ethanporcaro/eric-fulltext-meta huggingface dataset:
Listening to Parents: Sample Focus Group and Survey Materials. Student Assessment Inventory for School Districts
Author: Achieve, Inc.
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: School Districts,Testing,Parents,Focus Groups,Parent Surveys,Parent Attitudes,Evaluation Methods,Test Construction

The &quot;Student Assessment Inventory for School Districts&quot; supports using a student-centered process to evaluate the assessments students currently take and then determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes. The process should also lead to actions that ensure that every district-mandated assessment is of high quality, provides the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps that will help students are taken. Parents are justifiably concerned about the amount of testing their children experience in public schools. This resource is designed to guide districts in the steps necessary to design and use focus groups and surveys to incorporate parent perspectives, experiences and expertise in the inventory process. It includes two types of information: (1) Instructions--Achieve recommends following a set of steps to design, build, use and analyze parent surveys and focus groups to effectively incorporate this information in the inventory process and build toward actionable recommendations; and (2) Inventory Tools--This resource provides parent focus group and survey questions that district leaders can use or adapt as part of their local assessment inventory process.
Listening to Students: Sample Focus Group and Survey Materials. Student Assessment Inventory for School Districts
Author: Achieve, Inc.
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: School Districts,Testing,Evaluation Methods,Test Construction,Students,Focus Groups,Student Surveys,Student Attitudes

The &quot;Student Assessment Inventory for School Districts&quot; supports a process to evaluate the assessments students currently take and then determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes. The process should also lead to actions that ensure that every district-mandated assessment is of high quality, provides the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps that will help students are taken. While the success of this process rests on several factors, one of the most critical is the extent to which district leaders intentionally incorporate the perspectives and experiences of students. This resource is designed to guide districts in the steps necessary to design and use focus groups and surveys to incorporate student perspectives, experiences and expertise in the inventory process. It includes two types of information: (1) Instructions--Achieve recommends following a set of steps to design, build, use and analyze student surveys and focus groups to effectively incorporate this information in the inventory process and build toward actionable recommendations; and (2) Inventory Tools--This resource provides student focus group and survey questions that district leaders can use or adapt as part of their local assessment inventory process.
49th Annual Survey Report on State-Sponsored Student Financial Aid: 2017-2018 Academic Year
Author: National Association of State Student Grant and Aid Programs (NASSGAP)
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Grants,State Aid,Student Loan Programs,Work Study Programs,Tuition,Merit Scholarships,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges

Each year the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 49th annual survey, represents data from academic year 2017-18. This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2017-18 data from the 49th Annual NASSGAP survey. Data Highlights include: (1) In the 2017-18 academic year, the states awarded about $13.6 billion in total state funded student financial aid, an increase of about 6.6 percent in nominal terms and about 4.8 percent in constant dollar terms from the $12.8 billion in aid awarded in 2016-17; (2) The majority of state aid (87 percent) remains in the form of grants. In 2017-18, about 4.2 million grant awards were made representing about $11.9 billion in need and nonneed-based grant aid. This represents an increase of about 8.6 percent from the $11 billion in grants awarded in 2016-17. Of the grant money awarded in 2017-18, about 75 percent was need-based and 25 percent was nonneed-based, about the same percentage breakout as last year; (3) Funding for undergraduate need-based grant aid increased nationwide from $8.4 billion in 2016-17 to about $8.9 billion in 2017-18, an increase of about 7 percent in nominal terms; (4) Eight states (California, New York, Texas, New Jersey, Pennsylvania, Illinois, Virginia, Washington) collectively awarded about $6 billion in undergraduate need-based grant aid, accounting for about 68 percent of all aid of this type; and (5) States provided about 1.7 billion in nongrant student aid, including loans, loan assumptions, conditional grants, work-study, and tuition waivers. Tuition waivers represented about 45 percent of nongrant aid. [For the previous report, &quot;48th Annual Survey Report on State-Sponsored Student Financial Aid: 2016-2017 Academic Year,&quot; see ED594082.]
Criteria for Procuring and Evaluating High-Quality and Aligned Summative Science Assessments. Version 1.0
Author: Achieve, Inc.
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Summative Evaluation,Science Tests,Standardized Tests,National Standards,State Standards,Elementary Secondary Education,Test Bias,Culture Fair Tests,Alignment (Education),Test Construction,Test Items,Student Evaluation,Sciences,Engineering,Scientific Concepts,Thinking Skills

