ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring up to the Model: A Ranking of State Charter Public School Laws. Eighth Edition
Author: Ziebarth, Todd
Date: 2017-03-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Public Schools,School Law,State Legislation,Educational Legislation,Educational Trends

This eighth edition of &quot;Measuring up to the Model: A Ranking of State Charter School Laws&quot; presents the latest activity in charter public school legislation across the country. This year's rankings are the first that measure each state's charter school law against the National Alliance's revised model charter school law, &quot;A New Model Law for Supporting the Growth of High-Quality Charter Public Schools: Second Edition&quot; (ED581588), and account for these key updates: (1) providing more equitable support to charter school students; (2) increased attention on flexibility for charter schools; and (3) strengthening accountability for charter schools and their authorizers. Some highlights include: (1) Indiana has the nation's strongest charter school law for the second year in a row; (2) Washington became the newest addition to the rankings in 2017, having passed legislation that re-established its charter school law; (3) The Top 10 includes a mixture of states with more mature movements (Indiana at No. 1, Minnesota at No. 3, Colorado at No. 5, New York at No. 6, Florida at No. 8, and Louisiana at No. 9) and states with newer movements (Alabama at No. 2, Washington at No. 4, Maine at No. 7, and Mississippi at No. 10). This variety in the Top 10 speaks to the fact that many states continue to strengthen their laws based on what's working (and what's not working) and that states newer to the movement rely heavily on those lessons learned so they do not repeat the mistakes of the states that came before them; and (4) Maryland has the nation's weakest charter school law, ranking No. 44 (out of 44). While Maryland's current law does not cap charter school growth, it allows only local school district authorizers and provides little autonomy, insufficient accountability, and inequitable funding to charter schools. Rounding out the bottom five states are Wyoming (No. 40), Iowa (No. 41), Alaska (No. 42), and Kansas (No. 43). Appended to the report is: Methodological Details. [To view the seventh edition, see ED568904.]
What Are Naturally Occurring School Lotteries and How Do We Identify Them? Reflections on Methodology
Author: Unterman, Rebecca
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Selective Admission,Competitive Selection,Admission (School),Charter Schools,Educational Research,Research Methodology

This post is one in a series highlighting MDRC's methodological work. In the past decade, rapid growth in the number of charter schools and school district choice systems has provided education researchers with exciting opportunities to use naturally occurring pockets of randomization to rigorously study the effects of policy-relevant education reforms that are already in place, often on a large scale. When a lottery is used to decide which students receive the opportunity to attend a school, it can create the conditions for a natural experiment. Because students' school assignment is random, researchers can identify the causal effect of the school model on students. This paper discusses naturally occurring school lotteries, which most often take place within relatively simple school-managed processes or within centrally managed admissions processes, and how MDRC researchers utilized both admission processes in studies.
Integrating Postsecondary Education Interventions to Help Low-Income Students Succeed. Testimony of Alexander Mayer, Deputy Director, Postsecondary Education, MDRC, Before the California State Assembly Higher Education Committee and the Budget Subcommittee on Education Finance
Author: Mayer, Alexander
Date: 2018-02-06
Type: Legal/Legislative/Regulatory Materials
Subjects: Postsecondary Education,Low Income Groups,Access to Education,Academic Achievement,At Risk Students,Evidence Based Practice,Graduation,Randomized Controlled Trials,Program Effectiveness,Enrollment,Educational Finance,Intervention

This document presents the testimony of MDRC's Alex Mayer, the Deputy Director for Postsecondary Education at MDRC. The three points that Alex Mayer emphasizes in this testimony before the California State Assembly Higher Education Committee and the Budget Subcommittee on Education Finance on integrating postsecondary education interventions to help low income students succeed are: (1) short-term interventions tend to have modest, short-term effects. While this means they sometimes fall short of long-term goals, the findings provide lessons to build on, and many of the programs are helping students advance while the programs are operating; (2) Second, it is possible to dramatically improve student outcomes; and (3) Third, combining and integrating multiple evidence-based strategies to address multiple factors can be highly effective. A key lesson is that combining and integrating multiple strategies to address multiple factors can be highly effective. As California revisits its postsecondary plan to dramatically improve college completion and considers the consolidation of existing programs, there is a great opportunity to integrate resources and align them around evidence.
Promoting Prenatal Health and Positive Birth Outcomes: A Snapshot of State Efforts. OPRE Report 2017-65
Author: Sparr, Mariel
Date: 2017-12-00
Type: Reports - Research
Subjects: Prenatal Care,Perinatal Influences,Health Promotion,Neonates,Mothers,Early Intervention,Home Visits,Program Evaluation,Program Effectiveness,Social Services,Qualitative Research,State Programs,State Aid,Stakeholders,Birth,Agency Cooperation,Interviews

