ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Connections the Way to Get Ahead? Social Capital, Student Achievement, Friendships, and Social Mobility. Program on Education Policy and Governance Working Papers Series. PEPG 23-01
Author: Peterson, Paul E.
Date: 2023-05-19
Type: Reports - Research
Subjects: Social Capital,Social Class,Friendship,Academic Achievement,Attribution Theory,Social Mobility,Marriage,Elementary School Students,Middle School Students,High School Students,Social Differences,Family Characteristics,Political Attitudes,Counties,Community Involvement,Parent Child Relationship,Social Networks,Disadvantaged

Chetty et al. (2022) say county density of cross-class friendships (referred to here as &quot;adult-bridging capital&quot;) has causal impacts on social mobility within the United States. We instead find that social mobility rates are a function of county density of family capital (higher marriage rates and two-person households), community capital (community organizations, religious congregations, and volunteering), and mean student achievement in grades 3-8. Our models use similar multiple regression equations and the same variables employed by Chetty et al. but also include state fixed effects, student achievement, and family, community, schoolbridging (cross-class high school friendships), and political (participation and institutional trust) capital. School-bridging capital is weakly correlated with mobility if adult-bridging is excluded from the model. R-squared barely changes when adult-bridging is incorporated into the model. When it is included, mobility continues to be significantly correlated with the achievement, family, and community variables but not with school-bridging and political ones. We infer that county mobility rates are largely shaped by parental presence, community life, and student achievement. To enhance mobility, public policy needs to enhance the lives of disadvantaged people at home, in school, and in communities, not just the social class of their friendships.
The Shoulder Tap: Educators of Color on the Leadership Representation Gap--And What We Can Do about It
Author: Gilbert, Nina
Date: 2022-00-00
Type: Reports - Research
Subjects: Minority Group Teachers,Leadership Role,Disproportionate Representation,School Districts,State Departments of Education,Teacher Attitudes,Administrator Attitudes,Diversity,Faculty Recruitment,Barriers,Principals,Kindergarten,Elementary Secondary Education,Minority Groups,Networks,Personnel Selection,Social Support Groups,Administrator Education,Mentors

This paper aims to draw lessons from existing research on school leader diversity, and to supplement that evidence with new insights from the lived experiences of teachers, aspiring and practicing school leaders of color, and local and state administrators who oversee school leader recruitment and support. These perspectives are elevated to bring the research to life and to inspire policy makers to take effective, research- and experienced-backed actions to help districts and state education agencies close the school leader representation gap. [The Institutional Collaborators on this report include: Clark Atlanta University, Morehouse College, and Spelman College.]
Features of Culturally Responsive Assessment for Indigenous Students
Author: Regional Educational Laboratory Pacific (ED)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Indigenous Populations,Students,Evaluation,Culturally Relevant Education,Access to Education,Educational Practices

Indigenous students in the United States and U.S.-affiliated Pacific Region schools have varying degrees of access to culturally responsive, sustaining, and revitalizing education. Academic assessments that intend to capture what these students know and can do, are not always designed in ways that allow students to do so nor are they designed to support educators in recognizing student excellence when they see it. In this way, assessments may underestimate Indigenous students' skills and knowledge and interfere with, rather than support, their academic success--from course grades, to specialized program placement, to graduation and attending college. This infographic summarizes six salient features of assessments that are discussed in key peer-reviewed articles on culturally responsive assessment for Indigenous students.
Research and Evaluation on School Safety: The Structure, Services, and Products of State School Safety Centers
Author: McKenna, Joseph M.
Date: 2023-00-00
Type: Reports - Research
Subjects: School Safety,School Violence,Public Agencies,State Departments of Education,Prevention,Security Personnel,Program Evaluation,Educational History,Elementary Secondary Education,Emergency Programs,Administrator Attitudes,Superintendents,Principals,Government Employees,Program Improvement,Financial Support,Professional Personnel,Stakeholders,State Legislation

