to higher- and lower-paying jobs. Specifically, we develop a discrete-time survival analysis using longitudinal enrollment and transcript data on first-time-in-college, credential-seeking community college students from a state with more than 20 community colleges. We track student enrollment, completion, and transfer for up to nine years and examine when equity gaps in completion emerge. We also measure the student achievement of academic milestones (such as levels of credit accrual) along educational pathways that are associated with higher rates of credential completion and transfer over the long term. Results suggest that a significant gap in the likelihood of bachelor's degree completion between Black and White students emerges more episodically, while the gap between Hispanic and White students develops earlier and remains more consistent over time. Our results also suggest that, while all students generally benefit from the attainment of academic milestones such as gaining credit momentum or completing pre-transfer associate degrees, doing so disproportionately benefits Black and Hispanic students.
Strengthening the Social and Emotional Health of California&apos;s Young Children: Medi-Cal Strategies and Options for Creating an Advanced Child Health Delivery System
Author: Guyer, Jocelyn
Date: 2021-02-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Child Development,Young Children,Access to Health Care,Child Health,Welfare Services,Health Insurance,Accountability,Early Intervention,Screening Tests,Clinical Diagnosis,Pediatrics,Child Behavior,Mental Health,Family Needs,At Risk Persons,Immigration,Public Policy,Counseling,Resilience (Psychology),Holistic Approach,Racial Differences,Ethnicity,Teamwork,Agency Cooperation,Costs,Program Implementation,State Policy,Public Health

This paper presents a set of strategies and options that California can use to leverage Medi-Cal, the State's Medicaid program, to move toward an equitable, advanced health delivery system for its children. Close to five million children are enrolled in Medi-Cal, more than two-thirds of whom are Black and Brown children. California's program alone covers more children than 23 other states combined. Among children under the age of five, almost two-thirds are enrolled in Medi-Cal with an estimated $3 billion spent on their care, half of that representing State and local (e.g., county) dollars. With the State's sweeping size and potential influence, the steps California takes at this pivotal moment can play a substantial role in transforming pediatric primary care for young children and their families in the months and years ahead. This report identifies three major sets of strategies that could be adopted relatively quickly to: (1) establish greater accountability for child health among California's Medi-Cal managed care plans; (2) realize the full potential of Medicaid's Early and Periodic Screening, Diagnostic, and Treatment (EPSDT) benefit for California's children; and (3) elevate a focus on children among the managed care plans and the State Medicaid agency. [This report was co-produced by Manatt Health with support from the J.B. and M.K. Pritzker Family Foundation, and Genentech Charitable Giving. For the Executive Summary, see ED610670.]
California Youth Face Heightened Racial and Ethnic Disparities in Division of Juvenile Justice: DJJ Realignment Requires State Oversight and Safeguards for Youth of Color
Author: Ridolfi, Laura
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Racial Bias,Ethnicity,Racial Discrimination,Juvenile Justice,Institutionalized Persons,Correctional Institutions,State Legislation,Hispanic Americans,African Americans,Whites,At Risk Persons,Disproportionate Representation,State Policy

California Governor Gavin Newsom proposed closing the Division of Juvenile Justice's (DJJ's) remaining facilities in favor of local alternatives as part of the 2020-21 state budget (Newsom, 2020). Communities across California have long organized to bring awareness about the systemic racism and harms of youth detention and incarceration. The closure of DJJ presents a historic opportunity to transform the state's approach to youth justice. To ensure the responsible realignment of DJJ to local systems, policymakers must address the significant racial and ethnic disparities among youth committed to DJJ and those transferred to adult court for prosecution. A realigned system can respond to youths' challenges and harmful behavior through a framework focused on youth development, health, and racial justice. This fact sheet analyzes 2019 data collected by the California Department of Justice (DOJ), which finds that youth of color experience the greatest harms of the justice system. State policies guiding juvenile justice realignment must address the significant racial and ethnic disparities among youth committed to DJJ, transferred to adult court, and at every decision-making point. [This factsheet was produced in partnership with the W. Haywood Burns Institute and the California Alliance for Youth and Community Justice.]
Strengthening the Social and Emotional Health of California&apos;s Young Children: Medi-Cal Strategies and Options for Creating an Advanced Child Health Delivery System. Executive Summary
Author: Guyer, Jocelyn
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Child Development,Young Children,Access to Health Care,Child Health,Welfare Services,Health Insurance,Accountability,Early Intervention,Screening Tests,Clinical Diagnosis,Pediatrics,Child Behavior,Mental Health,Family Needs,At Risk Persons,Immigration,Public Policy,Racial Differences,Ethnicity,Teamwork,Agency Cooperation,Costs,Program Implementation,State Policy,Public Health

California's longstanding efforts to promote child development and kindergarten readiness have paved the way for focusing greater attention on the role Medi-Cal, the State's Medicaid program, can play in realizing the full strength of these initiatives. As a state with a large and diverse population, California's reach and potential influence are unparalleled: Medi-Cal covers five million children, two-thirds of whom are Black and Brown children. This report summarizes short and long term strategies for Medi-Cal to support the development of an equitable advanced child health delivery system. [This report was co-produced by Manatt Health with support from the J.B. and M.K. Pritzker Family Foundation, and Genentech Charitable Giving. For the full report, see ED610668.]
Tech Apprenticeship in the San Francisco Bay Area
Author: Prebil, Michael
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Urban Areas,Economic Climate,Career Development,Information Technology,Community Organizations,Partnerships in Education,College Students,High School Students