To promote prenatal health and improve birth outcomes, the Centers for Medicare and Medicaid Services (CMS) developed the Strong Start for Mothers and Newborns initiative. The Strong Start initiative is assessing several enhanced prenatal care approaches, including home visiting. As part of the Strong Start initiative, CMS, in partnership with the Administration for Children and Families and the Health Resources and Services Administration, established the Mother and Infant Home Visiting Program Evaluation-Strong Start (MIHOPE-Strong Start). MIHOPE-Strong Start is evaluating the effectiveness of evidence-based home visiting for improving prenatal care and birth outcomes among women enrolled in Medicaid or the Children's Health Insurance Program. This report presents findings from a qualitative substudy of MIHOPE-Strong Start designed to summarize state efforts to promote prenatal health and improve birth outcomes, including but not limited to home visiting.
We Need Resilient School Leaders in the Face of Chaos and Complexity
Author: Ozmusul, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Educational Administration,Administrator Role,Resilience (Psychology),Work Environment,Stress Variables,Models,Administrator Characteristics,Leadership Styles,Leadership Training,Emotional Response,Attitudes,Social Influences,Ethics,Physical Health,Mental Health

We experience some rapid and unexpected changes especially within the incoherent and asunder school policies and implementations that are unsuitable for the demands and expectations of school stakeholders. Furthermore, the internal and other external obstacles and non-ideal situations such as lack of resources, negative school climate, less motivation, organizational conflicts, cultural matters, depersonalization, or resist to change surround the schools today. All these tend to produce serious organizational stress and turn into organizational viruses at the school level. Exploring the non-ideal situations affecting today schools, the present study conceptualizes a resilient leadership model with reference to the school system in the face of chaos and complexity. Although describing the resilient leaders seems difficult we can say that resilient leaders do not seek pretext for struggling against difficulties, and when non-ideal situations occur they can shake but stand up. Such leaders that we expect like a tree which can withstand a storm run in downpour, like a dam which can hinder strong waves, or like a flower which can blossom in the snow. They may not be superman or supergirl but at least they are mentally, emotionally, socially, ethically, and physically strong humans who beat the odds. In turn, resilient leadership can be defined as displaying high level of endeavor to overcome the both internal and external obstacles that the organization faces, and generating different solutions despite the fact that many non-ideal situations affect the organization. At the end of the study, in the face of such situations, some potential characteristics of the resilient school leaders are suggested.
Education Needs to Further Examine Data Collection on English Language Learners in Charter Schools. GAO-13-655R
Author: Scott, George A.
Date: 2013-07-17
Type: Reports - Evaluative
Subjects: Charter Schools,English Language Learners,Enrollment Trends,Public Schools,Student Records,Databases,Data Collection,Comparative Analysis,Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Research

The US Government Accountability Office (GAO) began a study to compare English Language Learner (ELL) enrollment in charter schools to ELL enrollment in traditional public schools. For the study, they obtained ELL enrollment counts for school year 2010-11 from the U.S. Department of Education's (Education's) only available dataset containing the necessary school-level data. In accordance with Government Auditing Standards and GAO policy, they assessed the quality of the ELL data as part of the study and found problems with the data's quality that prevented them from completing the study. This letter addresses: (1) the quality of Education's data on ELLs in charter schools; and (2) the efforts taken by Education to improve its collection of ELL data from charter schools. This review was conducted from November 2012 to July 2013 in accordance with generally accepted government auditing standards. Based on the findings of the review, GAO recommends that Education systemically evaluate the extent of charter school nonreporting across other data sets and explore whether collection of the poorly defined ELL data can be phased out at the local educational agency (LEA) and state levels, if the data quality problems are not addressed.
Classroom Talk and Computational Thinking
Author: Jenkins, Craig W.
Date: 2017-10-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Secondary School Students,Thinking Skills,Programming,Discussion (Teaching Technique),Extracurricular Activities,Clubs,Computation,Coding,Logical Thinking,Interaction,Poetry,Dialogs (Language)

This paper is part of a wider action research project taking place at a secondary school in South Wales, UK. The overarching aim of the project is to examine the potential for aspects of literacy and computational thinking to be developed using extensible 'build your own block' programming activities. This paper examines classroom talk at an extracurricular programming club and focuses in particular on dialogue relating to computational thinking. Learners spent a number of weeks carrying out an activity designed using the Snap programming tool. The activity was themed around language and the task was to devise a collection of fixed-form poetry. The findings are in two parts. First is a dialogue analysis using the SEDA coding scheme. This analysis revealed a number of learner interactions showing evidence of reasoning. Second, examples of talk sequences are provided in order to examine how the reasoning identified in the interactions relate to what we may recognise as computational thinking. The paper concludes by considering how dialogic approaches in the classroom potentially have an important role to play in the process of teaching young people to think computationally.
State Efforts to Promote Social and Emotional Learning in Students. A Status Report
Author: Dusenbury, Linda
Date: 2017-01-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Early Childhood Education,Elementary Secondary Education,Guidelines,Skill Development,Student Development,Holistic Approach,Benchmarking,State Standards

