ethanporcaro/eric-fulltext-meta huggingface dataset:
Head Start-College Partnership to Promote Student Parent Family Success: A Roadmap to Guide Collaboration. IWPR #C500
Author: Institute for Women's Policy Research (IWPR)
Date: 2021-06-00
Type: Guides - Non-Classroom
Subjects: Partnerships in Education,Preschool Education,Disadvantaged Youth,College School Cooperation,Parents,College Students,Data Use,Decision Making,Data Collection,Student Needs,Program Design

Head Start, the largest early learning program in the United States, provides free federally funded, high-quality early learning for children alongside wraparound supports for parents. Its mission includes helping families achieve self-sufficiency and economic security, such as by helping parents access and succeed in college and workforce training. By partnering together, Head Start and higher education institutions can encourage student parent success; help colleges and universities make progress on institutional priorities, like improved persistence and completion rates; provide benefits to students and surrounding communities; and improve Head Start programs' ability to help children thrive and families build an economically mobile future. This guide is designed for college and university administrators, campus child care directors and staff, early learning faculty, student services staff and counselors, and other campus stakeholders to evaluate the needs of their parenting student body and assess whether a collaboration with Head Start is right for their institutions. It describes the first steps a college or university can take to evaluate whether a partnership with Head Start is a good fit for its campus, and how to begin conversations with a local Head Start grantee or provider about how collaboration might be mutually beneficial. This &quot;roadmap&quot; was informed by in-depth research from the Institute for Women's Policy Research (IWPR) on Head Start-college partnerships published in 2019 and by feedback from campus child care practitioners, student parent advocates, and Head Start-college partnership directors who took part in focus groups during the month of March 2021. An earlier version of IWPR's &quot;roadmap&quot; was published in September 2020, on which this version is based. [For the 2019 report, &quot;Head Start-College Partnerships as a Strategy for Promoting Family Economic Success: A Study of Benefits, Challenges, and Promising Programs,&quot; see ED612432. For the earlier version of the roadmap, ED614648.]
Students&apos; Perception on the Presence of Effective Feedback Practices in Online Distance Learning
Author: Beltran, Jeffrey C.
Date: 2021-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Student Attitudes,Feedback (Response),Online Courses,Distance Education,College Students,Computer Mediated Communication,Synchronous Communication,Asynchronous Communication,Instructional Effectiveness,COVID-19,Pandemics,Integrated Learning Systems,Educational Benefits

Feedback is one of the most essential factors on learning and achievement, whether in traditional or online classroom setup. For feedback to be said to be effective, it must answer three major questions asked by a teacher and/or by a student: Where am I going? (What are the goals?) How am I going? (What progress is being made toward the goal?) And where to go next? (What activities need to be undertaken to make better progress?) How effectively the answers to these questions serve to reduce the gap is partly dependent on the level at which the feedback operates (Hattie &amp; Timperley, 2007). In higher education, as increasing numbers of students are experiencing online distance learning, which comprises synchronous and asynchronous sessions, the presence of online feedback practices matters more than ever (Commission on Higher Education, 2020). The focus of the study was to investigate which types of effective feedback practices are present during online synchronous and asynchronous sessions in higher education classes. Through the student perception survey, the presented Feed up, Feedback and Feed forward practices were highly reported to have been observed by the student participants in synchronous sessions, and through observations following the matrix of feedback for learning, this study was only able to partially confirmed the actual occurrence of the observed types and levels, based on the review of live and recorded synchronous sessions.
Schools and COVID-19: Working through and beyond Education&apos;s Greatest Challenge. What&apos;s Next: Policy Recommendations from the Bush Institute
Author: Wicks, Anne
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Educational Policy,Educational Change,COVID-19,Pandemics,Educational Finance,Academic Achievement,Learner Engagement,Partnerships in Education,Communication Strategies,State Policy,State Agencies

Federal and state governments -- as well as philanthropists and foundations -- are being called upon to invest millions of dollars in the public-school system to help schools and districts navigate the impact of the pandemic on student success. The challenges facing education leaders are immense and complex. The learning loss for students is profound, and significant investment is warranted to aid and accelerate recovery. One clear way to support student learning during this time is to remove the burden of the health and safety aspects of pandemic planning and response from the school building so that teachers and principals can focus on what they do best -- educating the nation's children. This report outlines four conditions to thoughtfully manage investments and interventions during a fast-moving and complex challenge: (1) prioritize student academic success and engagement; (2) organize people to support campuses; (3) communicate clearly and often with principals, educators, and families; and (4) act, reflect, and adjust in regular swift cycles.
Translating a Theory of Active Learning: An Attempt to Close the Research-Practice Gap in Education
Author: Chi, Michelene T. H.
Date: 2021-00-00
Type: Reports - Research
Subjects: Active Learning,Learning Theories,Theory Practice Relationship,Research and Development,Educational Research,Public Agencies,Agency Role,Learner Engagement,Student Behavior

