ethanporcaro/eric-fulltext-meta huggingface dataset:
Results in Brief: Implementation of the Title VI Indian Education Formula Grants Program
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: American Indian Education,Grants,Educational Finance,Funding Formulas,Federal Aid,American Indian Students,Eligibility,Alaska Natives,Tribes,Reports,Information Dissemination,School Community Relationship,Outreach Programs,Knowledge Level,Parent Participation,Community Involvement,Student Needs,Elementary Secondary Education,Educational Legislation,Federal Legislation,Stakeholders,Parents,Advisory Committees,Parent Role,Progress Monitoring,Program Effectiveness,Academic Achievement,Cultural Awareness,American Indian Languages,Native Language Instruction,School Readiness,Learner Engagement,Graduation Rate,College Attendance,Career Readiness,Dropout Rate,Substance Abuse,Prevention,Achievement Gap,Culturally Relevant Education,Professional Development,Government Role,Federal Government,State Government,Local Government,Correctional Education,Mentors

Indian Education Formula Grants represent the U.S. Department of Education's largest investment in addressing the unique academic and cultural needs of American Indian and Alaska Native students. The program is aimed at supporting services that are responsive to the unique cultural, language, and educational needs of these students and help them meet academic standards. School districts, tribes, Indian community-based organizations, and Bureau of Indian Education (BIE) schools receiving these grants are required to consult with parents and local tribes in the effort to shape grant-funded services that supplement and enrich regular school programs. This study conducted grantee surveys and case studies to examine the operations of the Title VI grants program across the United States and inform the field about the services that Title VI funds support, how grantees work with stakeholders to identify program-eligible children, and how they measure progress toward their project objectives. [For the full report, see ED602106 and for the technical appendices, see ED602114.]
Trends in High School Dropout and Completion Rates in the United States: 2019. Compendium Report. NCES 2020-117
Author: McFarland, Joel
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Educational Trends,Dropout Rate,Graduation Rate,High School Students,High School Graduates,Academic Achievement,Educational Indicators,Student Characteristics,Racial Differences,Gender Differences,Family Income,Students with Disabilities,Geographic Regions,White Students,African American Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indian Students,Multiracial Persons,Credentials,High School Equivalency Programs

The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates). This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. [For the 2018 report, see ED590552.]
Results in Brief: Districts&apos; Use of Weighted Student Funding Systems to Increase School Autonomy and Equity--Findings from a National Study
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Funding Formulas,Institutional Autonomy,School Districts,Educational Finance,Educational Equity (Finance),Resource Allocation,Elementary Secondary Education,Principals,Administrators,Teacher Salaries,Low Income Students,English Language Learners,Students with Disabilities,Expenditure per Student,Professional Autonomy,Poverty,Institutional Characteristics,Administrator Attitudes

Over the past 25 years, a small but growing number of school districts have implemented weighted student funding (WSF) systems as a way to increase school-level autonomy and more equitably distribute resources among schools. In these districts, which are predominantly large urban school systems, education leaders have implemented policies that allocate dollars to schools rather than staffing positions, using weights to provide higher levels of funding for certain types of students who need additional support, such as students from low-income households, English learners, and students with disabilities. In addition, these systems are intended to shift more decision-making responsibility over resource allocation and school programming to principals and other school stakeholders. This study identified 27 districts operating WSF systems as of the 2018-19 school year and used survey and case study data to examine how WSF districts have implemented these systems, the types of weights and other adjustments that they use, how they compare with districts that use more traditional resource allocation practices, and funding equity outcomes. [For the full study &quot;Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 1 -- Final Report,&quot; see ED600460. For &quot;Districts' Use of Weighted Student Funding Systems to Increase School Autonomy and Equity: Findings from a National Study. Volume 2 -- Technical Appendices,&quot; see ED600464.]
Results in Brief: Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,Second Language Learning,English Language Learners,Electronic Learning,Educational Technology,Elementary Secondary Education,Technology Uses in Education,Teaching Methods,Barriers,Access to Computers,Technology Integration,Instructional Effectiveness,Educational Needs,Public Schools,Faculty Development

