ethanporcaro/eric-fulltext-meta huggingface dataset:
Reviewing the Research on Informed Self-Placement: Practices, Justifications, Outcomes, and Limitations. Research Brief
Author: Morton, Tiffany
Date: 2022-06-00
Type: Information Analyses
Subjects: Student Placement,College Students,Academic Achievement,Program Implementation,Personal Autonomy,School Guidance,Enrollment Trends,Learner Engagement,School Demography,Student Characteristics,Student Attitudes,Teacher Attitudes

Many colleges are exploring alternative college readiness assessment models to increase student enrollment and success in entry-level, or gateway, college courses and to more accurately identify students who would benefit from developmental instruction. Informed self-placement (ISP), an emerging method that is currently being studied by the Center for the Analysis of Postsecondary Readiness, encourages colleges to engage students as active participants in their placement. With ISP, students make their own placement decisions after considering information from the college about placement policies, available courses, and other relevant topics. This review of the research provides a discussion of the methods used to implement ISP and justifications for its use, as well as an overview of the available data depicting how students perform when ISP is used and recommendations for future research. Findings: (1) The foundational components of ISP are student agency and college guidance. According to the literature, practices labeled as ISP include these components in different ways and to vastly different degrees; (2) There is a lack of consensus on enrollment trends with ISP. Generally, fewer students enroll in developmental courses and more students enroll in gateway courses--though there are some exceptions to this rule--including when ISP is implemented along with curricular changes that combine developmental and gateway coursework; (3) Studies suggest that ISP has either a positive or null effect on student performance, even when a larger number of students opt to enroll in gateway courses. Performance outcomes by subgroup are inconsistent across studies; and (4) More rigorous study is necessary before it is possible to understand the effect of ISP on enrollment and student performance. Future studies should include subgroup analyses, if possible, to help generate consensus on the relationship between ISP and performance outcomes for particular populations.
A Strategy for Estimating the Effects of Whole-College Guided Pathways Reforms in Community Colleges. CCRC Working Paper No. 128
Author: Brown, Amy E.
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Educational Change,Program Evaluation,Surveys,Web Sites,Outcomes of Education,Community Colleges,Program Implementation,Adoption (Ideas)

Approximately 450 community colleges nationally are part of formal statewide or national initiatives to implement guided pathways reforms to improve student success, and many other colleges are implementing guided pathways practices on their own. Because guided pathways is a whole-college reform--and because it takes several years to fully implement--it is challenging to evaluate. This paper presents a methodology for assessing the scale of adoption and estimating the causal effects of guided pathways within states and across colleges that have adopted the approach. To measure the scale of adoption of guided pathways practices, we will conduct institutional surveys and phone interviews with college leaders and examine the websites of every community college in Ohio, Tennessee, and Washington (70 institutions total). We plan to use these data to estimate each college's scale of adoption using a rubric with indicators for scale and timing. Drawing on strategies used in K-12 whole-school reform evaluations, we propose to examine pre-reform adoption trends and apply a single interrupted time series design to project what students' early outcomes would have been in the absence of guided pathways. We then propose to use a comparative interrupted time series design (which closely resembles a difference-in-differences approach) to exploit variation in the intensity of guided pathways practices and the timing of their adoption across colleges by comparing early student outcomes in colleges that have adopted guided pathways practices at scale and those that have not or those with a low scale of adoption. [This report was written with Hana Lahr.]
Education Inequality. Discussion Paper No. 1849
Author: Blanden, Jo
Date: 2022-04-00
Type: Information Analyses
Subjects: Equal Education,Socioeconomic Status,Social Mobility,Economic Factors,Skill Development,Human Capital,COVID-19,Pandemics,Family Characteristics,Achievement Tests,Foreign Countries,International Assessment,Longitudinal Studies,Achievement Gap,Higher Education,Elementary Secondary Education,Models,School Closing,Environmental Influences,Educational Finance,Generational Differences

This paper provides new evidence on educational inequality and reviews the literature on the causes and consequences of unequal education. We document large achievement gaps between children from different socio-economic backgrounds, show how patterns of educational inequality vary across countries, time, and generations, and establish a link between educational inequality and social mobility. We interpret this evidence from the perspective of economic models of skill acquisition and investment in human capital. The models account for different channels underlying unequal education and highlight how endogenous responses in parents' and children's educational investments generate a close link between economic inequality and educational inequality. Given concerns over the extended school closures during the COVID-19 pandemic, we also summarize early evidence on the impact of the pandemic on children's education and on possible long-run repercussions for educational inequality.
The Inequities of Job Loss and Recovery Amid the COVID-19 Pandemic. National Issue Brief #150
Author: Sáenz, Rogelio
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Employment Level,Unemployment,Equal Opportunities (Jobs),Gender Bias,Racism,Ethnic Groups,Age Differences

