ethanporcaro/eric-fulltext-meta huggingface dataset:
Shifting the Skills Conversation: Employer Attitudes on and Outcomes for Career Technical Education
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-10-00
Type: Reports - Research
Subjects: Job Skills,Employment Qualifications,Employer Attitudes,Vocational Education,Partnerships in Education,School Business Relationship,Barriers,Industry,Program Effectiveness,Labor Needs,Educational Finance,Financial Support,Personnel Selection

When employers and learners achieve a shared understanding of what skills are needed for the jobs of the future and how those skills are counted and valued in the hiring process, learners make more informed decisions about a path to success in the career of their choice, and Career Technical Education (CTE) programs are more responsive to industry needs. To aid CTE leaders in expanding employer support for and participation in CTE programs and advocacy, Advance CTE conducted a national survey of 315 employers from predominantly in-demand industries to determine the top skills desired by employers, their attitudes toward CTE, and their current involvement in CTE partnerships. Conducted in November 2020, the survey provides a valuable snapshot of the challenges and needs of businesses facing a long recovery from the COVID-19 (coronavirus) pandemic and directly affected by the 'skills gap.' Sixty-nine percent of businesses surveyed, the majority of which are connected to high-growth industries, reported experiencing a moderate or large negative impact from the pandemic. The research findings shared in this report empower CTE leaders and policymakers to better understand employer needs and capacity and make data-driven decisions to improve both program quality and employer engagement. When CTE systems are designed to consider the perspective and capacity of employers, learners will have greater access to experiences to explore and pursue the career of their choice without limits. The following four findings are detailed: (1) Employers view CTE very positively and see CTE as a value-add; (2) Employers value skills over degrees and believe CTE will help meet their skill-based hiring needs; (3) Employers overwhelmingly want to expand their partnerships with CTE programs; and (4) Businesses strongly favor increased public funding for CTE. Recommendations for State CTE Leaders are included.
Tell Me Sweet Little Lies: Racism as a Form of Persistent Malinformation. PIL Provocation Series. Volume 1, Number 4
Author: Cooke, Nicole A.
Date: 2021-08-11
Type: Reports - Descriptive
Subjects: Racial Bias,Deception,Stereotypes,Information Sources,Information Literacy,Cultural Literacy,Critical Literacy,News Reporting,African Americans,COVID-19,Pandemics,Asian Americans,Pacific Islanders,Teaching Methods

Racist/racialized malinformation is the phenomenon of how we are conditioned, socialized, and repeatedly bombarded with racist and negative images and stereotypes. These stereotypes are repeated and normalized until they become malinformation. Persistent malinformation comes through media, textbooks, religion, celebrated holidays, pop culture, and so many other venues. Malinformation comes through subtly and imperceptibly and is so ingrained it has become difficult to recognize and defeat. Can mis/dis and racist malinformation be eliminated? Perhaps not, but they can certainly be managed through even more persistent education, specifically, what the author has come to call &quot;critical cultural literacy&quot; (CCL) education. In this article, the author discusses what CCL is and how can it address this current social and educational quandary.
Feedback That Leads to Improvement in Student Essays: Testing the Hypothesis That &quot;Where to Next&quot; Feedback Is Most Powerful
Author: Hattie, John
Date: 2021-05-00
Type: Journal Articles
Subjects: Feedback (Response),Writing Evaluation,High School Students,Undergraduate Students,Essays,Writing Improvement,Computer Assisted Instruction,Computer Software,Writing Instruction,Teacher Student Relationship,Grading,Writing Processes,Cross Cultural Studies,Student Attitudes,Teaching Methods

Feedback is powerful but variable. This study investigates which forms of feedback are more predictive of improvement to students' essays, using &quot;Turnitin Feedback Studio&quot;--a computer augmented system to capture teacher and computer-generated feedback comments. The study used a sample of 3,204 high school and university students who submitted their essays, received feedback comments, and then resubmitted for final grading. The major finding was the importance of &quot;where to next&quot; feedback which led to the greatest gains from the first to the final submission. There is support for the worthwhileness of computer moderated feedback systems that include both teacher- and computer-generated feedback.
Career and Technical Education Credentials in Virginia High Schools: Trends in Attainment and College Enrollment Outcomes. Study Snapshot. REL 2022-132
Author: Regional Educational Laboratory Appalachia (ED)
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: High School Graduates,Vocational Education,Credentials,Educational Trends,Educational Attainment,Enrollment,Graduation Rate,Equal Education,Minority Group Students,Racial Bias,English Language Learners,Low Income Students,Students with Disabilities,College Attendance,African American Students,Hispanic American Students,White Students,College Readiness,Career Readiness,Program Effectiveness,Advanced Placement,Academically Gifted,Special Education,Asian American Students,Academic Achievement