Despite decades of research related to teaching and learning, the findings have made little impact on classroom teaching and learning. This paper briefly describes the four existing methods to close this gap, with more extensive analyses of the limitations of one of the four methods, which is to consolidate and distill robust laboratory findings reported over the past decades and attempt to translate them for classroom practice. An alternative method is proposed, which is to translate a theory of how students learn, called Interactive, Constructive, Active, Passive (ICAP), so that teachers and practitioners can translate their understanding of such a theory into practice themselves, thereby giving teachers autonomy, flexibility, generalizability, and ownership of their own designed interventions based on ICAP. The paper proposes that in order to close the research-practice gap, a multi-step empirical translation research framework is needed. [This is the online version of an article published in &quot;Topics in Cognitive Science&quot; (ISSN 1756-8765).]
Characteristics and Performance of High School Equivalency Exam Takers in New Jersey. REL 2021-107
Author: Hartog, Jacob
Date: 2021-08-00
Type: Reports - Research
Subjects: High School Equivalency Programs,Grade 8,Public Schools,Individual Characteristics,Standardized Tests,Low Income Students,Socioeconomic Influences,Racial Differences,Ethnicity,Minority Group Students,College Readiness,Career Readiness,Counties,Scores,African Americans,Hispanic Americans,Whites,Asian Americans,Educational Attainment,English Language Learners,Special Education,Gender Differences,Intellectual Disciplines

Since 2014 the New Jersey Department of Education has offered three high school equivalency (HSE) exams for nongraduates seeking credentials: the GED, the High School Equivalency Test (HiSET), and the Test Assessing Secondary Completion (TASC). This study used data on exam takers who had been grade 8 students in a New Jersey public school between 2008/09 and 2013/14 and who had attempted at least one HSE exam in New Jersey between March 2014 and December 2018. It analyzed how the characteristics of exam takers differ across exams and from the characteristics of non-exam takers, how the performance of exam takers with similar backgrounds varies, and how a recent reduction in the passing threshold for two of the exams affected passing rates. Among all students who had been grade 8 students in a New Jersey public school during the study years, HSE exam takers completed fewer years of school, were more likely to have been eligible for the national school lunch program in grade 8, and were more likely to identify as Black or Hispanic than non-exam takers. GED takers had received higher grade 8 standardized test scores, were more likely to identify as White, and were less likely to have been eligible for the national school lunch program in grade 8 than HiSET and TASC takers. Under the New Jersey Department of Education's original passing thresholds, exam takers in the study sample were more likely to pass the HiSET and TASC than the GED on the first attempt (after grade 8 standardized test scores were controlled for). However, after the reduction in passing thresholds, the first-attempt passing rate was similar across the three exams. Under the new passing thresholds, two-thirds of GED takers and more than half of HiSET and TASC takers passed on the first attempt, and--when all exam attempts are included--three-quarters of all exam takers ever passed each exam. [For the Study Snapshot, see ED614677. For the appendixes, see ED614678.]
Improving Teacher Questioning in Science Using ICAP Theory
Author: Morris, Joshua
Date: 2020-00-00
Type: Journal Articles
Subjects: Questioning Techniques,Science Instruction,Middle School Teachers,Science Teachers,Faculty Development,Inferences,Instructional Effectiveness,Middle School Students

The purpose of this research was to investigate the efficacy of professional development in changing two middle school science teachers' questioning to include more questions that require deeper student responses. The professional development was based on ICAP theory which proposes a framework for identifying cognitive engagement based on what is required of students. ICAP hypothesizes that Interactive and Constructive questions, such as those requiring inferential thought and collaboration, lead to deeper thinking and therefore stronger learning gains than questions that are more Active, Passive. Teacher questioning before and after the PD showed a marked improvement in increasing the number of questions that required students to make inferences about the materials. Student gain scores from tests on the lesson's content suggests a positive relationship between &quot;constructive&quot; questions and student learning. This paper also details a coding scheme based on ICAP that can be used to provide feedback on teachers' questioning. [This article was published in &quot;Journal of Educational Research&quot; (EJ1243452).]
Flex Learning: Funding New Pathways for Student Success
Author: DeGrow, Ben
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Educational Finance,Online Courses,Conventional Instruction,Distance Education,Dual Enrollment,Apprenticeships,Technical Education,Expenditure per Student,Funding Formulas,Barriers,Access to Education,School Choice,Accountability,Faculty Development,Achievement Tests,Educational Attainment,COVID-19,Pandemics,Kindergarten,Elementary Secondary Education