English learners (ELs) are one of the fastest growing student demographics in the United States, and are a diverse group, representing over 400 different language backgrounds. In the 2015--16 school year, there were 4.8 million EL students in grades K--12 in U.S. public schools, accounting for 10 percent of all enrolled students. Also, over past decades, grade K--12 teachers in public schools have gained increased access to computers and digital technology for instruction, and many report using digital learning resources (DLRs) to enhance and differentiate their students' language and content area instruction. This Results in Brief describes findings from a national study of how districts and teachers are using Digital Learning Resources (DLRs) for instructing EL students. In addition, the study developed two toolkits for practitioners, one to inform educators about the range of DLRs that are available and considerations for using DLRs to support their EL students, and one to assist educational technology developers in improving the usefulness of DLRs for instructing EL students. [For the full study &quot;Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume I: Final Report,&quot; see ED600461. For &quot;Supporting English Learners through Technology: What Districts and Teachers Say about Digital Learning Resources for English Learners. Volume II: Technical Appendices,&quot; see ED600462.]
Results in Brief: Study of the Implementation of the &quot;ESEA&quot; Title I, Part C Migrant Education Program
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Program Implementation,Migrant Education,Eligibility,Migrant Children,Information Transfer,Student Needs,Delivery Systems

The children of migratory workers are extremely disadvantaged and are more likely than their nonmigratory peers to live in poverty and experience disconnected educational experiences that can hinder their educational progress and success (Berger 2014; Quandt et al. 2016; U.S. Department of Labor 2017; Wiltz 2016). Congress established the Migrant Education Program (MEP) in 1966 through an amendment to the 1965 &quot;Elementary and Secondary Education Act (ESEA)&quot;. The goal of the program under &quot;ESEA,&quot; as amended by the &quot;Every Student Succeeds Act of 2015 (ESSA),&quot; is to help meet the unique educational needs of migratory children. The &quot;Study of the Implementation of the 'ESEA' Title I, Part C Migrant Education Program&quot; examined how state MEP grantees and local/regional MEP subgrantees implemented the program's four central components--identification and recruitment, records transfer, service delivery, and coordination and collaboration--to help reduce barriers to migratory children's school success. The findings can be used to help describe the program and the children it serves and to inform program planning and support by MEP grantees, subgrantees, and the Department. [For the full report, see ED600466 and for the technical appendices, see ED600467.]
The Real Value of SNAP Benefits and Health Outcomes. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2017-03
Author: Hoynes, Hilary
Date: 2017-00-00
Type: Reports - Research
Subjects: Welfare Services,Poverty Programs,Food,Federal Programs,Child Health,Program Effectiveness,Costs,Children,Health Services,National Surveys,Purchasing

The food stamp program (SNAP) is one of the most important elements of the social safety net and is the second largest anti-poverty program for children in the U.S. (only the EITC raises more children above poverty). The program varies little across states and over time, which creates challenges for quasi-experimental evaluation. Notably, SNAP benefit levels are fixed across 48 states; but local food prices vary widely, leading to substantial variation in the real value of SNAP benefits. In this study, we leverage time variation in the real value of the SNAP benefit across markets to examine the effects of SNAP on child health. We link panel data on regional food prices and the cost of the Thrifty Food Plan [TFP], as measured by the USDA's Quarterly Food at Home Price Database, to restricted-access geo-located National Health Interview Survey data on samples of SNAP-recipient and SNAP-eligible children. We estimate the relationship between the real value of SNAP benefits (i.e., the ratio of the SNAP maximum benefit to the TFP price faced by a household) and children's health and health care utilization, in a fixed effects framework that controls for a number of individual-level and region characteristics, including non-food prices. Our findings indicate that children in market regions with a lower real value of SNAP benefits utilize significantly less health care, and may utilize emergency room care at increased rates. Lower real SNAP benefits also lead to an increase in school absences but we find no effect on reported health status.
The Labor-Market Returns to Community College Degrees, Diplomas, and Certificates. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2010-08
Author: Jepsen, Christopher
Date: 2010-00-00
Type: Reports - Research
Subjects: Community Colleges,Outcomes of Education,Associate Degrees,Education Work Relationship,Educational Certificates,Gender Differences,Two Year College Students,College Graduates,Income,Age Differences