This Study Snapshot highlights findings from a larger study on Career and technical education (CTE) credentials in Virginia. In 2013, the Virginia legislature added a CTE credential requirement to the Standard diploma for students who entered grade 9 for the first time in 2013 or later. At Virginia CTE leaders' request, the Regional Educational Laboratory Appalachia conducted a descriptive study of attainment rates of CTE credentials, completion rates of CTE programs of study, and college enrollment rates from 2011 to 2017, the years before and after the policy change. Education stakeholders can use the results of this study to inform their policies. [For the full report, see ED616511. For the appendixes, see ED616549.]
The Last Mile in School Access: Mapping Education Deserts in Developing Countries
Author: Rodriguez-Segura, Daniel
Date: 2021-00-00
Type: Journal Articles
Subjects: Barriers,Academic Achievement,School Location,Proximity,Developing Nations,Access to Education,Foreign Countries,Geographic Information Systems,Cost Effectiveness,Measurement Techniques,Rural Areas,Educational History,Elementary Schools,Incidence,Place of Residence,Cultural Context,Open Source Technology,Comparative Analysis,Outcomes of Education,Enrollment

With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify &quot;education deserts&quot; -- localized areas where families lack physical access to education -- at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public -- fully free, open-source, heavily documented, and designed for broad use -- allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
Career and Technical Education Credentials in Virginia High Schools: Trends in Attainment and College Enrollment Outcomes. Appendixes. REL 2022-132
Author: Regional Educational Laboratory Appalachia (ED)
Date: 2021-12-00
Type: Reports - Research
Subjects: High School Graduates,Vocational Education,Credentials,Educational Trends,Educational Attainment,Enrollment,Graduation Rate,Equal Education,Minority Group Students,Racial Bias,English Language Learners,Low Income Students,Students with Disabilities,College Attendance,African American Students,Hispanic American Students,White Students,College Readiness,Career Readiness,Program Effectiveness,Advanced Placement,Academically Gifted,Special Education,Asian American Students,Academic Achievement

The &quot;Career and Technical Education Credentials in Virginia High Schools: Trends in Attainment and College Enrollment Outcomes&quot; study examined attainment rates of career and technical education (CTE) credentials, completion rates of CTE programs of study, and college enrollment rates from 2011 to 2017 in Virginia. The findings suggest a need to consider other methods to address outcomes for Virginia's Standard diploma graduates, such as support for implementing practices with rigorous evidence of effectiveness for improving college and career outcomes. This document presents the following three appendixes that accompany the study: (1) About the study; (2) Methods; and (3) Supporting analyses. [For the full report, see ED616511. For the Study Snapshot, see ED616547.]
Pandemic Inequity: Latinas and the COVID-19 Experience
Author: American Association of University Women (AAUW)
Date: 2022-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Hispanic Americans,Racial Bias,Ethnicity,Disproportionate Representation,Females,Economic Impact,Equal Opportunities (Jobs),Occupations,Wages,Child Care,Parent Responsibility,Employed Parents,Mothers,School Closing,Undocumented Immigrants,At Risk Persons,Health Insurance,Low Income Groups,Mental Disorders,Hunger,Anxiety,Depression (Psychology),Federal Aid,Federal Legislation

While COVID-19 is capable of infecting anyone, the level of risk is far from equal. Data show that Black and Latino communities, already suffering from deep-rooted economic and health inequalities, have borne the brunt of the pandemic. Latinas, in particular, have suffered some of the most egregious economic and health disparities over the past year. Latinas were already saddled with significant disadvantages pre-pandemic; they had lower wages, higher levels of poverty and were the least likely to have access to health care compared to other demographic groups. COVID-19 compounded these inequities, and the outcomes for Latinas have been devastating. This report surveys the economic, health and social impact of COVID-19 on Latinas from data gathered through 41 interviews. Latinas interviewed lived in states with significant Latino populations, including Arizona, California, Colorado, Florida, Illinois, Maryland, Nevada, New York, Texas and Virginia.
Discovery with Models: A Case Study on Carelessness in Computer-Based Science Inquiry
Author: Hershkovitz, Arnon
Date: 2013-00-00
Type: Reports - Research
Subjects: Learning Analytics,Models,Learning Processes,Case Studies,Validity,Learner Engagement,Middle School Students,Inquiry,Active Learning,Science Instruction,Behavior Problems,Teaching Methods,Computer Assisted Instruction,Instructional Effectiveness,Bayesian Statistics,Prediction,Correlation,Incidence,Error Patterns,Goal Orientation,Student Motivation,Grade 8,Surveys,Computer Simulation,Science Experiments

