ethanporcaro/eric-fulltext-meta huggingface dataset:
A Preliminary Study of PRC Political Influence and Interference Activities in American Higher Education
Author: Lloyd-Damnjanovic, Anastasya
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Political Issues,Foreign Students,Academic Freedom,College Students,College Faculty,Public Officials,School Safety,Social Values,Colleges,Social Systems

Officials of the People's Republic of China (PRC) present their global initiatives as public goods, but many Americans see the PRC's moves as those of a peer competitor aiming to create a world antithetical to U.S. values and interests. Academic and public discussions have largely ignored the challenges that may arise from the activities of PRC diplomats and PRC nationals enrolled as students at U.S. universities. This study examines whether there is evidence that PRC diplomats and students have made politically-motivated attempts to infringe on the academic freedom and personal safety of university persons at U.S. universities. Results suggest that these concerns are warranted, even if they are sometimes overblown. By documenting numerous cases in which PRC diplomats and a small number of students have infringed on university community members' academic freedom and personal safety, the study offers several insights, including: (1) PRC diplomats engage in a range of activities to monitor, influence and induce cessation of academic activities involving sensitive content on U.S. campuses; (2) PRC students are not a homogeneous group, and they can be both perpetrators and victims of politically-motivated attempts to infringe on the academic freedom and personal safety of university community members; and (3) PRC influence and interference activities have occurred not just at cash-strapped public university systems with high enrollments of PRC nationals, but also at wealthy Ivy League institutions and small liberal arts institutions. This paper suggests that government and academia should jointly convene a non-partisan team of researchers to investigate PRC influence and interference activities at American universities.
Progress and Promise: Chicago&apos;s Nation-Leading Educational Gains
Author: Kelleher, Maureen
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Urban Schools,Public Schools,Achievement Gains,Graduation Rate,Academic Achievement,Educational Improvement,Elementary Secondary Education

Last year research was released that showed Chicago Public School (CPS) students had made faster academic gains than students in 96% of school districts in the United States. Also there was an increase of CPS students graduating from high school and going to college. In November 2017, the Joyce Foundation and the Spencer Foundation convened a group of Chicago's civic and educational leaders to discuss the research findings, reflect on the root causes of improvement and start a conversation on next steps for research, practice and policy. This report reviews the data that make the case for the remarkable educational resurgence in CPS, outlines new research questions to understand why the district has made such strides, and suggests new policy approaches that could maintain and extend these gains.
Do North Carolina Students Have Freedom of Speech? A Review of Campus Speech Codes, 2018
Author: Majeed, Azhar
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Freedom of Speech,College Students,College Faculty,Civil Rights,School Policy,State Legislation

This report examines the speech and assembly protections for students and faculty members at North Carolina's universities, both public and private. It is a follow-up to the 2010 report, &quot;Do North Carolina Students Have Freedom of Speech? A Review of Campus Speech Codes.&quot; In the eight years since the publication of that report, North Carolina colleges and universities have made remarkable progress in their protection of First Amendment rights on campus. This report is a collaborative project of the James G. Martin Center for Academic Renewal and the Foundation for Individual Rights in Education (FIRE). It uses FIRE's speech code rating system to evaluate policies and regulations affecting students' and professors' free speech rights at North Carolina universities. [For &quot;Do North Carolina Students Have Freedom of Speech? A Review of Campus Speech Codes,&quot; see ED535446.]
The Data Makes the Difference: How Chinese Taipei Used TIMSS Data to Reform Mathematics Education. Compass Briefs in Education Number 2
Author: Lin, Fou-Lai
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Information Utilization,Mathematics Education,Educational Change,Educational Trends,Student Attitudes,Self Efficacy,Mathematics Achievement,Learning Motivation,Benchmarking,Learner Engagement,Educational Policy,Achievement Tests,Elementary Secondary Education,International Assessment

The Trends in Mathematics and Science Study (TIMSS) is a time-series database, which provides an early warning for necessary curricular reforms in mathematics and science subjects and offers an opportunity for schools and policymakers to reflect on the effectiveness of educational changes. It provides vital data for governments and researchers to compare and contrast differences in students' mathematics performance within and between countries. Chinese Taipei's Ministry of Education (MOE) has used successive cycles of TIMSS data as a guide for formulating educational policies, and an evidence base for evaluating their effects. Although Taiwanese students have performed well in TIMSS, the percentage of students reporting low confidence in and low enjoyment of mathematics is significantly greater than the international average. This article examines the strong connection between TIMSS and mathematics education reform in Chinese Taipei, showing how the TIMSS 2003 results (Mullis et al., 2004) led the MOE to develop the 2006 &quot;After Class Support&quot; policy and the subsequent TIMSS data-inspired Just Do Math program, a new approach to mathematics teaching and learning introduced in 2014.
The Bennett Hypothesis Turns 30
Author: Robinson, Jenna A.
Date: 2017-12-00
Type: Information Analyses
Subjects: College Students,Student Financial Aid,Federal Aid,Universities,Tuition,Fees,Student Loan Programs,Grants,Theories,Paying for College,Debt (Financial),Educational Policy,Eligibility,Financial Needs,Private Financial Support

