ethanporcaro/eric-fulltext-meta huggingface dataset:
Best Practices for Alternative Charter School Programs and Virtual Charter School Programs. Information Request
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2016-02-15
Type: Reports - Descriptive
Subjects: Charter Schools,Nontraditional Education,Best Practices,Educational Research,Electronic Learning,Elementary Secondary Education

A state education agency (SEA) served by the Southeast Comprehensive Center (SECC) has requested information regarding research on best practices related to successful alternative charter school programs and virtual charter school programs. Specifically, the SEA is interested in research in many areas of policy and practice for alternative and virtual charter schools. Some areas are directly related to students and curriculum, including student performance and accountability, management of students and courses, special populations, dropout prevention, technology, student/parent perspectives, and postsecondary success. Other areas of interest concern school management, such as governance, funding, and charter school evaluation. The SEA plans to use the information provided in this report to inform the evaluation process for alternative and virtual charter school programs within the state and to develop recommendations regarding these programs to state policymakers. This Information Request (IR) document describes the process for obtaining research articles, reports, and other resources as well as considerations as the SEA moves forward. It is organized into the following sections: (1) Procedure; (2) General Limitations; (3) Background; (4) Overview of Resource Review; (5) References; (6) Resource Summaries; and (7) Conclusion.
Descriptions of State-Developed Alternative Intervention Models for School Improvement Grants in Colorado, Minnesota, New York, Rhode Island, and Texas. Information Request
Author: SEDL, Southeast Comprehensive Center (SECC)
Date: 2015-10-01
Type: Reports - Descriptive
Subjects: Grants,Educational Improvement,Federal Aid,Models,Intervention,School Turnaround,State Programs,Program Development,Elementary Schools,Middle Schools,High Schools

A state education agency (SEA) served by the Southeast Comprehensive Center (SECC) has requested information regarding state-developed (also referred to as state-determined) alternative models for schools receiving School Improvement Grant (SIG) funds. The state-determined school improvement model (one of three new models) offers an alternative to the prior version of SIG, which included four intervention models (U.S. Department of Education, 2015, February 9). Consequently, this report focuses on state-developed alternative intervention models that are being offered in five states and is organized into the following sections: (1) Procedure; (2) General Limitations; (3) Overview; (4) States' Demographics and Their State-Developed Alternative Intervention SIG Models; (5) Conclusion; and (6) References.
Federal Student Aid: Actions Needed to Evaluate Pell Grant Pilot for Incarcerated Students. Report to Congressional Requesters. GAO-19-130
Author: Goodwin, Gretta L.
Date: 2019-03-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Undergraduate Students,Institutionalized Persons,Correctional Institutions,Federal Aid,Grants,Student Financial Aid,Pilot Projects,Program Evaluation,Correctional Education,Higher Education,Outcomes of Education,Program Implementation,Employment Potential,Recidivism,Educational Attainment

Incarcerated students are generally prohibited from receiving Pell grants, which provide need-based federal financial aid to low-income undergraduate students. However, Education has the authority to waive specific statutory or regulatory requirements for providing federal student aid at schools approved to participate in its experiments. Accordingly, the department initiated the multi-year Second Chance Pell pilot in 2015 to test whether allowing incarcerated individuals to receive Pell grants increases their participation in higher education programs and influences their academic and life outcomes, or creates any obstacles to schools' administration of federal financial aid programs. The Government Accountability Office (GAO) was asked to review the Second Chance Pell pilot. This report examines (1) actions the Department of Education (Education), schools, and other stakeholders have taken to implement the pilot; (2) experiences participating schools are having as they implement the pilot; and (3) how Education is monitoring and evaluating the pilot and whether opportunities for improvement exist. GAO analyzed summary-level Education data from the 2016-2017 and 2017-2018 school years and interviewed a nongeneralizable sample of 12 schools (and associated prison partners) that were selected for variation in type of school (i.e., public and private nonprofit), type of prisons served, and other variables. GAO also interviewed Education officials. GAO recommends that the Secretary of Education complete its evaluation of the pilot to report on its findings and conclusions. Education concurred, with clarification, and stated that it had actions underway to evaluate the pilot.
International Onshore VET Graduate Outcomes 2018. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Qualifications,Outcomes of Education,Graduates,Foreign Students,Student Educational Objectives,Employment Level,Continuing Education,Student Satisfaction,Barriers,Technical Education,Universities,Private Education,Unemployment,Educational Benefits,Foreign Countries,Relevance (Education),Occupations,Community Organizations,Skilled Workers