This report is the second in a series that highlights findings from an evaluation of State School Safety Centers (SSSCs) being carried out by WestEd's Justice and Prevention Research Center and funded by the National Institute of Justice (NIJ). The first report in the series utilized survey data from school safety key informants (e.g., SSSC staff, state educational agency [SEA] staff, policymakers) who were knowledgeable about the current SSSC context and their state's SSSC history (McKenna et al., 2021). The report focused specifically on SSSCs over the past 2 decades, after the massacre at Columbine High School in 1999. To build on the first report, this report describes the characteristics, practices, structures, and services of current SSSCs to examine variation in SSSC landscape, structure, and activities. The specific objectives of the evaluation are to: (1) document the history of SSSCs across the United States following the massacre at Columbine High School, a seminal school safety event in 1999 that prompted the creation of several SSSCs; (2) describe the characteristics, practices, structures, and services of current SSSCs; (3) assess the perceived impact of SSSC services from the perspective of diverse stakeholders, including SSSC intensive service users, SEA and state Department of Justice (SDOJ) staff, policymakers, SROs, district superintendents, and school principals; and (4) utilize the information collected to develop a framework that outlines promising structures and practices to facilitate the development and improvement of SSSCs and to guide future research to examine the impacts and outcomes associated with SSSC practices.
Confronting Discrimination Based on National Origin and Immigration Status: A Resource for Families and Educators
Author: US Department of Justice (DOJ), Civil Rights Division
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Immigration,Immigrants,Undocumented Immigrants,Status,Social Discrimination,Ethnicity,Teachers,Family (Sociological Unit),Equal Education,Student Rights,Public Schools,English Language Learners,Students

All children in the United States have an equal right to enroll and participate in public elementary and secondary schools without regard to their or their parents' or guardians' immigration status. When public schools deny equal access to education because of national origin or immigration status, the Educational Opportunities Section of the Civil Rights Division (CRT) at the U.S. Department of Justice and the Office for Civil Rights (OCR) at the U.S. Department of Education can help by enforcing federal laws that protect students from discrimination. CRT and OCR will not ask parents, guardians, or children about their immigration status. This factsheet provides examples of the kinds of incidents CRT and OCR may investigate and how to file a complaint.
Who Participates in Community College STEM Work-Based Learning? An Exploratory Analysis of Florida Community College Students
Author: Terrell, Jenna
Date: 2022-05-00
Type: Reports - Research
Subjects: Community College Students,STEM Education,Work Experience Programs,Student Participation,Student Characteristics,Gender Differences,Racial Differences,Educational Attainment,Credentials,Predictor Variables

Research suggests that high-quality work-based learning (WBL) can be a promising approach to solving the leaky pipeline for undertapped demographic groups such as women and students of color, including for STEM fields Community colleges are especially important vehicles for WBL due to their diverse student populations and their partnerships with employers and industries. This study explores participation in STEM WBL in Florida community colleges. We focus on internships and cooperative education courses and participation rates among STEM and non-STEM WBL as well as across different demographic groups.
Career Navigators in Adult Education: What Experts Say about Their Role and How to Support Their Success. Education Issue Brief
Author: Bruch, Julie
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Career Development,Adult Education,Occupational Information,Job Skills,Personnel Selection,Decision Making,Job Training,Career Planning,Career Readiness,Career Pathways

The information presented in this brief comes from exploratory research activities designed to understand the role of career navigators; the competencies they need to be successful; and considerations for hiring, supporting, and training them. This brief can be used by adult education practitioners to: (1) Define job responsibilities and design hiring criteria for career navigators; (2) Make decisions about how to support career navigators; and (3) Identify trainings that support the development of career navigator competencies.
Summer Math Program&apos;s Impact Evaluation: Middle Years Math Grantee Report
Author: Jaquet, Karina
Date: 2022-11-00
Type: Reports - Research
Subjects: Summer Programs,Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Middle School Students,Student Interests,Online Courses,Grade 6,Grade 7,Grade 8,Grades (Scholastic),Comparative Analysis,Standardized Tests,Mathematics Tests,Scores,Student Characteristics,Race,Ethnicity,Lunch Programs,COVID-19,Pandemics,Program Implementation,Teaching Methods,Educational Policy,School Districts