In recent years, an increasing number of analyses in Learning Analytics and Educational Data Mining (EDM) have adopted a &quot;Discovery with Models&quot; approach, where an existing model is used as a key component in a new EDM/analytics analysis. This article presents a theoretical discussion on the emergence of discovery with models, its potential to enhance research on learning and learners, and key lessons learned in how discovery with models can be conducted validly and effectively. We illustrate these issues through discussion of a case study where discovery with models was used to investigate a form of disengaged behavior, i.e., carelessness, in the context of middle school computer-based science inquiry. This behavior has been acknowledged as a problem in education as early as the 1920s. With the increasing use of high-stakes testing, the cost of student carelessness can be higher. For instance, within computer-based learning environments careless errors can result in reduced educational effectiveness, with students continuing to receive material they have already mastered. Despite the importance of this problem, it has received minimal research attention, in part due to difficulties in operationalizing carelessness as a construct. Building from theory on carelessness and a Bayesian framework for knowledge modeling, we use machine-learned detectors to predict carelessness within authentic use of a computer-based learning environment. We then use a discovery with models approach to link these validated carelessness measures to survey data, to study the correlations between the prevalence of carelessness and student goal orientation. [This paper was published in &quot;American Behavioral Scientist&quot; v57 n10 p1479-1498 2013.]
Implementing the SNAP E&amp;T Pilots: Challenges Encountered and Lessons Learned. Brief
Author: Rowe, Gretchen
Date: 2021-09-00
Type: Reports - Research
Subjects: Federal Programs,Program Implementation,Pilot Projects,Job Training,Employment Services,Welfare Services,Welfare Recipients

In 2015, the U.S. Department of Agriculture awarded pilot grants to 10 States--California, Delaware, Georgia, Illinois, Kansas, Kentucky, Mississippi, Vermont, Virginia, and Washington--to test innovative strategies for providing employment and training services through Supplemental Nutrition Assistance Program Employment and Training (SNAP E&amp;T). Most grantees spent roughly the first year of the pilot in a planning phase, which included establishing new partnerships, creating service models, developing new activities, and hiring pilot staff. Grantees began enrolling individuals between January and April 2016, depending on the pilot. This brief presents five implementation challenges and the resulting lessons learned from a cross-pilot analysis of the planning and early implementation periods from March 2015 through July 2017. The implementation-related lessons identified in this brief are based on analysis of qualitative data collected through telephone calls and in-person interviews with pilot staff from State agencies, partners, and providers, and focus groups conducted with individuals participating in the pilot.
New Skills Ready Network Early Achievements &amp; Innovations: Year One
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Skill Development,Educational Attainment,Equal Education,Career Pathways,Career Readiness,Minority Group Students,Low Income Students,English Language Learners,Disproportionate Representation,Partnerships in Education,Experiential Learning,College Readiness,High School Students,Postsecondary Education,Educational Change

This annual report provides an overview of the early achievements and innovation from the first year of the &quot;New Skills ready network&quot; initiative. With the support of Advance CTE and Education Strategy Group, the six &quot;New Skills ready network&quot; sites -- Boston, Massachusetts; Columbus, Ohio; Dallas, Texas; Denver, Colorado; Indianapolis, Indiana; and Nashville, Tennessee -- engaged in a robust process to analyze current policies and practices; did an analysis of their data to identify equity gaps around access, enrollment and outcomes; and analyzed their capacity for collecting, reporting and using data across and within institutions and state agencies. The findings from the needs assessments set the foundation for each site's year one action plans and identified best practices associated with the four priority areas: (1) strengthening the alignment and rigor of career pathways; (2) designing, implementing and scaling real-world work experiences; (3) building seamless transitions to support postsecondary success; and (4) closing equity gaps. [For the related 2020-21 Snapshots, see ED616530, ED616559, ED616560, ED616561, ED616562, and ED616563.]
New Skills Ready Network 2020-21 Snapshot: Columbus, Ohio
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Skill Development,Educational Attainment,Equal Education,Career Pathways,Career Readiness,Minority Group Students,Low Income Students,English Language Learners,Disproportionate Representation,Partnerships in Education,Experiential Learning,College Readiness,High School Students,Postsecondary Education,Educational Change,Capacity Building