This publication provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2017. These students were surveyed as an additional component to the 2018 National Student Outcomes Survey. The international component comprised international onshore graduates undertaking VET qualifications delivered by: (1) TAFE (technical and further education) institutes; (2) universities; (3) community education providers; and private training providers. [For the report from the previous year, &quot;International Onshore VET Graduate Outcomes 2017. Australian Vocational Education and Training Statistics,&quot; see ED583518.]
Public School Choice: Limited Options Available for Many American Indian and Alaska Native Students. Report to Congressional Requesters. GAO-19-226
Author: Nowicki, Jacqueline M.
Date: 2019-01-00
Type: Legal/Legislative/Regulatory Materials
Subjects: American Indian Students,Alaska Natives,American Indian Education,Access to Education,Equal Education,Elementary Secondary Education,Public Schools,School Choice,School Districts,Enrollment,Reading Achievement,Mathematics Achievement,Grade 8,Geographic Regions

Education refers to school choice as the opportunity for students and their families to create high-quality, personalized paths for learning that best meet the students' needs. For Indian students, school choice can be a means of accessing instructional programs that reflect and preserve their languages, cultures, and histories. For many years, studies have shown that Indian students have struggled academically and the nation's K-12 schools have not consistently provided Indian students with high-quality and culturally-relevant educational opportunities. This report examines the public school options located in areas with large Indian student populations. The Government Accountability Office (GAO) used Education's Common Core of Data for school year 2015-16 (most recent available) to analyze public school choice in (1) school districts in which Indian students accounted for 25 percent or more of all students (i.e., high percentages of Indian students) and (2) the 100 school districts with the largest number of Indian students. GAO also interviewed federal officials, relevant stakeholder groups, and tribal leaders to better understand school choice options for Indian students. According to GAO's analysis of 2015-16 Department of Education (Education) data, most of the school districts with Indian student enrollment of at least 25 percent had only traditional public schools (378 of 451 districts, or 84 percent). The remaining 73 districts had at least one choice, such as a Bureau of Indian Education, charter, magnet, or career and technical education school.
K-12 Education: Challenges to Assessing Program Performance and Recent Efforts to Address Them. GAO-19-266R K-12 Performance Assessment Challenges
Author: Nowicki, Jacqueline
Date: 2019-01-31
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Program Evaluation,Federal Programs,Public Agencies,Grants,Federal Aid,Evaluation Problems

The U.S. Department of Education (Education) plays a key role in supporting educational opportunities for K-12 students, including awarding grants and overseeing compliance with federal education laws. Over the past decade, Education's grant awards have generally increased in number and size. Using Education budget data, it was determined that in Education's appropriation for fiscal year 2019, Congress appropriated approximately $38 billion for Education's K-12 programs. Further, the Every Student Succeeds Act (ESSA), enacted in 2015, changed the education landscape. Performance assessment activities provide feedback on program design and implementation and can help inform program planning, management, and oversight. However, questions have been raised about how Education assesses the performance of its wide-ranging education programs. Both GAO and Education's Office of Inspector General (OIG) have reported on various management and oversight issues related to Education's program performance. This report describes challenges Education faces in assessing the performance of its K-12 programs as well as steps it has taken to address them.
Improving Feedback through Computer-Based Language Proficiency Assessment
Author: Horák, Tania
Date: 2019-05-06
Type: Reports - Evaluative
Subjects: Second Language Learning,Second Language Instruction,Feedback (Response),Computer Assisted Testing,Language Tests,English (Second Language),Test Format,Testing Problems,Language Proficiency,English for Academic Purposes,Foreign Countries,Universities,College Students,Educational Benefits

