ethanporcaro/eric-fulltext-meta huggingface dataset:
Transitional Kindergarten in California: What Do Transitional Kindergarten Classrooms Look Like in the Third Year of the Program&apos;s Implementation? Research Brief
Author: American Institutes for Research (AIR)
Date: 2016-06-00
Type: Reports - Research
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Development,Program Implementation,School Districts,Multigraded Classes,Curriculum,Faculty Development,Program Effectiveness,School Schedules,Eligibility,Enrollment,Educational Policy,Teaching Methods,Preschool Teachers,Low Income Students,English Language Learners,Racial Differences,Ethnicity,Classroom Environment,Academic Ability,Executive Function,Social Development,Emotional Development,Attendance,Language Arts,Reading Skills,Mathematics Skills,Migrants,Special Education,Developmentally Appropriate Practices,Spanish Speaking,Hispanic American Students,Asian American Students,Teacher Characteristics,Student Characteristics,Grade 1,Elementary School Teachers,Age Differences

California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This fifth short report in a series highlighting findings from the Study of California's Transitional Kindergarten Program focuses on what we have learned about the structure, teachers, and instruction in TK classrooms in the 2014-15 school year. The findings are based on a survey of 200 TK teachers and 184 classroom observations in 20 school districts conducted in spring 2015. Three years into the implementation of transitional kindergarten, we examine the characteristics of TK programs across the state--the structure of TK classrooms, characteristics of teachers, and the content and organization of classroom instruction. The surveys of TK teachers and observations of their classrooms conducted in spring 2015 provide a snapshot of how TK was being implemented in the third year of statewide rollout of the program. Key findings: (1) The majority of TK classrooms provided a structure that may be conducive to supporting student readiness for kindergarten; (2) The average TK classroom was smaller than kindergarten classrooms, but the ratio of teachers to students was lower than is required for State Preschool; (3) Standalone TK classrooms provide a more balanced curriculum and a more developmentally appropriate experience for TK students than TK/K combination classrooms; (4) Teachers in both standalone TK and TK/K combination classrooms demonstrated moderately high quality interactions in terms of emotional support and classroom organization; and (5) Districts could provide TK teachers more guidance on how to promote children's thinking and problem solving, use feedback to deepen understanding, and help children develop more complex language skills. [For &quot;Impact of California's Transitional Kindergarten Program, 2013-14,&quot; see ED563818.]
Transitional Kindergarten in California: Comparing Transitional Kindergarten and Kindergarten Classrooms. Research Brief
Author: Mercado-Garcia, Diana
Date: 2014-10-00
Type: Reports - Research
Subjects: Kindergarten,School Entrance Age,School Readiness,Transitional Programs,Program Implementation,School Districts,Curriculum,Program Effectiveness,School Schedules,Educational Policy,Preschool Teachers,Teaching Methods,Social Development,Emotional Development,Reading Instruction,Mathematics Instruction,Learning Activities,Group Instruction,Individualized Instruction,Developmentally Appropriate Practices,Teacher Attitudes,Student Centered Learning

In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law. The law changed the kindergarten entry cutoff so that children must turn five by September 1 to enter kindergarten. The law also established a new grade level--Transitional Kindergarten (TK)--which is the first year of a two-year kindergarten experience for students who turn five between September 2 and December 2. It specified that the new grade level be taught by credentialed teachers using a modified kindergarten curriculum that is developmentally appropriate, with the goal of promoting their success in school. The rollout of the Act has given rise to questions about how TK is being implemented in districts throughout California. This second research brief in a series highlighting findings from the &quot;Study of California's Transitional Kindergarten Program&quot; focuses on characteristics of TK classrooms compared with those of kindergarten classrooms. Based on surveys of TK and kindergarten teachers included in this study, it appears that TK teachers are adopting instructional practices that are more developmentally appropriate for the younger students enrolled in the program, as intended by the law. Students in standalone TK classrooms tended to spend more instructional time on social-emotional skill development and less time on reading/ELA and math than students in standalone kindergarten classrooms. In addition, students in standalone TK classrooms spent more time in child-directed activities and less time in whole-group activities compared with students in standalone kindergarten classrooms. However, findings in this research brief also point to the challenge of providing differentiated instruction, especially in combination classrooms. [For &quot;Study of California's Transitional Kindergarten Program: Report on the First Year of Implementation,&quot; see ED609102.]
National American Indian/Alaska Native Head Start Collaboration Office Strategic Plan, 2015-2020
Author: Administration for Children and Families (DHHS), American Indian and Alaska Native Head Start Collaboration Office (AIANHSCO)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: American Indians,Alaska Natives,Early Intervention,Agency Cooperation,Low Income Groups,Infants,Toddlers,Young Children,Family Programs,Federal Programs,Grants,Strategic Planning,Tribes,Partnerships in Education,Access to Education,Child Development,Labor Force Development,Educational Quality,State Programs