This paper provides the first detailed empirical evidence of the labor-market returns to community college diplomas and certificates. Using detailed administrative data from Kentucky, we estimate panel-data models that control for differences among students in pre-college earnings and educational aspirations. Associate's degrees and diplomas have quarterly earnings returns of nearly $2,000 for women, compared to returns of approximately $1,500 for men. Certificates have small positive returns for men and women in most specifications. There is substantial heterogeneity in returns across fields of study. Degrees, diplomas, and certificates all correspond with higher levels of employment.
The Influence of Nutrition Assistance Program Participation, Parental Nutritional Knowledge, and Family Foodways on Food Security and Child Well-Being. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-02
Author: Wolfson, Julia
Date: 2019-05-00
Type: Reports - Research
Subjects: Food,Security (Psychology),Federal Programs,Nutrition,Welfare Services,Poverty Programs,Parents,Well Being,Children,Adolescents,Participation,Program Effectiveness,Knowledge Level,Young Adults,Risk

In this report we present results from our study of the effect of SNAP [Supplemental Nutrition Assistance Program] and WIC [Special Supplemental Nutrition Program for Women, Infants and Children] participation during childhood on food insecurity risk in young adulthood. We also examined the effect of parental nutritional knowledge and childhood food involvement on food insecurity in young adulthood. We used data from the Panel Study of Income Dynamics Original Childhood Development Supplement. Our balanced panel (n=1,305) was comprised of individuals who were 0-12 years old in 1997, had data on SNAP and income from their year of birth through 2015, food insecurity data in 2015/2017, and had moved out of their parents' home and started their own household prior to 2015. We estimated logistic models using sample, cluster and strata weights to generate nationally representative results. We find a small, but non-statistically significant effect of SNAP and WIC participation during childhood on odds of being food insecure during young adulthood. When examining change in food security from 1999-2015, we find that participation in SNAP during ages 0-5 years (OR 2.36, 95% CI: 0.99, 5.61), and during ages 12-18 years (OR 2.68, 95% CI: 1.09, 6.57) is associated with a higher odds of being more secure in 2015 than in 1999 compared to low income children who were eligible for, but did not participate in SNAP. Participation in both SNAP and WIC during ages 0-5 predicts higher odds (OR: 4.47, 95% CI: 2.04, 9.78) of being more secure in young adulthood than in childhood compared to low income children who were eligible for, but did not participate in SNAP or WIC. Finally, we saw a statistically significant protective effect of high parental nutritional knowledge (in 1999) and child time spent preparing food (during ages 5-12) on food insecurity risk in 2015-2017. SNAP and WIC, as well as parental nutritional knowledge and childhood food involvement appear to have some protective effect on food insecurity in young adulthood. Future research should further investigate the effects of nutrition education, nutrition assistance program participation, and involvement in food preparation on food insecurity over the short- and long-term.
Childhood and Adolescent Food Security and Young Adult Outcomes. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-05
Author: Heflin, Colleen
Date: 2019-05-00
Type: Reports - Research
Subjects: Children,Adolescents,Food,Security (Psychology),Young Adults,Early Experience,Sexuality,Crime

Exposure to stressful life experiences during childhood, such as food insecurity, can have negative consequences for attainment later in life. The developmental timing of stressful events and how they influence outcomes over the life course is a critical area of research. Indeed, a more comprehensive understanding of the latter life consequences of childhood food insecurity could guide policy-makers in designing more effective social policies to reduce the severity of the poor life outcomes. This project uses data from the Panel Study of Income Dynamics to estimate the young adult impacts (as late as age 25) of food insecurity experienced in discrete childhood stages -- middle childhood (ages 5-10), early adolescence (ages 11-14), and middle adolescence (ages 15-18). It aims to identify which childhood stage-specific effects of food insecurity are most important to five young adult outcomes in two main areas -- risky sexual behaviors and criminal justice involvement. Results provide consistent evidence that the mean food security scores in middle childhood are associated with the criminal justice involvement outcome. The results are less consistent with the sexual risk taking outcomes. Middle childhood food insecurity is associated with the number of sexual partners in young adulthood, while early adolescent food insecurity is associated with the number of children in young adulthood. Results indicate that male respondents appear to be more sensitive to food insecurity than females.
Do SNAP Work Requirements Work? University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-08
Author: Harris, Timothy F.
Date: 2019-07-00
Type: Reports - Research
Subjects: Welfare Services,Poverty Programs,Food,Federal Programs,Program Effectiveness,Employment,Eligibility,Adults,Participation