This document describes the features of a statewide summative science assessment that has been designed to embody standards based on the &quot;Framework for K-12 Science Education,&quot; such as the Next Generation Science Standards (NGSS)--to reflect its intent, grounded in the specific expectations of three-dimensional standards. Importantly, this document outlines the expectations for high-quality statewide summative science assessments that are designed and administered, in part, to meet federal requirements for science testing under Title I Part A of the Every Student Succeeds Act. As such, the criteria and evidence described here are grounded in the expectations outlined in the &quot;Framework&quot; and the NGSS as well as those described by federal peer review guidelines. In other words, while the priority for these criteria is to embody the intent of the NGSS and &quot;Framework,&quot; they are intentionally bounded by what would be needed and feasible to meet federal expectations for statewide summative assessments. This document is intended to support state assessment directors, science supervisors, science assessment leads, test developers, and organizations that conduct independent evaluations of alignment of statewide summative assessments to state standards.
2019-2020 WIDA Assessment Guidance
Author: Indiana Department of Education (IDOE), Office of Student Assessment
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Language Proficiency,Elementary Secondary Education,Test Results,Testing Accommodations,Students with Disabilities,Language Tests,Student Placement,Evaluation Criteria,Coordinators,Administrators,Training,Testing

The &quot;2019-2020 WIDA Assessment Guidance&quot; provides information on the following 10 topics: (1) English Language Proficiency Requirements; (2) WIDA Assessments in Grades K-12; (3) ACCESS Annual Assessments Testing Window; (4) Indiana English Learner Entrance and Exit Criteria; (5) Test Results and Reporting; (6) User Roles and Responsibilities; (7) Training Requirements; (8) Testing Modes and Technology Guidance; (9) WIDA Accessibility Features and Accommodations; and (10) English Learners with Disabilities. A section providing contact information and resources is also included.
How to Support the Social-Emotional Well-Being of Students of Color: Research &amp; Best Practices from Interdistrict Integration Programs. Research Brief No. 11
Author: Learned-Miller, Carole
Date: 2017-09-00
Type: Reports - Research
Subjects: Well Being,Minority Group Students,Social Development,Emotional Development,Educational Environment,Culturally Relevant Education,School Districts,Agency Cooperation,Leadership Responsibility,Student Needs,Minority Group Teachers,Stereotypes,Social Justice,Advanced Courses,Equal Education,Gender Issues,Females,Gender Bias,Racial Bias,Urban Schools,Suburban Schools,Best Practices,Leadership Training

Across the nation, school districts are intentionally integrating students of different racial and socioeconomic backgrounds in order to increase access to educational opportunity, boost achievement, and prepare students to be thoughtful and collaborative citizens in our multiracial society. Some districts have developed interdistrict integration programs in order to bring students together from neighboring towns or even an entire region. While the benefits of interdistrict programs are many, district leaders must ensure the social emotional well-being of students who are attending schools outside of their home communities. This brief highlights successful interdistrict integration programs and the practices their leaders and practitioners have employed to create welcoming and inclusive learning environments for their students.
Is There Systematic Meaningful Evidence of School Poverty Thresholds? Research Brief No. 14
Author: Mickelson, Roslyn Arlin
Date: 2018-09-00
Type: Reports - Research
Subjects: Poverty,Low Income Students,Disadvantaged Schools,School Demography,Educational Research,Outcomes of Education,Socioeconomic Status,Academic Achievement,School Effectiveness

For the last 50 years, social, educational, and behavioral scientists investigating the relationships among school socioeconomic (SES) composition and educational outcomes have demonstrated time and again that schools with higher concentrations of students living in poverty provide less than optimal teaching and learning conditions, and they are especially harmful to the most vulnerable students who are, most often, youth living in neighborhoods of concentrated poverty and low-income students of color. Concentrated poverty in schools creates and sustains disparities in academic outcomes. High concentrations of students living in poverty complicate learning and teaching in schools, and reduce the effectiveness of other educational interventions designed to address gaps in academic outcomes. Short-term, &quot;band-aid&quot; solutions may improve some outcomes for some students in a particular school in a given year, but any gains are not sustained in the long-term. This research brief summarizes recent research about school SES composition effects on educational outcomes, with a focus on whether this enormous cross-disciplinary body of research supports claims that school poverty &quot;thresholds&quot; or &quot;tipping points&quot; exist.
Can Socioeconomic Diversity Plans Produce Racial Diversity in K-12 Schools? Research Brief No. 12
Author: Siegel-Hawley, Genevieve
Date: 2017-10-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Socioeconomic Status,Student Diversity,Racial Composition,Neighborhoods,Educational Environment,Higher Education,Educational Policy,Student Placement,Poverty,Minority Group Students,Inclusion,Measurement Techniques