The National American Indian Alaska Native Head Start Collaboration Office (NAIANHSCO), created under Public Law 110-134 (&quot;Improving Head Start for School Readiness Act of 2007&quot;), is directed &quot;to facilitate collaboration among Head Start agencies (including Early Head Start agencies) and entities that carry out activities designed to benefit low-income children from birth to school entry, and their families.&quot; [Sec. 642B(a)(2)(A)]. Like the Head Start State Collaboration Offices, the NAIANHSCO works to identify potential partners for collaboration, communicates the needs of Head Start children and families, and, in a group effort, forms an alliance to provide appropriate support to Head Start/Early Head Start programs. Unlike the State Collaboration Offices, the NAIANHSCO strives to perform these tasks across multiple states and, due to the unique relationship that sovereign American Indian Alaska Native entities hold with the federal government, this includes developing relationships with offices and organizations that are national in scope (e.g., Indian Health Service; National Congress of American Indians; National Indian Education Association; Office of Child Care, etc.). The 2015-2020 NAIANHSCO strategic plan addresses the broad conclusions and strategies of how the NAIANHSCO will assist and support American Indian/Alaska Native (AIAN) Head Start (HS) grantees in meeting the requirements of the Head Start Act with respect to collaboration, coordination, and alignment of Head Start services in the areas of school transition, child care and early learning systems, professional development and regional priorities.
Assessment of Effectiveness of Tech Teach across Texas Graduates. Policy Brief
Author: Schmidt, Marcelo
Date: 2020-01-00
Type: Reports - Research
Subjects: Teacher Education Programs,Program Effectiveness,Preservice Teacher Education,College Graduates,Community Colleges,Teacher Persistence,Diversity (Faculty),Beginning Teachers,Value Added Models,Universities

This program evaluation study sought to discern if a preparation pathway offered by Texas Tech University (TTU), one that leverages community college graduates, was yielding desirable outcomes. The Teacher Education Department at Texas Tech University is committed to producing quality teachers that can immediately impact children upon entering the profession. The Department hosts two unique teacher preparation pathways. The TechTeach (TT) pathway prepares students at the university in a face-to-face format on the main Texas Tech University campus in Lubbock, Texas. The TechTeach Across Texas (TTAT) pathway is an accelerated, online format that recruits graduates from Associate of Arts in Teaching programs at community colleges from across the state. The purpose of this study was to examine teaching effectiveness of TTAT graduates and compare their effectiveness to the core of graduates from standard--including graduates from the TT campus-based program--and alternative certification programs in the state of Texas. The findings from this study should help inform future policy and programmatic decisions, including the support and propagation of similar programs across the state.
Charter Schools and Labor Market Outcomes. Policy Brief
Author: Dobbie, Will
Date: 2019-06-00
Type: Reports - Research
Subjects: Charter Schools,Education Work Relationship,Scores,Income,Enrollment,School Effectiveness,Grade 4,Mathematics Tests,Reading Tests,High School Graduates,College Students,Two Year Colleges,Elementary Secondary Education

Texas enacted legislation allowing for the establishment of charter schools in 1995. The Texas charter sector has subsequently grown into one of the largest in the nation. Today, there are more than 600 charter schools in Texas educating approximately 3.5 percent of public school students. In this study, the authors estimate the impact of charter schools on early-life labor market outcomes using administrative data from the state of Texas. The combination of high-stakes accountability and large and varied charter school sector makes Texas an archetypal laboratory to measure the effect of charter schools on labor market outcomes. The authors of this report estimate the impact of charter schools on early-life labor market outcomes using administrative data from Texas. They find that, at the mean, charter schools have no impact on test scores and a negative impact on earnings.
Examining the Educational and Employment Outcomes of Reverse Credit Transfer. Policy Brief
Author: Giani, Matt S.
Date: 2020-09-00
Type: Reports - Research
Subjects: College Transfer Students,Associate Degrees,Community Colleges,Outcomes of Education,Employment,Academic Persistence,Bachelors Degrees,Educational Attainment,Income,Education Work Relationship,Low Income Students,African American Students,Hispanic American Students,White Students,Adult Students