Elevate [Math] is a 19-day (76-hour) in-person summer math program created by the Silicon Valley Education Foundation to help middle school students who are struggling in math to achieve math proficiency, increase their interest in math, and develop a growth mindset. Due to the COVID-19 pandemic, the in-person summer program was adapted to a 19-day (67-hour) online synchronous summer program for summer 2020. This report follows students who attended the in-person summer program in 2019 and the online summer program in 2020. It analyzes results for incoming grades 6 and 7 students in summer 2019 and incoming grades 7 and 8 students in summer 2020 and a 2-year component that analyzed results for the returning incoming grades 7 and 8 students in summer 2020. Key findings include: (1) Two years of participation in Elevate [Math] raised students' probability of earning a passing grade and earning a B or higher in their math courses; (2) The 2020 program participants experienced a slightly larger 1-year impact on course grades than did 2019 program participants; (3) In comparison to nonparticipants, students who participated in Elevate [Math] for 2 years scored higher on the standardized math assessment after the second year; (4) Compared to nonparticipants, grade 7 students who attended the Elevate [Math] program for two summers earned higher assessment scores and were more likely to earn a math grade of B or higher; and (5) Patterns of impacts on standardized math assessment scores and course grades were not consistent for other subgroups of students, including groups defined by student race/ethnicity and free or reduced-price lunch (FRPL) participation.
Roadmap of Need, 2020
Author: Public School Forum of North Carolina
Date: 2020-04-29
Type: Reports - Evaluative
Subjects: Needs Assessment,After School Programs,Wellness,Counties,Well Being,Health Behavior,Child Safety,Economic Development,At Risk Persons,Pregnancy,Death,Hunger,Obesity,Physicians,Children,Adolescents,Delinquency,Suspension,Social Services,Juvenile Justice,Child Abuse,Child Neglect,Graduation Rate,Reading Skills,Mathematics Skills,Family Income,Poverty,Unemployment,Educational Attainment,Public Schools,Early Parenthood,Adults,One Parent Family

The &quot;Roadmap of Need&quot; is a whole child needs assessment for North Carolina youth, produced annually by the Public School Forum of North Carolina's Center for Afterschool Programs (NC CAP). The Roadmap includes 20 indicators of wellness across four domains: health, youth behavior and safety, education, and economic development. These four domains capture the interconnected social, emotional, and academic elements that are necessary for a child to succeed, both inside and outside of the classroom. Taking the approach of a whole child needs assessment is critical to understanding what is necessary for each child to have in order to thrive in school and in life. The publication's examination of 20 indicators represent data that demonstrate various needs across North Carolina, with each indicator being used to identify where young people are most at risk of not succeeding. In addition to county-specific data on each indicator, the Roadmap provides rankings for each indicator and domain, as well as an overall ranking of all 100 counties that takes into account the data on all 20 indicators. [For the 2019 Roadmap of Need, see ED595426.]
Top Education Issues, 2023-24
Author: Public School Forum of North Carolina
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,Teacher Recruitment,Diversity (Faculty),Teacher Persistence,Mental Health,School Safety,Readiness,Program Implementation,Program Evaluation,Remedial Instruction

Public schools are the cornerstone of this nation's communities, democracy, and economy. The challenges and deep inequities facing schools today are largely the result of decades of disinvestment, compounded by a global pandemic. All of this has led to a breaking point for the system of public education. In 2023, lawmakers and stakeholders are urged to recognize the responsibility to act quickly to meet the needs of each and every student in North Carolina. The top education issues highlighted in this brief document represent the Public School Forum's policy agenda for the 2023-24 biennium. They include: (1) Ensure fair and competitive compensation for educators; Grow, retain, and diversify the teacher pipeline; (3) Address the root causes of mental health and school safety crises; (4) Prepare students for the world they live in; and (5) Implement, monitor, and evaluate the Comprehensive Remedial Plan. [For &quot;Top Education Issues, 2021-22. Measuring Progress,&quot; see ED620893.]
Education-to-Workforce Indicator Framework: Using Data to Promote Equity and Economic Security for All
Author: Gonzalez, Naihobe
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Evidence Based Practice,Student Characteristics,Partnerships in Education,Philanthropic Foundations,Equal Education,Educational Cooperation,Kindergarten,Elementary Secondary Education,Specialists,Holistic Approach,Ethics,Data Use,Learning Analytics,Outcomes of Education,Social Mobility,Financial Needs,Guidelines,Employment Opportunities,Barriers,Income