Momentum has been growing across the country to support statewide implementation of social and emotional learning (SEL) in preschool through high school. In this brief we present an update on states' involvement in articulating goals and developing guidelines for student SEL. [Additional support for this work was provided by Pure Edge, Inc.]
Child Mortality in the School Setting. Position Statement. Revised
Author: Bergren, Martha Dewey
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Death,Children,Child Health,Injuries,Violence,Data Collection,School Safety,School Nurses

It is the position of the National Association of School Nurses (NASN) that data on children's deaths in school should be recorded, analyzed and reported at the local, state and national levels. The systematic review of data on child mortality is necessary to drive interventions and policies that will decrease mortality from injuries, violence, acute illness and chronic disease in the school setting. Just as there are federal laws to monitor deaths in the workplace, there needs to be a parallel federal system for child deaths at school. Registered professional school nurses should accept opportunities to serve on state and national child fatality review committees to provide input into policies that protect children at school and in the community. [For the complete 2012 report, &quot;Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised,&quot; see ED539227. For the 2012 report, &quot;Child Mortality in the School Setting. Position Statement,&quot; see ED539210.]
The Collaborating States Initiative (CSI) Recommended Process for Developing State Policies and Guidelines to Support Social and Emotional Learning
Author: Dusenbury, Linda
Date: 2017-01-00
Type: Guides - Non-Classroom
Subjects: State Policy,Guidelines,Policy Formation,Emotional Development,Social Development,Student Development,Competency Based Education,State Standards,Standard Setting

In the work of the authors with states over the years, they have observed that most follow a similar process when they develop policies or guidelines to support statewide implementation of social and emotional learning (SEL), such as establishing learning goals or standards for student social and emotional competencies, or providing guidance to support implementation of guidelines to support SEL. To provide guidance to states wanting to implement SEL policies and guidelines, the current document provides the 14 steps that the Collaborative for Academic, Social, and Emotional Learning (CASEL) and American Institutes for Research (AIR) have observed some states and districts have taken in these areas. At the beginning, it is important for state or district teams to become familiar with and be constantly thinking about all steps outlined in this brief to lay the necessary groundwork for each of the activities when the time arrives. A figure in the report offers a flow chart of the process for writing and implementing SEL policies and guidelines (which may include learning goals or standards for student social and emotional competencies).
The School Nurse&apos;s Role in Behavioral Health of Students. Position Statement
Author: McDermott, Elizabeth
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Child Health,Mental Health,Role,Mental Health Programs,Cooperation

It is the position of the National Association of School Nurses (NASN) that registered, professional school nurses (hereinafter referred to as school nurses) serve a vital role in promoting positive behavioral health outcomes in students through evidence-based programs and curricula in schools and communities. Behavioral health is as critical to academic success as physical well-being. As members of interdisciplinary teams, school nurses collaborate with school personnel, community healthcare professionals, students, and families in the assessment, identification, intervention, referral, and follow-up of children in need of behavioral health services. School nurses, because of their regular access to students, are uniquely qualified to identify students with potential behavioral health concerns. School nurses can serve as advocates, facilitators, and counselors of behavioral health services within the school environment and in the community. [This position statement replaces the position statement titled &quot;Mental Health of Students&quot; (ED540396).]
Diabetes Management in the School Setting. Position Statement. Revised
Author: Wright, Janet B.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: School Nurses,Diabetes,Child Health,School Health Services,Chronic Illness,Special Health Problems