Data from the National Student Clearinghouse shows that an estimated 36 million students in the United States previously attended a college or university but never earned a degree. Research shows that many students transfer from a community college to a university before earning an associate's degree, and that many transfer students never make it across the bachelor's degree finish line. To address these issues, a growing number of states and institutions have implemented reverse credit transfer (RCT) policies, designed to award associate's degrees to students who transfer from 2-year to 4-year colleges after transfer. The partnership between the University of Texas -- El Paso and El Paso Community College is one of first examples of RCT in the country, and the Texas Legislature passed House Bill 3025 in 2011 mandating that public colleges engage in RCT. The purpose of this study is to examine how the receipt of associate's degrees after transferring to a university relates to students' university and employment outcomes in Texas. The authors examine the long-term university persistence, baccalaureate attainment, employment, and earnings of students who transferred from community colleges to universities and estimate the relationship between RCT degree receipt and these outcomes. The following research questions are addressed in this study: (1) What is the impact of receiving the associate's degree through RCT on university persistence and baccalaureate attainment?; (2) To what extent does the relationship between associate's degree receipt through RCT and university outcomes vary by students' demographic backgrounds (Pell eligibility, race/ethnicity, and age)?; (3) What is the impact of receiving the associate's degree through RCT on students' labor market outcomes?; and (4) To what extent does the relationship between associate's degree receipt through RCT and labor market outcomes vary by students' demographic backgrounds (Pell eligibility, race/ethnicity, and age)?
Tribal Sovereignty and Consultation
Author: Reinhardt, M. J.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: American Indians,Alaska Natives,Tribal Sovereignty,American Indian Education,American Indian History,United States History,Local Government,Federal Government,State Government,Government Role,Boarding Schools,Federal Legislation,State Legislation,Public Education,Tribally Controlled Education,Statewide Planning,Consultation Programs,Educational Legislation,Elementary Secondary Education,Governance

For educators to more fully comprehend the issues surrounding the current state of affairs regarding tribal consultation and sovereignty in American Indian and Alaska Native (AI/AN) education, it is necessary to provide a socio-historical context. This brief provides information on the evolution of Native education, from its precolonial roots to present day, and how it has shifted in control away from tribal governments to the federal government and state governments and, most recently, toward a tri-lateral responsibility model. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to positively impact the learning lives of Native children and youth. It is meant to enhance the effectiveness of state education agencies' work on Native education. It is one of six briefs based on thematic categories from interviews with a panel of experts in the field of American Indian and Alaska Native education to help determine current needs and interests in the field. The six categories included: (1) Native culture and language; (2) College and career readiness and access; (3) Tribal consultation and sovereignty; (4) Physical and behavioral health; (5) Teachers and leaders; and (6) Promising programs and practices.
Youth Apprenticeship in Early Childhood Education: Lessons and Opportunities
Author: Sklar, Cara
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: High School Students,Apprenticeships,Early Childhood Education,Labor Force Development,Early Childhood Teachers,Mentors,Transfer of Training,Career Development,Wages

Youth apprenticeship has emerged as a potential strategy to recruit and train a new generation of early childhood educators. Many in the field hope it will help address teacher shortages, promote the recruitment and retention of diverse candidates, and provide the training and experience needed both to enter the profession and grow into higher-wage management and leadership roles. Beyond merely exposing students to the profession, youth apprenticeships are preparing them for full-time roles through structured, paid, work-based learning. But there are challenges to designing apprenticeships that provide equitable, high-quality learning opportunities for both the high school students and the young children with whom they would work. The following report takes a close look at how the youth apprenticeship pathway is working to support high school youth and meet the growing needs of the early educator workforce. Spotlighting a program in Oakland, California, it examines both lessons and possibilities. Oakland is attempting to solve its early childhood educator shortage by cultivating pipelines of well-prepared early educators that start in high school. Now, more than ever, the nation needs to test strategies like youth apprenticeship to find new ways to respond to teacher shortages and reopen child care to support economic recovery.
Guidance for Supporting Young Children through COVID-19
Author: Defending the Early Years (DEY)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Young Children,Coping,Well Being,Emotional Development,Academic Achievement,Interpersonal Communication,Family Relationship,Friendship,Scheduling,Play,Skill Development,Parents as Teachers,Family Environment,Computer Use,Television Viewing,Anxiety,Preschool Teachers,Activities