This paper reports on the proposed transfer of a paper-based English proficiency exam to an online platform. We discuss both the potential predetermined advantages, which were the impetus for the project, and also some emergent benefits, which prompted an in-depth analysis and reconceptualisation of the exam's role, which in turn we hope will promote positive washback as well as washforward. This change will be afforded through more granular feedback on student performance, which will be facilitated by the online platform. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Emerging Issues in Federal Higher Education Law: A Brief Guide for Administrators and Faculty
Author: Posselt, Julie
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Educational Legislation,Higher Education,Sex Fairness,Gender Discrimination,Student Financial Aid,Student Loan Programs,Federal Aid,College Readiness,Educational Opportunities,Proprietary Schools,Federal Regulation,College Athletics,Sexual Harassment,Sexual Abuse,Violence,LGBTQ People,College Students,Sexual Identity,Grants,Work Study Programs,Civil Rights Legislation

The federal government's role in supporting higher education touches nearly every aspect of the work performed by American colleges and universities. Federal authorities control an immense amount of public resources that are used to strategically exert influence across a complex and differentiated postsecondary system. This report is intended to introduce faculty and administrators within that system to key domains of federal higher education law. The authors want to raise awareness about issues that are likely to receive attention under the current presidential administration and the 114th Congress, especially in light of the HEA's impending reauthorization. In the report, the authors explain key provisions of the Higher Education Act (HEA) and Title IX and make selected policy recommendations. The specific issues addressed in the report--financial aid, college readiness, for-profit college regulation, and Title IX--were chosen for their relevance to the mission of the Pullias Center for Higher Education, which is established on a commitment to improving college access, affordability, and outcomes for marginalized student populations, including first-generation, low-to-moderate income, and students of color. With these commitments in mind, the authors believe a few principles must be maintained or strengthened as foundations for federal higher education law: (1) Equal opportunity to learn and equal protection under the law; (2) Evidence-based policy; and (3) Consumer protection.
Special Education: Varied State Criteria May Contribute to Differences in Percentages of Children Served. Report to Congressional Requesters. GAO-19-348
Author: Nowicki, Jacqueline M.
Date: 2019-04-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Special Education,Preschool Education,Elementary Secondary Education,Disability Identification,Access to Education,Federal Legislation,State Legislation,State Agencies,School Districts,Eligibility,Disabilities,Educational Legislation,Equal Education,Early Intervention,Public Education,Program Implementation,State Departments of Education,Accountability,Referral,English Language Learners,Students with Disabilities,Technical Assistance,At Risk Students

About 13 percent of children aged 3 through 21 enrolled in public schools received special education services in school year 2015-16, and about 3 percent of children from birth through age 2 received special education services. Concerns about the difficulties identifying and evaluating children for special education have been raised by the media, experts, and special education advocates. GAO was asked to examine how states implement Child Find and how Education monitors it. This report examines (1) factors that may account for differences in the percentage of children receiving special education services across states, and (2) how Education and selected states monitor and support Child Find efforts. GAO reviewed federal special education data, agency documentation, federal laws and regulations, and selected state laws; and interviewed Education officials, officials from four state agencies and 15 school districts in those states (Colorado, Iowa, Massachusetts, and New York), and representatives of organizations that advocate for families of individuals with disabilities as well as special education subject matter specialists.
Food Insecurity: Better Information Could Help Eligible College Students Access Federal Food Assistance Benefits. Report to Congressional Requesters. GAO-19-95
Author: Larin, Kathryn
Date: 2018-12-00
Type: Legal/Legislative/Regulatory Materials
Subjects: College Students,Food,Hunger,Federal Programs,Welfare Services,Welfare Recipients,At Risk Students,Incidence,Eligibility,Information Dissemination,Web Sites,Food Service,Student Financial Aid,Student Personnel Services,Low Income Students,Federal Aid