For nearly 50 years, the cost of higher education has risen faster than the pace of inflation, with federal student aid contributing to increasing tuition. In 1987, Secretary of Education William J. Bennett penned a &quot;New York Times&quot; article, &quot;Our Greedy Colleges,&quot; in which he wrote, &quot;If anything, increases in financial aid in recent years have enabled colleges and universities blithely to raise their tuitions, confident that Federal loan subsidies would help cushion the increase.&quot; This paper synthesizes empirical findings from 25 articles published in peer-reviewed journals or by respected economic research institutions since 1987. The studies focus on empirical evidence for Bennett's theory. Of the 25 studies, a majority found some effect of federal subsidies on the price of higher education in at least one segment of the higher education market. This paper makes policy recommendations to help slow the growth of university tuition and fees, including: (1) Eliminate Graduate and Parent PLUS loans (the types most likely to drive tuition increases); (2) Focus on Pell Grants instead of loans; (3) Change the student aid eligibility formula; (4) End subsidies for federal student loans; and (5) Cap the growth of tuition and fees at public colleges and universities.
Lead and Wisconsin&apos;s Children
Author: Wisconsin Council on Children and Families
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Poisoning,Hazardous Materials,Children,Prevention,Child Safety,Access to Health Care,Costs,Cost Effectiveness,Accountability

Lead poisoning harms brain and nervous system development and is most detrimental to children resulting in, among other things, reduced attention span, learning disabilities, higher high school dropout rates and delinquency, and higher likelihood of violent crime in adulthood. One major source of lead poisoning in Wisconsin is old housing stock. Lead was banned from paint in 1978, but there is still a lot of lead based paint in Wisconsin homes, which decays and creates dust with lead that children can inhale. Wisconsin has at least 176,000 lead service lines that carry water to homes and businesses, which can carry lead to drinking water. Blood lead poisoning is preventable. From 2007 to 2011, the Wisconsin Childhood Lead Poisoning Prevention Program partnered with Wisconsin's Medicaid program to offer Medicaid providers blood lead testing reports. Reinstituting this initiative could increase the number of children tested, giving them better access to care and providing better data to help policymakers target solutions. Expanding testing to cover all housing older than 1950 could help properly target vulnerable populations. The most impactful way to reduce blood lead poisoning is to prevent it from happening. Although prevention efforts come at a significant cost, the savings are immense. The Wisconsin Department of Human Services estimates if blood lead poisoning was eliminated, $7 billion in costs would be saved in areas such as medical care, special education, crime, and juvenile delinquency. They also estimate a $21 billion increase in new earnings as the result of increased high-school graduation and lifetime ability to earn.
The Use of Independent Training Providers in Vocational Education and Training--Wider Considerations for Employers and Policy Makers. SKOPE Issues Paper 34
Author: Morris, Gary
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Vocational Education,Private Schools,Outsourcing,Employers,Partnerships in Education,Foreign Countries

The employer benefits arising from the direct participation of employees in learning at work are clear: apart from developing the requisite skills and abilities to be productive, both task discretion and organisational participation are significantly related to better quality training. Against a background of falling employer investment in education and training the Government has supported the growth of independent training providers (ITPs) in the hope that this will drive up employer engagement in formal vocational education and training (VET) schemes. The case for doing so is, on the face of it, persuasive but when account is taken of the variable impact that outsourcing VET can have on organisations it becomes clear that this is dependent on how well it is managed. The factors that affect the success with which organisations engage ITPs appear to be poorly understood. This report highlights some of the associated areas that need to be looked at more closely to inform the development of best practice and public policy.
Seniors&apos; Postsecondary Plans and Scholarships: School Year 2014-15. Research &amp; Evaluation Report
Author: Department of Defense Education Activity (DoDEA)
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: High School Seniors,Public Schools,Planning,Aspiration,Postsecondary Education,Apprenticeships,On the Job Training,Vocational Education,Military Service,Scholarships,Student Financial Aid,Grants,Ethnicity,Racial Differences,Gender Differences,Graduation Rate