The nine counties of the San Francisco Bay Area enjoy the greatest advantages of the innovation economy. The Bay Area accounted for nearly $1 trillion in economic productivity in 2018; the only metropolitan area with a higher per-capita gross domestic product was oil-rich and comparatively tiny Midland, Texas. Unemployment in most Bay Area counties is less than 2.5 percent. &quot;The city is filthy rich in what other regions crave,&quot; wrote the Washington Post last year: &quot;Growth, start-ups, high-paying jobs, educated young people, soaring property values, commercial and residential construction, a vibrant street life, and so much disposable revenue.&quot; But the Bay Area's tech economy also gives rise to its worst afflictions. Costs of living are higher than anywhere in the country, pricing low- and middle-income residents out of housing near the strongest job markets. Gig services provided by ride-sharing and delivery companies worth billions of dollars strain public infrastructure and depend on legions of low-wage workers clocking extreme hours. And to maintain their pace of innovation, Bay Area tech companies compete fiercely for talent, paying top wages to attract the best recruits--whether they hail from the other side of the country or the other side of the globe. The prospects for many local residents are bleak, and the stakes are high. &quot;We're living in a Jetsons economy and a Downton Abbey society,&quot; says Luther Jackson of NOVA, a regional training and employment agency based in Sunnyvale, a 10-minute drive from a corporate campus where thousands of Facebook, Microsoft, Google, and Amazon employees work. Though the Bay Area's tech economy is unlike any other in the United States, city and county governments in the region face the same challenge of creating pathways to well-paid careers for their residents. And like many other large cities, San Francisco has turned to apprenticeship as one of its tools. A broad array of stakeholders and organizations have supported tech apprenticeships over the past several years, drawing on a long history of successful sector strategies and apprenticeship expansion efforts in other fields. But the Bay Area's tech economy is difficult terrain for apprenticeship development, with unique administrative, organizational, and programmatic challenges. These challenges, and the strategies adopted in response by the San Francisco city government and other regional partners, deserve the attention of other municipal leaders looking to support IT career pathways in their own cities.
Mathematical Education in the Italian Project FSTF
Author: Bonacci, Enzo
Date: 2015-09-27
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Teaching Methods,Interdisciplinary Approach,Constructivism (Learning),Foreign Countries,Geometry,High School Students,Physical Education,Physics,Teacher Collaboration,High School Teachers,Program Descriptions,Science Education

A modern school should encourage students to deepen the subjects autonomously and beyond the normal curricula. Such aim, requiring both well-disposed pupils and cooperative teachers, was reached by the pioneering interdisciplinary project &quot;From Soccerene to Fullerene&quot; in 2013. The scientific education was noticeably improved, especially for the mathematical aspect, through a constructivist activity never tried before in the Italian school system. [This paper was published in: &quot;ATINER'S Conference Paper Series&quot; (No: EMS2015-1604). Athens, Greece: Athens Institute for Education and Research. (ISSN: 2241-2891).]
A Historic Shock to Parental Engagement in Education: Parent Perspectives in Botswana during COVID-19. Policy Brief
Author: Winthrop, Rebecca
Date: 2020-10-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,School Closing,Electronic Learning,Distance Education,Blended Learning,Parents as Teachers,Parent Role,Experience,Parent Attitudes,Educational Quality,Parent Influence,Satisfaction,Skill Development,Course Content

When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.]
Teaching and Assessing Graduate Students&apos; Research Skills in English for Art Education Purposes
Author: Al-Jarf, Reima
Date: 2013-05-17
Type: Speeches/Meeting Papers
Subjects: Student Research,Research Skills,Foreign Countries,English for Special Purposes,Art Education,Online Searching,Research Training,Training Methods,Library Instruction,Doctoral Students

A research training module was designed to help graduate students locate, read and comprehend art abstracts and full-text articles that they need for their assignments, term papers and theses. At the end of the training module, the students were posttested. They were given individual research projects for which they had to select the search terms, define the searching strategy, go online, log into the electronic database, conduct simple and advanced searches, print and save the actual records obtained. The posttest required the students to locate art dissertation abstracts and journal articles. They were asked to skim through sample art abstracts and journal articles and locate the aim of the study, type of instrument used in collecting the data, the subjects, and results and give a summary translation in Arabic. A detailed description of content and research skills tested are given.
Higher Education Tax Benefits: Brief Overview and Budgetary Effects. CRS Report R41967, Version 47. Updated
Author: Crandall-Hollick, Margot L.
Date: 2020-10-07
Type: Reports - Descriptive
Subjects: Higher Education,Taxes,Federal Aid,Student Financial Aid,Paying for College,Costs,Tax Credits

The federal government provides financial assistance to individuals for higher education expenses in two major ways: tax benefits and traditional student aid (loans, grants, and work-study assistance). Since 1997, education tax benefits have become an increasingly important component of federal higher education policy. In 2019 and 2020, 12 tax benefits are available to help college students and their parents pay for higher education. The available tax benefits are a mixture of credits, deductions, exclusions, and other incentives. The Joint Committee on Taxation (JCT) estimates the cost to the federal government of education tax benefits--generally the revenue foregone from offering these benefits--to be $141 billion between 2019 and 2023. This report provides a brief overview of the higher education tax benefits that are currently available to students and their families. These tax benefits can be divided into three groups: (1) incentives for current year expenses; (2) incentives for preferential tax treatment of student loan expenses; and (3) incentives for saving for college.