While the overall national portrait of the impact of the virus on the economy and job situation is becoming increasingly clear, much less is known for different populations within the country. Job loss and recovery have been much more challenging for certain racial/ethnic, gender, and nativity groups. Policymakers and community leaders need information to monitor and act on the variations that exist in order to ensure that certain segments of the population are not left behind in the economic recovery from the pandemic. This research is one of the first efforts to provide a broad and comprehensive overview of the inequities in job loss and recovery over the last several months of the pandemic. The analysis highlights the wide variations in unemployment and the level of job loss over the last several months that have taken place to date across the nation's demographic groups that have historically suffered disparities in the workforce, including persons of color, women, and immigrants.
The Demand for Executive Skills. Discussion Paper No. 1797
Author: Fuller, Joe
Date: 2021-09-00
Type: Reports - Research
Subjects: Occupational Information,Job Skills,Administrators,Administration,Thinking Skills,Interpersonal Competence,Transfer of Training,Human Resources,Institutional Characteristics

We use a unique corpus of job descriptions for C-suite positions to document skills requirements in top managerial occupations across a large sample of firms. A novel algorithm maps the text of each executive search into six separate skill clusters reflecting cognitive, interpersonal, and operational dimensions. The data show an increasing relevance of social skills in top managerial occupations, and a greater emphasis on social skills in larger and more information intensive organizations. The results suggest the need for training, search and governance mechanisms able to facilitate the match between firms and top executives along multiple and imperfectly observable skills.
The Making of Civic Virtues: A School-Based Experiment in Three Countries. CEP Discussion Paper No. 1830
Author: Briole, Simon
Date: 2022-02-00
Type: Reports - Research
Subjects: Citizenship Education,Values Education,Middle School Students,Student Centered Learning,Altruism,Self Efficacy,Peer Relationship,Behavior Standards,Cultural Differences,Politics,Program Effectiveness,Foreign Countries,Civil Rights,Student Projects,Democratic Values

With the rise of polarization and extremism, the question of how best to transmit civic virtues across generations is more acute than ever. In this paper, we test the hypothesis that schools can be the place for this transmission by empowering students and gathering them around concrete and democratically chosen objectives. We draw on an RCT implemented in a large sample of middle schools in three European countries. The evaluated program leads students to carry out collective citizenship projects in their immediate communities under the supervision of teachers trained in student-centered teaching methods. The program significantly increases student altruism, their political self-efficacy as well as the quality of their relationship with their classmates and their respect for the rules of school life (less sanctions and absenteeism). In all three countries, the benefits are greater for students with the highest level of altruism and interest in politics at baseline. Investments made at an early age appear to be complement to those made during adolescence for the production of civic virtues.
Unmasking School Discipline Disparities in California: What the 2019-2020 Data Can Tell Us about Problems and Progress
Author: Losen, Daniel J.
Date: 2022-07-00
Type: Reports - Research
Subjects: Discipline,Discipline Problems,Discipline Policy,Suspension,Racial Differences,Educational Trends,Special Needs Students,Foster Care,Students with Disabilities,Economically Disadvantaged,Accountability,School Districts,Educational Environment,Police

We hope this report will help to renew attention to the problem of excessive discipline. In keeping with this aim, we compare the projected full-year suspension rate for 2019-2020 to rates from prior years. We provide these projected suspension rates for the overall student population in California, and for every racial/ethnic subgroup at the state and district levels. We encourage education policymakers at the state and district levels to use the projections we provide in this report to distinguish districts that were on the path toward lower suspension rates from those on a path toward an increase or that showed no change.
Are Effective Teachers for Students with Disabilities Effective Teachers for All? Working Paper No. 268-0622
Author: Wood, W. Jesse
Date: 2022-06-00
Type: Reports - Research
Subjects: Students with Disabilities,Teacher Effectiveness,Value Added Models,Academic Achievement,Teacher Characteristics,Teacher Persistence,Elementary Secondary Education,Student Characteristics,Correlation