It is the position of the National Association of School Nurses (NASN) that the registered professional school nurse (hereinafter referred to as school nurse) is the school staff member who has the knowledge, skills, and statutory authority to fully meet the healthcare needs of students with diabetes in the school setting. Diabetes management in children and adolescents requires complex daily management skills (American Association of Diabetes Educators [AADE], 2016). Health services must be provided to students with diabetes to ensure their healthcare needs are met; requirements of relevant federal and state laws are met; and they can fully participate in school and school sponsored events (AADE, 2016). Throughout childhood and adolescence, the student who has diabetes continuously moves through transitions toward increasing levels of independence and self-management (American Diabetes Association [ADA], 2016), requiring various levels of supervision or assistance to perform diabetes care tasks in school. Students who lack diabetes management experience or cognitive and developmental skills must have assistance with their diabetes management during the school day, as determined by nursing assessment and as outlined in the IHP (Wyckoff, Hanchon, &amp; Gregg, 2015). Diabetes is listed as the third most common chronic health condition that impacts approximately one in 433 children and adolescents in the United States (Pettitt et al., 2014). The school nurse is the most appropriate staff member in the school to fully meet the healthcare needs of students and should be the key coordinator and care provider for the student who has diabetes (ADA, 2016). [For the 2012 position statement, see ED539222.]
The Role of School Nursing in Telehealth. Position Statement
Author: Haynie, Kathey M.
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Telecommunications,School Health Services,Child Health,Access to Health Care,Health Education,Health Promotion,Role

It is the position of the National Association of School Nurses (NASN) that utilization of telehealth technology may be a valuable tool to assist registered professional school nurses (herein referred to as a school nurse) to provide school health services. The health of many students is impacted by lack of access to primary care and specialty services due to health disparities caused by poverty and other social determinants of health. Technology and telehealth can assist the school nurse in addressing these issues. The school nurse is on the frontlines of school health services and has the expertise to provide the critical link and oversight to successfully implement and utilize telehealth/telemedicine technology in the school setting. [This position statement replaces the position statement titled &quot;The Use of Telehealth in Schools&quot; (ED539209).]
Breaking the Cycle of Poverty: Whole Family Approach
Author: Bernard Van Leer Foundation (Netherlands)
Date: 2016-00-00
Type: Reports - Research
Subjects: Poverty,Family Programs,Child Development,Partnerships in Education,Intergenerational Programs,Employment Opportunities,Improvement Programs,Change Strategies,Well Being,Health Promotion,Economic Development,Educational Principles,Policy Formation,Elementary Secondary Education,Higher Education,Early Childhood Education,Poverty Programs,Foreign Countries

&quot;The demographics of families in poverty around the globe may be diverse, but parents' dreams for their children are similar everywhere: good health, a good education, economic stability, and a better future.&quot; This new report from the Bernard van Leer Foundation and Ascend at The Aspen Institute develops a &quot;two generation&quot; approach to reducing poverty and improving child development by improving services and supporting parents. The report encourages partnerships between children's organisations and those which provide services to adults.
Visual Scaling to Improve Organizational Decisions in Educator Preparation: Effectively Comparing Apples and Oranges
Author: Francis, Raymond W.
Date: 2018-02-19
Type: Speeches/Meeting Papers
Subjects: Scaling,Comparative Analysis,Preservice Teacher Education,Data,Decision Making,Administrator Education

One of the largest challenges in educator preparation in higher education is the effective use of data for actionable and meaningful decision making about programs for current and future educators, administrators, and educational leaders. Within programs there are many types of students. These may include elementary, secondary, special education, foreign language, social studies, science, literacy, health, school level administrators, district administrators, curriculum leaders, and many others based on school and program. However, in all instances the program (i.e. college, university, school, etc.) is charged with using data in a meaningful manner to guide program decisions, make revisions to curriculum and clinical experiences, and determine the overall quality of the program. Visual Scaling provides an effective solution, and is a process whereby goals and expectations are clearly articulated, and baseline and performance assessments are compared against the expected level of performance. A bibliography is included.
Market Research on Law School Student Aid Award Letters and Shopping Sheet Information. NASFAA Consumer Information &amp; Law Student Indebtedness Task Force Report
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2016-09-00
Type: Tests/Questionnaires
Subjects: Law Schools,Student Financial Aid,Law Students,Vocabulary,Federal Legislation,Student Loan Programs,Eligibility,Access to Information,Letters (Correspondence),Comprehension,Focus Groups,Questionnaires,Student Costs,Undergraduate Students,Student Attitudes

&quot;Market Research on Law School Student Aid Award Letters and Shopping Sheet Information&quot; set out to identify through consumer testing what information on the financial aid award letter and U.S. Department of Education's (ED) Shopping Sheet could be modified to create a document that better assists students applying to, or currently attending, law school. The results of this research included four recommendations: (1) Software developers should develop a calculator to help students determine the amount they need to borrow while enrolled; (2) Graduate/Professional (G/P) schools should move toward standardizing financial aid terminology used as well as the presentation of information, and ED should develop a portal through which information is shared with students; (3) Additional consumer testing is needed to determine if G/P students understand basic financial aid terminology and concepts, and the terms &amp; conditions of the financial aid offered in their award letters; and (4) G/P institutions should list Graduate PLUS Loan eligibility on a student's award letter.