The Education-to-Workforce Indicator Framework (E-W Framework), commissioned by the Bill &amp; Melinda Gates Foundation and developed in partnership with leading experts representing more than 15 national and community organizations, is designed to encourage greater cross-sector collaboration and alignment across local, state, and national data systems by promoting the use of a common set of metrics and principles to assess and address disparities along the pre-K-to-workforce continuum. Based on a review of leading frameworks and research, together with significant input from experts, the E-W Framework offers holistic guidance for translating data into action to identify and address disparities through detailed guidance on the following: (1) Data equity principles to support ethical data use across the data life cycle; (2) Essential questions that every E-W data system should be equipped to answer; (3) Indicators that matter most along the E-W continuum for states and localities to measure; (4) Key student characteristics to inform data disaggregation; and (5) Illustrative evidenced-based practices shown to move the needle on key outcomes. Through improved data systems, policies, and practices, policymakers, administrators, practitioners, community organizations, and researchers will be better poised to support the individuals least well served by current education and workforce systems in achieving economic mobility and security. [This report was created with the Mirror Group.]
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2022. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test (Form A) consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2021 manual, see ED628938.]
New York State Grade 8 Intermediate-Level Science Test. Manual for Administrators and Teachers, 2023. Written Test [and] Performance Test, Form A
Author: New York State Education Department
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: Grade 8,Science Tests,Intermediate Grades,Testing Programs,Testing,Scoring,Performance Tests,Guides,Student Evaluation,Testing Accommodations

The Regulations of the Commissioner of Education provide that an intermediate-level science test is to be administered in Grade 8 to serve as a basis for determining students' need for academic intervention services in science. The New York State Grade 8 Intermediate-Level Science Test consists of two required components: a Written Test and a Performance Test. The Written Test consists of multiple-choice and open-ended questions. The Performance Test, Form A, consists of hands-on tasks set up at three stations. The first section of this manual contains information of special interest to administrators. Subsequent sections contain information on test preparations and other guidelines along with directions for administering and scoring the Written and Performance Tests. [For the 2022 manual, see ED628917.]
New York State Testing Program: English Language Arts, Mathematics, and Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Field Tests. School Administrator&apos;s Manual for Computer-Based Field Testing. May 16-June 3, 2022. Grades 3-8
Author: New York State Education Department
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Testing Programs,Mathematics Tests,Test Format,Computer Assisted Testing,Test Preparation,Testing Accommodations,Elementary School Students,Middle School Students,Examiners,Supervision,Cheating,Scoring,Test Results,Test Validity,Test Reliability,Language Arts,Tests,Students with Disabilities,English Language Learners,Grade 5,Grade 8

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Field Tests, and the Elementary-level (Grade 5) and Intermediate-level (Grade 8) Science Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. This &quot;School Administrator's Manual for Computer-Based Field Testing&quot; also serves to guide school administrators in general field test administration activities for CBT. [For the 2021 manual, see ED613295.]
New York State Testing Program: English Language Arts and Mathematics Field Tests. School Administrator&apos;s Manual for Paper-Based Field Testing, May 23-June 3, 2022. Grades 3-8
Author: New York State Education Department
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Testing Programs,Mathematics Tests,Test Format,Computer Assisted Testing,Test Preparation,Testing Accommodations,Examiners,Supervision,Cheating,Scoring,Test Results,Test Validity,Test Reliability,Language Arts,Tests,Students with Disabilities,English Language Learners,Elementary School Students,Middle School Students

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Paper-Based Field Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that field testing conditions are uniform statewide. This School Administrator's Manual for Paper-Based Field Testing also serves to guide school administrators in general field test administration activities for paper-based field testing. [For the 2021 manual, see ED613295.]
New York State Testing Program: English Language Arts and Mathematics Tests. School Administrator&apos;s Manual, 2023. Grades 3-8
Author: New York State Education Department
Date: 2023-00-00
Type: Guides - General
Subjects: Testing Programs,Mathematics Tests,Test Format,Computer Assisted Testing,Test Preparation,Testing Accommodations,Examiners,Supervision,Cheating,Scoring,Test Results,Test Validity,Language Arts,Tests,Students with Disabilities,English Language Learners,Elementary School Students,Middle School Students

The instructions in this manual explain the responsibilities of school administrators for the New York State Testing Program (NYSTP) Grades 3-8 English Language Arts and Mathematics Tests. School administrators must be thoroughly familiar with the contents of the manual, and the policies and procedures must be followed as written so that testing conditions are uniform statewide. The appendices include: (1) Certificates; (2) A tracking log of secure materials; (3) Procedures for testing students with disabilities; (4) Testing accommodation information; (5) Documents to assist with material return; (6) Contact information; and (7) Information on the Nextera™ Administration System for computer-based testing. This School Administrator's Manual serves to guide school administrators in general test administration activities for both paper- and computer-based testing. [For the 2022 Manual for Computer-Based Field Testing, see ED628919. For the 2022 Manual for Paper-Based Field Testing, see ED628920.]