Columbus, Ohio, is one of the six sites selected to participate in the &quot;New Skills ready network.&quot; This five-year initiative, launched by JPMorgan Chase &amp; Co. in 2020, aims to improve student completion of high-quality career pathways. In the first year of the initiative, the Columbus, Ohio, &quot;New Skills ready network&quot; team focused on building both the internal capacity of each partner organization and the capacity of the new leadership team developed to support this work. The team identified and established workgroups around work-based learning, communications and equitable career pathways to leverage the unique prioritized a number of key foundational elements of their overall strategy, including improving their data capacity and identifying the two initial program areas (health care/health services and information technology) in which they will focus their efforts for the next year expertise of each organization and to ensure progress in the key priority areas. Lastly, the team prioritized a number of key foundational elements of their overall strategy, including improving their data capacity and identifying the two initial program areas (health care/health services and information technology) in which they will focus their efforts for the next year. This snapshot provides a summary of the two major priorities of Columbus, Ohio's &quot;New Skills ready network&quot; team: (1) developing relationships and building capacity across and within partner organizations; and (2) identifying and analyzing program areas to attend to career pathway quality. [For &quot;New Skills Ready Network Early Achievements &amp; Innovations: Year One,&quot; see ED616558.]
New Skills Ready Network 2020-21 Snapshot: Dallas, Texas
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Skill Development,Educational Attainment,Equal Education,Career Pathways,Career Readiness,Minority Group Students,Low Income Students,English Language Learners,Disproportionate Representation,Partnerships in Education,Experiential Learning,College Readiness,High School Students,Postsecondary Education,Educational Change

Dallas, Texas, is one of the six sites selected to participate in the &quot;New Skills ready network.&quot; This five-year initiative, launched by JPMorgan Chase &amp; Co. in 2020, aims to improve student completion of high-quality career pathways. In the first year of the initiative, the Dallas, Texas, &quot;New Skills ready network&quot; team launched a virtual internship toolkit and employer recruitment campaign, completed their initial labor market information (LMI) analysis focusing on post-COVID-19 changes, started career pathway mapping, completed a landscape of middle school and high school career exploration activities and programs, and started an equity analysis of learner participation in career pathways. This snapshot provides a summary of the two major priorities of Dallas, Texas' &quot;New Skills ready network&quot; team: (1) developing a community-aligned view of LMI; and (2) creating a collaborative approach to work-based learning supported by a virtual internship toolkit. [For &quot;New Skills Ready Network Early Achievements &amp; Innovations: Year One,&quot; see ED616558.]
New Skills Ready Network 2020-21 Snapshot: Denver, Colorado
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Skill Development,Educational Attainment,Equal Education,Career Pathways,Career Readiness,Minority Group Students,Low Income Students,English Language Learners,Disproportionate Representation,Partnerships in Education,Experiential Learning,College Readiness,High School Students,Postsecondary Education,Educational Change,Data Collection,Evaluation Methods

Denver, Colorado, is one of the six sites selected to participate in the &quot;New Skills ready network.&quot; This five-year initiative, launched by JPMorgan Chase &amp; Co. in 2020, aims to improve student completion of high-quality career pathways. In the first year of the initiative, the Denver, Colorado, team -- working under the name New Skills Ready Initiative (NSRI) -- began developing strategies for data sharing among secondary and postsecondary systems, mapping their shared career pathways, and working on a model for co-advising. The state of Colorado, alongside Denver, also prioritized the need for improved career planning and further strengthening its workforce development system. This snapshot provides a summary of the two major priorities of Denver, Colorado's &quot;New Skills ready network&quot; team: (1) building a shared data framework to better measure the impact of career pathways; and (2) mapping career pathways to ease learner transitions. [For &quot;New Skills Ready Network Early Achievements &amp; Innovations: Year One,&quot; see ED616558.]