Increasing evidence indicates that some college students are experiencing food insecurity, which can negatively impact their academic success. However, college students are only eligible for Supplemental Nutrition Assistance Program (SNAP) in certain cases. Given the substantial federal investment in higher education and the risk posed if students do not complete their degrees, the Government Accountability Office (GAO) was asked to review food insecurity among college students. This report examines (1) what is known about the extent of food insecurity among college students and their use of SNAP; (2) how selected colleges are addressing student food insecurity; and (3) the extent to which federal programs assist students experiencing food insecurity. GAO reviewed relevant federal laws and agency documents and studies on student food insecurity; analyzed 2016 federal student data (the most recent available), and visited four states, selected based on actions taken to address student food insecurity, geographic diversity, and other factors. GAO recommends that the Food and Nutrition Service (FNS) (1) improve student eligibility information on its website and (2) share information on state SNAP agencies' approaches to help eligible students. FNS partially concurred, and plans to review its information. GAO continues to believe additional action is warranted, as discussed in the report.
Independent Reading Together -- Combining Self-Directed and Collaborative Learning
Author: Federici, Theresa
Date: 2019-05-06
Type: Reports - Research
Subjects: Independent Study,Cooperative Learning,Comparative Analysis,Case Studies,Literature,Reading Motivation,Formative Evaluation,Summative Evaluation,Second Language Learning,Second Language Instruction,Cultural Awareness,Reading Habits,Reading Material Selection,Reading Interests,Group Discussion,Peer Relationship,Personal Autonomy,Undergraduate Students,Italian,Group Dynamics,Reading Processes

This paper proposes a way of integrating self-directed reading into a collaborative classroom with formative and summative tasks as well as facilitating integration with the target culture, and familiarity with the target language in a variety of settings. Linking to literature on motivation, and drawing on case-study experience, an approach to introducing students to reading for pleasure in the target language will be suggested. The core element of the project is complete freedom of choice for students in the book they select, enabling students to match their personal reading tastes to their target language reading. Students benefit from the selection process and from discussion and comparison with peers on the selected texts. Students' awareness of forms of literature in the target language is enriched through the diversity of texts chosen within the cohort. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
Supporting and Empowering Language Teachers through Action Research Communities
Author: Gallagher-Brett, Angela
Date: 2019-05-06
Type: Reports - Research
Subjects: Language Teachers,Action Research,Second Language Learning,Second Language Instruction,Communities of Practice,Program Descriptions,Barriers,Teacher Attitudes,Foreign Countries,Faculty Development,College Faculty,Discourse Analysis,Teacher Workshops,Teacher Educators,Teaching Methods,Feedback (Response),Student Motivation

This chapter will introduce Action Research Communities for Language Teachers (ARC), a project funded by the European Centre for Modern Languages (ECML) of the Council of Europe (2015-2018). The project aims to make action research techniques widely available to language teachers across Europe and to provide them with development opportunities which support them in conducting action research. The chapter provides an overview of the project and the training and development events organised, and highlights examples of action research projects undertaken by participating practitioners in schools and universities. It concludes with details of challenges and successes experienced by participants, and considerations of future steps. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]
From New Literacies to Transmedia Literacies: The New Approaches to Transmedia and Languages Pedagogy Project
Author: Herrero, Carmen
Date: 2019-05-06
Type: Speeches/Meeting Papers
Subjects: Multiple Literacies,Second Language Learning,Second Language Instruction,Secondary School Students,College Students,Teaching Methods,Universities,Information Technology,Learning Processes,Films,Video Games,Instructional Innovation,Program Descriptions,Foreign Countries

As students are becoming avid online media consumers and creators, participatory culture has shifted the focus of literacy from one of individual expression to one of community involvement (Chan &amp; Herrero, 2010, p. 10). Taking into consideration the challenges and opportunities derived from the integration in formal settings (secondary and higher education) of different forms of participatory culture, this article presents the &quot;New Approaches to Transmedia and Languages Pedagogy&quot; project, developed by Manchester Metropolitan University, which has been motivated by the shift towards multimodal forms of communication and representation and the potential of new technologies to engage in more interactive and meaningful forms of learning and teaching. This research project seeks new avenues to supplement L2 teaching using film and video games as well as integrating transmedia and cross-media projects. [For the complete volume, &quot;Innovative Language Teaching and Learning at University: A Look at New Trends,&quot; see ED594807.]