The American Recovery and Reinvestment Act waived work requirements nationally in 2010 and broadened waiver eligibility in subsequent years for Able-Bodied Adults without Dependents (ABAWDs) receiving Supplemental Nutrition Assistance Program (SNAP) benefits. From 2011 to 2017, many states voluntarily imposed work requirements, while other areas became ineligible for waivers because of improved economic conditions. Using data from the American Community Survey from 2010 to 2017, I analyze the influence of work requirements on employment and SNAP participation for ABAWDs. I find that work requirements increased employment for ABAWDs and also significantly decreased SNAP participation.
Does Early Food Insecurity Impede the Educational Access Needed to Become Food Secure. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-04
Author: Hamersma, Sarah
Date: 2019-05-00
Type: Reports - Research
Subjects: Food,Security (Psychology),Access to Education,Children,Adults,Longitudinal Studies,Educationally Disadvantaged,Postsecondary Education,Economically Disadvantaged,Educational Attainment

Education is considered one of the great equalizers of economic opportunity. However, pre-existing differences in educational access may generate differences in educational investment, which may perpetuate the economic inequalities that education is supposed to mitigate. In this paper, we examine the role of reduced educational investment as a mechanism for the intergenerational transmission of food insecurity. Specifically, we examine how food insecurity during childhood may reduce educational investments, which, in turn, may increase food insecurity during adulthood. Identifying the mechanism(s) for the intergenerational transmission of food insecurity is essential for designing effective policies to address food insecurity and improve national nutrition and health. Furthermore, understanding the extent to which improvements in food security create positive spillovers in future educational attainment and food security will provide a clearer assessment of the value of programs designed to improve food security. We use longitudinal data from the Panel Study of Income Dynamics to examine education as a potential mechanism (mediator) in the intergenerational transmission of food insecurity. We follow a sample of children almost two decades as they transition from childhood to adulthood. We use an estimator developed by Flores and Flores-Lagunes (2009) to estimate the share of the intergenerational transmission of food insecurity that can be attributed to compromised educational investments. In our preliminary analysis, we find only a small amount of evidence for reduced educational investment as a mechanism for the intergenerational transmission of food insecurity. However, the estimates vary widely across specifications such that large effects are not ruled out.
Long-Run Impact of Welfare Reform on Educational Attainment and Family Structure. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2018-07
Author: Vaughn, Cody
Date: 2018-10-00
Type: Reports - Research
Subjects: Welfare Services,Educational Attainment,Family Structure,Adult Education,Probability,Children,Reading Tests,Scores,Adults,College Graduates,Marital Status,Gender Differences,Longitudinal Studies

In the early 90's, the United States reformed its welfare system through state waivers and the Temporary Assistance for Needy Families program. These changes altered family resources and potential investments for childhood human capital, which in turn could affect later adult outcomes. Using data from the Panel Study of Income Dynamics, I examine the long-run impact of growing up under welfare reform on adult education and family structure through age 28. I find that as children, these individuals have higher reading test scores by an average of 6% of a standard deviation. As adults, I find robust evidence that these treated individuals are on average 9% more like to graduate college. I find some evidence that they are more likely to be married and less likely to have a child out of wedlock. The effects for women are larger than men for college completion, marriage rates, and out of wedlock births.
Teacher Quality Factors and Pupils&apos; Achievement in Mathematics in Primary Schools of Kyondo Sub-County, Kasese District, Uganda
Author: Ndungo, Issa
Date: 2018-07-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Effectiveness,Mathematics Achievement,Elementary School Teachers,Elementary School Students,Teacher Qualifications,Teaching Experience,Teacher Motivation,Correlation

According to the National Assessment Program in Education (NAPE) report (2015), pupils' proficiency (achievement) level in mathematics (numeracy) is low at primary six. Also teachers are essential to pupils' achievement in mathematics; their characteristics such as commitment, qualification, teaching abilities are significant to pupils' levels of achievement. The success or failure of any academic program depends largely on the teacher ability to deliver which is a function of teachers' qualification, experience and commitment. This study examined the teachers' quality factors that are thought to affect pupils' achievement in mathematics in primary six. The study used teachers and pupils, to obtain data, a total of 70 respondents were randomly selected from five primary schools of Kyondo sub-county, Kasese district. Basing on the findings of the study, it was revealed that first, the teachers' qualification and experience are not significant to pupils' level of achievement in mathematics. While teachers' level of commitment is highly significant to the pupils' level of achievement in mathematics. Therefore the low level of pupils' achievement in mathematics at primary in Kyondo sub- county is mainly as a result of low levels of teacher commitment to classroom activities.