The success of many students with disabilities (SWDs) depends on access to high-quality general education teachers. Yet, most measures of teacher value-added measures (VAM) fail to distinguish between a teacher's effectiveness in educating students with and without disabilities. We create two VAM measures: one focusing on teachers' effectiveness in improving outcomes for SWDs, and one for non-SWDs. We find top-performing teachers for non-SWDs often have relatively lower VAMs for SWDs, and that SWDs sort to teachers with lower scores in both VAMs. Overall, SWD-specific VAMs may be more suitable for identifying which teachers have a history of effectiveness with SWDs and could play a role in ensuring that students are being optimally assigned to these teachers.
Supporting Quality Improvement in Education and Care: Findings from the Quality Support Program
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Educational Quality,Professional Development,Educational Improvement,Leadership

This report presents key findings from the first two years of the Quality Support Program (QSP). The QSP is an initiative of and funded by the NSW Department of Education Early Childhood Education Quality Assurance and Regulatory Services Directorate (NSW DoE), involving the delivery by the Australian Children's Education and Care Quality Authority (ACECQA) of free tailored professional development and support to approved providers and service leaders of eligible services across NSW. The QSP has been implemented in two stages, with each stage comprising separate groups of services in three 'rounds' of up to 18 weeks of tailored support. This report presents participating services, findings to date, and additional learnings. [This report was produced with NSW Government.]
Tuition Fees and Educational Attainment. Discussion Paper No. 1839
Author: Bietenbeck, Jan
Date: 2022-03-00
Type: Reports - Research
Subjects: Tuition,Student Costs,Educational Policy,Educational Attainment,Foreign Countries,Universities,Enrollment,Public Colleges,Educational Finance,College Students,College Graduates

Following a landmark court ruling in 2005, more than half of Germany's universities started charging tuition fees, which were subsequently abolished until 2015. We exploit the unusual lack of grandfathering in these policies to show that fees increase study effort and degree completion among incumbent students. However, fees also decrease first-time university enrollment among high school graduates. Combining this enrollment impact with the effect on completion, we find that fees around the zero-price margin have only little effect on overall educational attainment. We conclude by discussing policies targeting the separate effect margins of fees and caution against a general abolition. [Funding for this report was provided by the Deutsche Forschungsgemeinschaft (DFG, German Research Foundation).]
Community College STEM Pathways. Policy Fact Sheet
Author: Columbia University, Community College Research Center (CCRC)
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,STEM Education,Barriers,Diversity,Work Environment,Disproportionate Representation,Minority Group Students,Student Participation,Educational Policy,Labor Force Development

Increasing the number of college students who earn STEM credentials and enter STEM careers remains a national priority, as does the need to diversify the population of STEM workers by race/ethnicity, gender, and socioeconomic background. This fact sheet describes how community colleges hold potential for diversifying the STEM workforce as well as the challenges that community college students face in completing STEM programs.
Employment and Youth with Foster Care Experience: Understanding Barriers and Supporting Success
Author: Fung, Sara
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: Youth,Foster Care,Barriers,Career Readiness,Job Training,Wages,Living Standards,Data,Employment Patterns,Federal Programs,Adult Education,Adult Literacy,Labor Legislation,Federal Legislation,Labor Force Development,Youth Employment

Employment is foundational to young people's successful transition into adulthood, yet many youth with lived experience in the foster care system struggle to obtain employment that provides a living wage. Youth with foster care experience typically do not have the same contacts and connections to employment opportunities as youth who have not been in foster care and cannot rely on the economic support of their family. In addition, transition age youth currently or formerly in foster care are more likely to be unemployed than their peers, and when employed, they typically earn less than their peers. Therefore, transition age youth with foster care experience need additional supports and resources to secure and maintain employment during their transition into adulthood. In this report, the authors highlight recent data on employment for youth with foster care experience. They identify ongoing challenges that youth with foster care experience face in participating in workforce readiness training, and finding and maintaining employment that pays a living wage. Additionally, they highlight a few existing supports for current and former foster youth. Finally, they provide policy recommendations and perspectives from youth to help their peers overcome these challenges and thrive in their careers. [Additional support for this report was provided by additional Maya Kamath, Nima Rahni, and Ted Lempert.]
Student Support That Meets the Moment: The Need for Clarity and Rigor in SEL
Author: Chu, Lisa
Date: 2022-02-00
Type: Reports - Research
Subjects: Social Emotional Learning,COVID-19,Pandemics,Stress Variables,Well Being,Mental Health,Burnout,Budgets,Institutional Mission,Needs Assessment,Intervention,School Personnel,Positive Behavior Supports