Department of Defense Education Activity (DoDEA) collects information on postsecondary plans and scholarship information. Each student reports their educational or career plans for after graduation as well as what scholarship(s), financial aid, or grant monies they have been offered and what monies have been accepted. This report summarizes the postsecondary intentions and scholarship monies reported by students who graduated from DoDEA in SY 2014-15. All analyses in this report are based on those seniors (N=2,863) who were enrolled in a DoDEA high school as of April 15, 2014. Therefore, findings do not include seniors who may have withdrawn prior to or entered a DoDEA high school after this date. It should also be noted that the information contained in this report is self-reported by students and does not represent the absolute postsecondary status of DoDEA graduates or the totality of scholarship monies offered and accepted by students. In interpreting the data contained in this report, readers are encouraged to rely on the results of statistical tests measuring differences between groups rather than on the apparent magnitude of these differences. Some differences may appear to be large, but they may not have achieved statistical significance. Information is provided on: (1) Postsecondary Plans; (2) Postsecondary Plans by Area; (3) Postsecondary Plans by Ethnicity and Race; (4) Postsecondary Plans by Gender; and (5) Types of Scholarships Offered and Accepted.
An Introduction to the National Summit on K-12 Competency-Based Education
Author: Patrick, Susan
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Competency Based Education,Meetings,Equal Education,Educational Quality,Educational Policy

This paper provides an overview of the goals of the National Summit on K-12 Competency-Based Education, the four papers that formed the basis of discussion at the Summit, and a glossary of terms used in the four papers. The National Summit on K-12 Competency-Based Education was in Denver, Colorado in June 2017. Leading innovators and experts convened at the Summit to discuss the field of competency-based education through the next generation of ideas and actionable outcomes, with a with a strong focus on equity.
Technical Assistance on Student Privacy for State and Local Educational Agencies When Administering College Admissions Examinations. PTAC-FAQ-10
Author: Student Privacy Policy Office (SPPO) (ED/OPEPD), Privacy Technical Assistance Center (PTAC)
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Technical Assistance,Privacy,State Departments of Education,School Districts,Legal Problems,Best Practices,Compliance (Legal),Accountability,Parent Participation,Confidentiality,Information Security,Educational Legislation,Parent Rights,Student Records,Disabilities,Federal Legislation,Equal Education,Legal Responsibility

The administration of college admissions examinations by SEAs [state education agencies] and LEAs [local education agencies] raises potential legal issues under FERPA [Family Educational Rights and Privacy Act of 1974], IDEA [Individuals with Disabilities Education Act], PPRA [Protection of Pupil Rights Amendment], and state privacy laws, and generally raises concerns about privacy best practices. In particular, the pre-test surveys administered in connection with these exams raised privacy concerns that SEAs and LEAs must consider when contracting with the testing companies. This document discusses the legal issues, and advises SEAs and LEAs about how to remain in compliance when administering the tests. The document also conveys best practice recommendations to encourage transparency and parental involvement.
Improving Special Education Services in the Sacramento Unified School District
Author: Halbert, Julie Wright
Date: 2017-00-00
Type: Reports - Research
Subjects: School Districts,Disabilities,Student Needs,Special Education,Urban Schools,Educational Legislation,Federal Legislation,Equal Education,Social Development,Emotional Development,English Language Learners,Special Needs Students,Program Effectiveness,Incidence,Racial Differences,Ethnicity,Early Childhood Education,Eligibility,Academic Achievement,Elementary Secondary Education,Grade 4,Grade 8,Grade 12,Suspension,Expulsion,Assistive Technology,Dropout Rate,Individualized Education Programs,Experiential Learning,Faculty Development,Family Involvement,Instructional Leadership,Educational Administration,Special Education Teachers,Paraprofessional School Personnel,Compliance (Legal),Transportation,Accountability,Referral,Teaching Methods

The Sacramento City Unified School District (SCUSD), asked the Council of the Great City Schools to review the district's services for students with disabilities and provide recommendations to improve performance and narrow the achievement gap between these students and their nondisabled peers. This report was designed to help SCUSD achieve its goal and to maximize the district's capacity to educate all students effectively. To conduct its work, the Council assembled a team of experts who have successfully administered and operated special education programs in other major urban school districts across the country. These individuals also have firsthand expertise with the Individuals with Disabilities Education Act (IDEA) and are well versed in best practices in the administration and operation of special education programming. [Submitted to the Board of Education of the Sacramento City Unified School District by the Strategic Support Team of the Council of the Great City Schools.]
Building Pathways to Credentials, Careers, and Economic Mobility: Transforming the Higher Education Act for Today&apos;s Students and Economy
Author: Jobs for the Future
Date: 2017-12-11
Type: Reports - Evaluative
Subjects: Career Development,College Students,Career Readiness,Academic Degrees,Certification,Economic Factors,Labor Needs,Labor Force Development,Employment Qualifications,Educational Legislation,Federal Legislation,Higher Education,Access to Information,Information Dissemination,Federal Aid,Student Financial Aid,Educational Finance,Accreditation (Institutions),Educational Innovation,Work Study Programs