This report explains how Michigan could pursue a flexible funding program that would give learners greater agency, especially for middle-school and secondary students and their families. Charting a path to complete a diploma, every student would be allowed to use a portion of their per-pupil allotment to &quot;purchase&quot; courses from schools for both online and face-to-face instruction. This funding could also be used for dual-enrollment classes, apprenticeships, career and technical training and other learning opportunities from a broad menu of providers.
Head Start-College Partnership to Promote Student Parent Family Success: A Roadmap to Guide Collaboration
Author: Cruse, Lindsey Reichlin
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Partnerships in Education,Preschool Education,Disadvantaged Youth,College School Cooperation,Parents,College Students,Data Use,Decision Making,Data Collection,Student Needs,Program Design

Head Start provides access to high-quality, affordable early learning opportunities for children alongside wraparound supports for parents which can help families achieve economic security by helping to facilitate parents' attainment of college credentials. Head Start-college collaboration can also bring important benefits to colleges and universities as well as Head Start programs. This guide is designed to help college and university administrators, campus child care directors, early learning faculty and staff, and other campus stakeholders to evaluate the needs of their parenting student body and assess whether a collaboration with Head Start is right for their institutions. It illustrates the first steps a college or university might take to evaluate whether a partnership with Head Start is a good fit for its campus, and how to begin conversations with a local Head Start grantee or provider about how collaboration might be mutually beneficial. The guide was informed by in-depth research on Head Start-college partnerships and by feedback from practitioners and advocates of Head Start-college partnerships around the country. [This guide was prepared with support from Susana Contreras Mendez.]
America&apos;s Opportunity Youth Deserve an Equitable Economic Recovery: Recommendations to the Biden Administration for Youth Employment Policy
Author: JFF (Jobs for the Future)
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Public Policy,Pandemics,COVID-19,Low Income Groups,Employment Opportunities,Social Mobility,Postsecondary Education,Educational Attainment,Financial Support,Federal Aid,Program Development,Educational Quality,Workplace Learning,Access to Education,Futures (of Society),Correlation,Labor Force Development,Labor Legislation,Federal Legislation,Youth Programs

In today's volatile economy, we can no longer afford to underinvest in America's opportunity youth. The costs of ignoring these young people, who are disconnected from education and out of work, are too high and growing. Building skills and gaining work experience are key to young people's upward mobility, but the pandemic has all but shut off opportunities for employment. In addition, funding for programs helping low-income, disconnected youth has declined precipitously since its peak in the late 1970s. To reverse this trend, we need big and bold solutions that create strong bridges between education and employment for young people. Federal policies must provide solutions that include postsecondary education and training that is of high quality and affordable. They must also offer paid work experiences and holistic supports to ensure that youth receive the services they need to access and persist in education, training, and work. To accomplish this, Jobs for the Future (JFF) urges the Biden Administration to take the following actions: (1) Increase Funding for Programs Serving Opportunity Youth; (2) Increase Program Quality and Expand Services for Opportunity Youth; (3) Expand Access to Work-Based Learning and Good Jobs; and (4) Align Youth Programs and Investments.
Building a Foundation for Early College in Grades 9 and 10: An Education Powerhouse--Massachusetts Early College High Schools
Author: Hoffman, Nancy
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,High Schools,Higher Education,Acceleration (Education),College Preparation,College School Cooperation,Educational Strategies,Curriculum Design,College Readiness

Massachusetts's education agencies support expanding early college high school programs based on their initial success. In fact, think tank MassINC is calling for annual early college enrollment to increase to 45,000 students. This report outlines strategies for reaching that ambitious target: expanding access to early college programs to students in grades 9 and 10, retaining those who do enroll, and ensuring that these younger students are ready to choose an early college career pathway. It provides guidance and examples to support early college partnerships in expanding their reach to older middle school students and younger high school students.
Young Adult Talent Development: How to Keep the Momentum Going during COVID-19
Author: Gregg, Aundrea
Date: 2021-01-26
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Young Adults,Talent Development,Minority Groups,Low Income Groups,Social Justice,Community Organizations,Distance Education,Disease Control,Educational Technology,Technology Uses in Education,Online Courses,Youth Programs,Employment,Resources,Access to Education,Sustainability,Racial Bias,Soft Skills,Career Exploration,Computer Mediated Communication,Job Training,Industry