As stress and disruption have intensified for students over the past two years due to the pandemic, so has interest in and spending on social-emotional learning (SEL) in public education. Also mounting in some places is confusion about what SEL is and a lack of clarity about how, exactly, to implement SEL in sustainable, effective ways. In a time of crisis like no other for our children, how can schools best respond to their complex needs? The Center on Reinventing Public Education spent the 2020-21 school year digging into the issue from several vantage points. The authors turned to survey research and experts to understand how the pandemic was affecting student well-being and mental health, examined a national sample of school districts to see how school systems were supporting SEL, and looked for data and practices that schools might leverage to meet the moment. More than anything, schools need clarity about SEL. Teachers can't be left to figure out on their own how to build healthy environments and teach prosocial skills. As districts and schools plan more services and programming with a new wave of federal funding and seek to help students recover from the pandemic, they need to clearly define what SEL means for their institutions, what streams of work fall under that banner, and what problems they are using it to solve. Leaders must prioritize SEL through sufficient staffing and budgets, and schools must develop habits and processes that treat SEL as cross-cutting, school-wide, systemic work. This brief offers components of a comprehensive SEL approach, including: (1) Be clear about what SEL is and isn't; (2) Prioritize SEL through budget and personnel decisions; (3) Incorporate SEL into the school's mission and vision; (4) Develop a system to monitor what's needed and what works; (5) Make sure SEL is integrated into all aspects of school, especially academics; (6) Plan both whole-school activities and individual interventions; (7) Staff sufficiently to meet SEL needs; (8) Connect SEL to DEI work; and (9) Invest in adult SEL and well-being.
The Promise and Challenges of Pandemic Innovation in High Schools
Author: Gross, Betheny
Date: 2022-02-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,High Schools,Educational Innovation,High School Students,Academic Achievement,Barriers,Educational Trends,Educational Change,Flipped Classroom,Independent Study,Technology Uses in Education,Academic Standards,Achievement Tests

In summer 2020, the Center on Reinventing Public Education (CRPE), with support from the Barr Foundation, began observing and learning from students, parents, and educators in New England high schools as they navigated the uncertainty of the pandemic. The authors wanted to see what challenges and opportunities they faced, the ways in which they adapted to disruptions, and the new strategies and capacities that took hold. After more than a year of disruption, the boundaries of what it means to &quot;reinvent&quot; high school stretched, and in some systems, the momentum for change accelerated. Students and teachers learned to work in new ways and reached new understandings about each other. When COVID wanes, schools will encounter a host of new and complex demands as they make sense of the pandemic's challenges and opportunities, including addressing unfinished learning, spending a tidal wave of federal funding, and navigating continued calls for racial and social justice amid a national culture war. The path forward raises a host of critical questions: (1) Will school systems leverage momentum from the pandemic to remake high school? If so, what adaptations and innovations will they embrace? And which students will benefit from these shifts?; (2) How do school system leaders, educators, families, and students redefine success in high school? To what extent and how are these aspirations reflected in the adaptations and innovations that school systems embrace?; and (3) What opportunities and obstacles do school system leaders, educators, families, and students confront as they seek to chart a new course to high school? How can they avoid the pitfalls that threaten to stall progress, especially for the most marginalized students? As the pandemic endures, and as we emerge from it, CRPE will continue to investigate whether and how the trends described lead to a more equitable, student-centered high school experience. In this effort, Think Forward New England explores not only what shifts emerge postpandemic but also why, for whom, and with what effect.
Kimball&apos;s English Grammar
Author: Kimball, Lillian G.
Date: 1912-00-00
Type: Books
Subjects: English,Grammar,Speech,Textbooks

This textbook seeks to set forth in a simple and practical manner the principles of modern English grammar. The aim has been not only to give the pupils an insight into the structure of the English sentence, but also to provide them with exercises helpful to the formation of good habits of speech.
United States. It&apos;s Past and Present
Author: Elson, Henry W.
Date: 1926-00-00
Type: Books
Subjects: Textbooks,United States History

This U.S. history textbook aimed to emphasize human interests and human action for the purpose of interesting the young reader, giving at the same time adequate treatment for a book of this grade of the more mature subjects such as tariffs, finances, foreign relations, and governmental problems.
A System of Geometry and Trigonometry: With a Treatise on Surveying, in Which the Principles of Rectangular Surveying, without Plotting, are Explained. Stereotype Edition, Enlarged
Author: Flint, Abel
Date: 1839-00-00
Type: Books
Subjects: Textbooks,Geometry,Trigonometry,Measurement,Geography

This textbook covers geometry and trigonometry with addition of a fuller explanation of rectangular surveying, as well as a more particular explanation of the use of natural sines. The book's primary goal is teaching common field surveying. This edition adds practical matter, as well as the only table of natural tangents ever published in this country.