While the U.S. economy has certainly improved since the great recession, far too many Americans are still without a high-quality degree or credential despite the economy's increasing demand for postsecondary education to meet workforce needs. Low credential attainment has resulted in millions of Americans without high-quality jobs, and numerous employers unable to find the skilled workers they need to remain competitive. Yet, today's federal law governing postsecondary education (the Higher Education and Opportunity Act of 2008) is outdated and does not effectively address the needs of today's postsecondary students who are more diverse than ever and have responsibilities and needs that are also more complex. Jobs for the Future offers Congress a set of recommendations for consideration in the reauthorization of the Higher Education Act to transform the nation's higher education system to meet the increasingly complex needs of today's students and increase the number of postsecondary students who attain needed credentials.
Knowledge and Innovation Exchange
Author: Global Partnership for Education (GPE)
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Developing Nations,Knowledge Level,Information Dissemination,Access to Information,Shared Resources and Services,Educational Innovation,Financial Support,Educational Improvement

GPE's [Global Partnership for Education's] Knowledge and Innovation Exchange (KIX) aims to strengthen national education systems and accelerate educational progress by engaging developing countries and other partners in knowledge generation, innovation, and capacity strengthening. KIX will have two components: the Learning Exchange -- a knowledge sharing platform for the entire partnership; and Knowledge and Innovation Funding -- targeted global goods investments that strengthen national capacity to solve key educational challenges. KIX activities will reinforce GPE's country level support.
Preparing the Ground: the Importance of Early Learning Activities at Home for Fourth Grade Student Achievement. IEA Compass: Briefs in Education. Number 3
Author: Meinck, Sabine
Date: 2018-09-00
Type: Reports - Research
Subjects: Emergent Literacy,Numeracy,Family Environment,Parent Influence,Parent Background,Educational Attainment,Socioeconomic Status,Early Childhood Education,Achievement Tests,Foreign Countries,International Assessment,Elementary Secondary Education,Child Development,Academic Achievement,Grade 4

Prior research shows that establishing early literacy and numeracy skills may help children achieve better outcomes in later schooling. Data from the Regional Project on Child Development Indicators (PRIDI), which focused on Costa Rica, Nicaragua, Paraguay, and Peru, provided insights into four domains of child development that build the foundation for future learning outcomes: cognition, language and communication, socioemotional development, and motor skills. This brief presents results from in-depth analysis using data from Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS), which demonstrate that social inequalities and their relationship to learning outcomes commence in early childhood. The authors explored: (1) the engagement in early literacy activities of parents from different educational backgrounds; (2) the relationship between this engagement and later student achievement in primary school for children from diverse socioeconomic backgrounds; and (3) the relationship between children's attendance of institutional early childhood provision and parents' educational background. Results suggest that early learning activities have some effect on student achievement in later schooling. Further, in some education systems, parental engagement with children on stimulating learning activities is unequal across families from different educational backgrounds. Also, children from socially disadvantaged backgrounds tend to experience less stimulating educational activities at home and have poorer access to institutional early childhood provision.
Better Education Outcomes through School Health Interventions
Author: Global Partnership for Education (GPE)
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Child Health,Well Being,Developing Nations,Health Promotion,At Risk Students,School Policy,Access to Health Care,School Health Services,Educational Environment,Foreign Countries

The Global Partnership for Education (GPE) supports country-level efforts for equity and quality in education through school health activities. In developing countries, an estimated 500 million days of school per year are lost due to sickness. Poor health conditions of school children in developing countries hinder their access and participation in school. School health programs can prevent and treat common childhood conditions and, thus, increase participation in school. GPE's approach includes: (1) Targeting support to the poorest and most marginalized children through school health activities; (2) Strengthening countries' capacity to design and implement comprehensive school health policies; (3) Encouraging partner countries to open their schools for health service delivery to support improved student health; (4) Supporting countries to provide a safe learning environment, including access to water for drinking and washing and sanitation and hygiene facilities; (5) Sharing evidence, good practice and costing of priority health services with partner countries; and (6) Providing funding to train educators to carry out school-based health activities. Examples from Cambodia, Ethiopia, and Haiti are presented.
GPE&apos;s Work on Inclusive Education for Children with Disabilities
Author: Global Partnership for Education (GPE)
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Disabilities,Access to Education,Equal Education,Educational Quality,Developing Nations,Foreign Countries,Low Income Groups,At Risk Persons,Teacher Competencies,Inclusion,Advocacy,Educational Finance,Public Policy,Children

The Global Partnership for Education (GPE) helps developing countries ensure that children with disabilities can go to school for a quality education. In this factsheet, view what the challenges are, the GPE approach, and its results, with examples in Cambodia and Zanzibar.