Given what is known about the distinct benefits of racial diversity in schools (see National Coalition on School Diversity (NCSD) Research Brief #5 (ED571629)), alongside the growing interest in and evidence for promoting socioeconomic status (SES) diversity (see NCSD Research Brief #10 (ED603698)), we need to understand whether SES diversity plans can also produce racial diversity, which types of SES plans have the best chance of achieving racial integration, and how SES and neighborhood racial demographics can be effectively combined. The K-12 evidence on whether or not SES diversity plans effectively produce racial diversity is still emerging, largely because policy shifts toward SES-based diversity plans are recent and limited in scope, making it difficult to definitively understand whether these plans can produce racial diversity across multiple contexts. With affirmative action bans in several key states, though, there is evidence on the relationship between SES-focused diversity efforts and racial diversity in higher education. In order to consider the strongest evidence possible, this brief reviews those studies here as well. The survey of existing research indicates that both policy design and local context matter when it comes to whether or not socioeconomic diversity plans will produce racial diversity--and that considering SES and neighborhood racial factors together may be the best way forward.
Study of Teacher Workforce in Montgomery County Public Schools: Attrition and Mobility
Author: Valencia, Juan Carlos Davila
Date: 2019-10-00
Type: Reports - Research
Subjects: Public School Teachers,Faculty Mobility,Elementary School Teachers,Teacher Dismissal,Teacher Transfer,Public Schools,Middle School Teachers,High School Teachers,Influences,Teacher Characteristics,Institutional Characteristics

This report focuses on teacher turnover in Maryland's Montgomery County Public Schools (MCPS) among two groups: (1) Teachers who left MCPS due to resignation or termination (&quot;teacher attrition&quot;), and (2) elementary teachers who transferred or moved to other schools within MCPS (&quot;elementary teacher mobility&quot;). The ultimate goal of this report is to inform policies and practices that will support successful teacher staffing in MCPS. The analysis of teacher attrition due to resignation or termination used a sample of all classroom teachers at any school level from FY 2010 to 2018 and was conducted in three time frames: (1) over the course of two years (FY 2016-2018); (2) over the course of five years (FY 2013-2018); and (3) over the course of eight years (FY 2010-2018). The analysis of elementary teacher mobility was conducted for each year from FY 2010 to 2017, and used a sample of elementary classroom teachers during this eight-year period who stayed in the same school or moved to a different school in a consecutive year. A multilevel binary logistic regression was used to test the relationships of teacher and school-level factors with: (1) the likelihood of teachers leaving MCPS by resignation or termination; and (2) the likelihood of elementary teachers moving to a different school within MCPS. Additional analysis was conducted to observe if elementary teachers moved to more or less complex schools from FY 2010 to FY 2017. This report details the methodology and findings of the study.
Study of Teacher Workforce in Montgomery County Public Schools
Author: Valencia, Juan Carlos Davila
Date: 2018-10-00
Type: Reports - Research
Subjects: Public School Teachers,Elementary School Teachers,Middle School Teachers,High School Teachers,Teacher Characteristics,Public Schools,Teacher Shortage,Faculty Mobility,Institutional Characteristics,Teaching Experience,Teacher Qualifications,Demography,Poverty,Teacher Retirement

This study, conducted by the Office of Shared Accountability (OSA) in Maryland's Montgomery County Public Schools (MCPS), aims to describe the characteristics of the teaching staff in MCPS, as well as to examine differences across levels and types of schools. The analysis is mainly descriptive and intends ultimately to inform policies and practices that will support successful teacher staffing in the district. The Employee and Retiree Service Center (ERSC) and the Office of Human Resources and Development (OHRD) provided MCPS teacher data, and other reliable sources were consulted to compare district findings with state and national trends. The following questions guided the study: (1) What are the characteristics (demographic, education, experience) of current teachers and newly-hired teachers in MCPS? (2) Do the characteristics of current and newly-hired teachers differ among MCPS schools with different levels of poverty, complexity, and school climate? (3) What were the MCPS teaching position vacancies at the start of the school year and did they vary among schools with different characteristics? What does the candidate pool look like? and (4) What is the rate of teacher attrition in MCPS and does it differ by teacher and school characteristics? The methodology and findings of each research question are detailed in this report.
Responsible Operations: Data Science, Machine Learning, and AI in Libraries. OCLC Research Position Paper
Author: Padilla, Thomas
Date: 2019-12-00
Type: Reports - Research
Subjects: Data Collection,Data Analysis,Artificial Intelligence,Educational Technology,Technology Uses in Education,Library Role,Man Machine Systems,Information Technology,Bias,Accountability,Electronic Libraries,Academic Libraries,Labor Force Development,Competence,Evidence Based Practice,Library Research,Interdisciplinary Approach