In this report, Defending the Early Years (DEY) offers offers some thoughts and suggestions for supporting young children through COVID-19. Topics discussed include: (1) falling behind; (2) communicating with grandparents, family, and friends; (3) routines; (4) play; (5) time to teach skills; (6) screen time; (7) talking with children; and (8) tips for parents from a veteran preschool teacher. These are stressful times but perhaps most challenging for parents of young children who are trying to do the impossible -- to care for young children and work from home, while worrying about finances, everyone's health and safety, and many other concerns. It is hoped that these ideas and resources will help the reader to navigate these uncertain days, reduce stress, and to help keep families safe and well.
North Dakota K-12 Smart Restart: Healthy Return to Learning. Version 2.0
Author: North Dakota Department of Public Instruction
Date: 2020-10-19
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Public Health,School Safety,Educational Planning,Social Emotional Learning,Students with Disabilities,Nutrition,Student Evaluation,Educational Finance,Federal Legislation,Federal Aid,Decision Making,Health Insurance,Educational Legislation,Student Records,Privacy,Parent Rights,Disease Control

This report is produced by the North Dakota Healthy Return to Learning team, a diverse team of subject matter experts collaborating with state agencies and communities to provide resources, processes, and strategies that schools, local public health and the state need to keep schools operating in their dual mission of high quality education for all students while ensuring public health. It discusses recommendations on school opening, guiding questions and considerations, funding, local public health (LPH) decision-making protocol to assist school districts, and communication between LPH agencies and schools. The report concludes with a list of supporting resources from within the state of North Dakota and from sources of external guidance. [The report is a collaboration between the North Dakota Department of Public Instruction (NDDPI) and the North Dakota Department of Health (NDDoH).]
Examining High School and Postsecondary Outcomes of T-STEM Academies. Policy Brief
Author: Means, Barbara
Date: 2019-12-00
Type: Reports - Research
Subjects: STEM Education,High Schools,School Effectiveness,Outcomes of Education,Student Interests,Mathematics Tests,Science Tests,Scores,Bachelors Degrees,Grade 12,High School Seniors,Disproportionate Representation,Majors (Students),Enrollment,Academic Achievement,College Credits,Educational Experience,Student Attitudes

Inclusive science, technology, engineering and math (STEM) high schools, such as T-STEM Academies, are intended to broaden STEM opportunities by enrolling interested students from diverse backgrounds without imposing aptitude or prior achievement requirements and giving all their students STEM courses and real-world experiences to inspire and prepare them for entry into a STEM college major. The goal of this large-scale, longitudinal study of the effectiveness of inclusive STEM high schools was to ascertain whether inclusive STEM high schools (ISHSs) fulfill this purpose. The research found that ISHS attendance increased the odds of completing key STEM courses (including calculus or pre-calculus) in high school and of students' being very interested in one or more STEM careers at the end of high school. These positive impacts were found for low-income, underrepresented minority, and female students as well as for students overall. ISHS attendance appeared to have a significant but small positive impact on Grade 11 math and science Texas Assessment of Knowledge and Skills (TAKS) scores. Analysis of Texas postsecondary records found that T-STEM graduates were significantly more likely than similar students who attended other types of high schools in the matched comparison sample to be in a STEM bachelor's degree program two years after high school graduation.
The Association between Teachers&apos; Use of Formative Assessment Practices and Students&apos; Use of Self-Regulated Learning Strategies. REL 2021-041
Author: Makkonen, Reino
Date: 2020-11-00
Type: Reports - Research
Subjects: Formative Evaluation,Learning Strategies,Elementary School Students,Elementary School Teachers,Secondary School Students,Secondary School Teachers,Student Evaluation,Teacher Student Relationship,Feedback (Response),Evaluation Methods,STEM Education,Teacher Education,Self Evaluation (Individuals),Peer Evaluation

Three Arizona school districts surveyed teachers and students in grades 3-12 in spring 2019 to better understand the association between teachers' use of formative assessment practices and students' use of self-regulated learning strategies and to help shape related teacher development efforts moving forward. Formative assessment is a set of practices that enable teachers and students to examine how learning is progressing throughout a lesson or related series of lessons, so that teaching and learning activities can be adjusted as needed. Self-regulated learning is a proactive process in which students select an appropriate learning strategy to advance their learning goals. The survey results indicated that responding teachers frequently gave students feedback but less frequently provided occasions for students to provide feedback to one another, while responding students frequently tracked their own progress but less frequently solicited feedback from their teacher or peers. Only a small positive association was found between the frequency of teachers' formative assessment practices and the average number of self-regulated learning strategies that their students used. The correlation was stronger in elementary school than in secondary school and stronger in science, technology, engineering, and math (STEM) classrooms than in non-STEM classrooms. Some of teachers' least frequently used formative assessment practices--facilitating student peer feedback and self-assessment--had stronger positive associations with the average number of self-regulated learning strategies that their students used than other, more frequently used practices. The more frequently that teachers reported using these practices, the more self-regulated learning strategies their students reported using. [For the appendixes, see ED609120; for the study snapshot, see ED609121.]