The coronavirus pandemic has been devastating to countless Americans, particularly people of color and those with low incomes. Young people from these communities have been especially hard hit. The work of organizations that foster young adult talent development, with a particular focus on youth of color and those from low-income communities, is more important than ever. This brief shares how one network of young adult leaders and youth-focused workforce development organizations have met the challenges--responding first to the worldwide health crisis and a collapsing economy, and then, reexamining their work in light of the rekindling of the Black Lives Matter movement. The insights come from both young adults and practitioners in the Young Adult Talent Development Network. Despite the formidable challenges the pandemic has presented, youth-facing community-based organizations are persevering, responding with creativity and nimbleness. As practitioners continue to adapt and innovate, the following principles and questions must be top of mind: (1) All decision-making must place young adults at the center; (2) Policy-making and collective advocacy are critical next steps; and (3) Young adults are central to an equitable recovery.
Increases in Long-Term English Learners (LTELs) in Texas
Author: Cashiola, Lizzy
Date: 2021-04-00
Type: Reports - Research
Subjects: English Language Learners,Language Proficiency,Student Diversity,At Risk Students,Grade 1,Classification,Public Schools,Urban Schools,Trend Analysis,Elementary School Students,Geographic Location

The number of English learners (ELs) who do not reclassify as English proficient in the first five years of schooling has increased across the state of Texas. ELs are a diverse population of students with varying levels of English proficiency. Many students who begin school as an EL reclassify as English proficient in a timely manner and go on to achieve academic success. Students who remain EL after five years in school are considered &quot;long-term English learners&quot; (LTELs). Research has shown that LTEL status corresponds with negative academic outcomes, such as lower test scores, higher risk of drop out, and lower on-time high school graduation rates. Between the 2000-01 and 2014-15 school years, the percent of first graders who began school as ELs has increased slightly. In contrast, the percent of ELs who go on to become LTELs during this same time frame has increased by almost 90 percent. Similar trends were found in many urban and non-urban areas throughout the state. The increased proportion of EL students becoming LTEL threatens to undermine the educational success of EL students in Texas. This brief highlights the increasing percent of ELs becoming LTEL in the last two decades, and points to a set of mechanisms that may serve to explain this increase. [For the first brief in this series of briefs, see ED614668.]
Teacher-Reported Literacy by 3 Classroom Practices
Author: Baumgartner, Erin
Date: 2021-05-00
Type: Reports - Research
Subjects: Teacher Attitudes,Literacy Education,Classroom Techniques,Models,School Districts,Program Implementation,Teaching Methods,Teacher Surveys,Alignment (Education),Followup Studies,Faculty Development,Program Evaluation,Small Group Instruction,Teaching Experience,Preschool Teachers,Kindergarten,Benchmarking,Teacher Certification,Reading Programs,Reading Tests,Elementary School Students

Wide variation exists with respect to how Literacy by 3 is implemented. Though the Literacy by 3 program has been in the Houston Independent School District (HISD) since the 2014-2015 school year, there remains wide variation with respect to which aspects of Literacy by 3 are implemented in classrooms and to what extent the practices are utilized. The findings presented here from a fall 2018 survey reflect teacher-reported classroom practices that are part of Literacy by 3; provide the district information on how aligned classroom practices are with the Literacy by 3 model; and identify potential areas where more support for teachers may be needed. This study is meant to provide follow up to a study conducted by HISD following the first year of Literacy by 3 implementation (HISD, 2015).
COVID-19 U.S. School District Action Plans: How Were School Districts Prepared in the Spring of 2020?
Author: Joseph, Jake P.
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Districts,School Closing,Distance Education,Electronic Learning,Elementary Secondary Education,Equal Education,Technology Uses in Education,Student Needs

In spring 2020, as U.S. schools closed due to the COVID-19 pandemic and moved to distance learning, school districts were left scrambling to prepare. Few resources were available to support U.S. public school districts in handling distance learning during a pandemic, or any other event that could cause a sudden transition to long-term remote learning. HERC researchers set out to examine what distance learning plans were available in the spring of 2020. HERC collected 45 school district action plans addressing continuity of learning during the COVID-19 pandemic from school districts in 15 states that were publicly available between March and May 2020. These plans were summarized and coded to describe common themes about what school districts had or had not prepared for when schools began to close in 2020. The four themes from these school action plans that form the foundation of this report are (1) addressing equity, (2) technology support, (3) logistics for remote learning, and (4) addressing non-academic needs.