Responsible Operations is intended to help chart library community engagement with data science, machine learning, and artificial intelligence (AI) and was developed in partnership with an advisory group and a landscape group comprised of more than 70 librarians and professionals from universities, libraries, museums, archives, and other organizations. This research agenda presents an interdependent set of technical, organizational, and social challenges to be addressed en route to library operationalization of data science, machine learning, and AI. Challenges are organized across seven areas of investigation: (1) Committing to Responsible Operations; (2) Description and Discovery; (3) Shared Methods and Data; (4) Machine-Actionable Collections; (5) Workforce Development; (6) Data Science Services; (7) Sustaining Interprofessional and Interdisciplinary Collaboration. Organizations can use Responsible Operations to make a case for addressing challenges, and the recommendations provide an excellent starting place for discussion and action.
No Place Called Home: Student Homelessness Prevalence and Structural Correlates. Working Paper Series, No. 6-19
Author: Evangelist, Michael
Date: 2019-10-00
Type: Reports - Research
Subjects: Homeless People,At Risk Students,Incidence,Correlation,Public Schools,Racial Differences,African American Students,White Students,Drug Abuse,Housing,Costs,Racial Bias,Economically Disadvantaged,Family Programs,Federal Programs,Welfare Services,Elementary Secondary Education,Federal Legislation

During the 2015-2016 school year, 1.3 million students nationwide experienced homelessness. Yet hardships like homelessness represent dynamic rather than static states, and so annual figures understate the cumulative risk that students face over time. Moreover, despite recent efforts to understand eviction and foreclosure as exploitative and racialized processes, there have been few efforts to connect homelessness to these and other structural conditions. Using administrative data on the population of public school students in Michigan, we found that close to one in ten students experienced homelessness while in school. Moreover, black students were over three times more likely to experience literal homelessness than white students. County-year fixed effects models indicate that rental costs, forced housing moves, and the opioid epidemic were associated with greater student homelessness. These findings have implications for our understanding of racial inequalities and the ways in which disadvantage and inequality are products of exploitative relationships.
Connecting Opportunity Youth to Postsecondary Credentials and Careers: Federal Investments and Scaling Best Practices
Author: Jobs for the Future
Date: 2020-02-06
Type: Reports - Descriptive
Subjects: Out of School Youth,Unemployment,Young Adults,Adolescents,Postsecondary Education,Employment,Federal Aid,Best Practices,Evidence Based Practice

Today, 4.5 million young adults ages 16 to 24 are out of school and unemployed. Often referred to as &quot;opportunity youth,&quot; they face significant barriers in the labor market. Policymakers must learn from proven college and career pathways models and craft effective policies to help opportunity youth succeed in education, skills training, and careers. This brief outlines key research findings and includes recommendations for designing the supports young people need.
College Promise for Equity and Advancement: Practitioner-Informed Policy Design Commitments and Principles
Author: Jobs for the Future
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Educational Policy,Access to Education,Equal Education,Talent Development,Student Costs,Educational Principles,Policy Formation,Financial Support,Educational Finance,Capacity Building,Accountability,Higher Education

As the cost of college has increased 12-fold over the past 30 years, state disinvestment in higher education has deepened. Today, learners are forced to make a tough choice: either forgo college at a time when getting a postsecondary credential matters more than ever, or join the ranks of 45 million Americans with student loan debt, who today collectively owe $1.5 trillion. Efforts to make college tuition-free have become an increasingly popular response to this college affordability crisis and skills development mandate. The number of &quot;free&quot; college or promise programs at state and local levels has increased from 53 in 2015 to more than 300 programs across 44 states. This includes 23 statewide programs. Early evidence suggests promise programs can make a difference in enrollment, persistence, and completions. Yet, in this era of exponential expansion and widely diverging program designs, there is no guarantee that all promise programs will have positive effects. Jobs for the Future (JFF) has culled the expertise and experiences of practitioners in 16 states to offer policy design recommendations for those that are new to the college promise concept, or are looking to expand these programs to transform postsecondary systems, increase attainment of credentials with value and grow a skilled workforce. This group has developed five key principles to guide postsecondary policy decisions. The principles highlight the need for Promise programs to advance student success, keep program design simple, ensure sustainable and stable funding, allow for flexibility and share accountability. The Policy Leadership Trust also offers examples of potential policy levers that policymakers may consider in order to fulfill the intent of each principle.
2013 Impacts: The Expanded Food and Nutrition Education Program (EFNEP)
Author: National Institute of Food and Agriculture (USDA)
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Federal Programs,Foods Instruction,Nutrition Instruction,Program Effectiveness,Low Income Groups,Minority Groups,Behavior Change,Health Behavior,Adults,Youth

Since 1969, the Expanded Food and Nutrition Education Program (EFNEP) has reached more than 31 million low-income families and youth, improving their diets and food-related behaviors. Each year, EFNEP enrolls more than half a million new program participants. In 2013, EFNEP reached 121,025 adults and 418,961 youth directly and nearly 360,000 family members indirectly. This paper describes the impacts made by EFNEP for 2013.