ethanporcaro/eric-fulltext-meta huggingface dataset:
Getting Started with ASR: Exploring Audio-Supported Reading with Students Who Are Blind or Visually Impaired--A Resource for Parents, Teachers, and Students
Author: Jackson, Richard M.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Visual Impairments,Blindness,Braille,Visual Aids,Teaching Methods,Assistive Technology,Auditory Stimuli,Audio Equipment,Educational Technology,Technology Uses in Education,Telecommunications,Handheld Devices

Audio-Supported Reading (ASR) is a technology-based approach for accessing and working with text presented in either braille or enlarged (magnified) print. This approach allows a user to listen to a spoken version of text while looking at screen-displayed print or while touching braille. In ASR, both the rate of information pick up and the portion of attention paid to braille or print--in combination with speech--can be controlled by the user. With sufficient practice, both braille readers and magnified print readers can greatly increase the rate at which they move through text using ASR. The purpose of this document is to identify a few simple technology tools (hardware and software) that will allow students, parents, and teachers to try out ASR first hand to determine if ASR's presumed advantages are useful to, and thus appropriate for, particular learners with visual impairments. Resources available for investment of time and money will have an impact on choices for the selection of technology tools that will vary by user or user group. This resource is intended to increase the comfort and confidence with which such decisions are ultimately made. [This document was originally a product of the National Center on Accessing the General Curriculum (NCAC). This version was updated and distributed by the National Center on Accessible Educational Materials (AEM Center).]
Charter School Effects on School Segregation. Research Report
Author: Monarrez, Tomas
Date: 2019-07-00
Type: Reports - Research
Subjects: Charter Schools,School Segregation,Outcomes of Education,Enrollment,Enrollment Rate,Urban Schools,Counties,School Districts,Minority Group Students,African American Students,Hispanic American Students,Disproportionate Representation,Metropolitan Areas,Educational Trends

In this study, the authors provide the first nationally comprehensive examination of charter school effects on school segregation using longitudinal data on public school enrollment by grade level and race or ethnicity. The authors identify the causal charter school effects on segregation exploiting between-grade-level variation in the dynamics of charter school enrollment share within a school district in a given year from 1998 to 2015. Key findings include: (1) The finding that increasing charter school enrollment leads to small increases in segregation holds for cities and counties as well as school districts. The averages, however, mask considerable variation across districts, cities, and states; (2) The segregative effects of charter schools are greater in urban districts with high shares of black and Hispanic students and in suburban districts with low black and Hispanic representation; and (3) Charter schools have no discernible impact on the segregation of metropolitan areas. This is because the increase in segregation within districts in metropolitan areas is offset by greater integration between districts within the same metropolitan area. Essentially, districts within a metropolitan area become more diverse, but the schools within those districts do not become more integrated. [Olivia Piontek provided assistance in preparing this paper.]
Supporting Young Parents as They Advance Their Education and Careers
Author: Spaulding, Shayne
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Early Parenthood,Adolescents,Young Adults,Access to Education,Employed Parents,Family School Relationship,Parent Responsibility,Family Income,Family Needs,Social Services,Child Care,Student Financial Aid

Approximately 43 percent of US children are born to parents who had their first child when they were younger than 25. These young parents often face greater economic challenges, because half of them live in low-income households. To advance their career prospects and improve their family's economic security, many young parents work while also pursuing education. But balancing all those responsibilities is challenging, and parents may need additional support to succeed. This fact sheet includes key facts for understanding young parents balancing work and education as well as recommendations for how policymakers and education programs can support them. [This fact sheet draws from the Urban Institute reports &quot;Balancing Work with School and Training While Raising Young Children: A National Portrait of Young Parents, Their Schedules, and Children's Care Arrangements. Research Report&quot; (ED601781) and &quot;Young Parents Making Their Way: Combining Education and Work While Parenting. Research Report&quot; (ED601779).]
Competency-Based Assessments. Report to the Legislature
Author: Came, Deb
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Performance Based Assessment,Criterion Referenced Tests,Formative Evaluation,Equivalency Tests,Credits,Language Tests,Mathematics Tests,English,Language Arts,School Districts,High School Students,Modern Languages,Second Language Learning

Washington is one of 36 states in the country that allows students to earn high school credit based on demonstrating subject area competency instead of completing hours of classroom instruction. Washington law (Revised Code of Washington [RCW] 28A.230.090) delegates to the State Board of Education (SBE) the responsibility of establishing graduation requirements or equivalencies. The SBE enables school districts to award credit based on written district policy, placing the responsibility on districts to establish a process that meets the state's learning standards. Selection of competency-based assessments is a local district decision. House Bill 2824 (2018) directed the Office of Superintendent of Public Instruction (OSPI) to review available and appropriate options for competency-based assessments that meet the essential academic learning requirements. For the purpose of this report, competency-based assessment is defined primarily as &quot;A performance-based or criterion-referenced test, portfolio, or project that determines the level of proficiency in a subject area necessary to earn credit without seat time.&quot; The report also reviews elements of the Smarter Balanced Assessment system that enable classroom-based assessment (specifically, interim assessments) to be used for instructional purposes to understand students' growing competencies.
The Cost and Adequacy of Teacher Pensions in Texas. Research Report
Author: Kolasi, Erald
Date: 2019-09-00
Type: Reports - Research
Subjects: Retirement Benefits,Teacher Retirement,Costs,Educational Finance,Tenure,Financial Support,Public School Teachers,Investment

To improve the finances of the Teacher Retirement System of Texas, which serves almost 1.5 million workers and retirees, Texas Governor Greg Abbott signed legislation in spring 2019 that gradually raises plan contributions by the state, school districts, and employees. Additional contribution hikes may be necessary to close the plan's funding gap, however, if optimistic actuarial and investment assumptions about the future fail to materialize. Revising the plan's benefit structure, which now favors long-tenured teachers, could also improve retirement security for teachers who spend less than a full career in the pension system, especially because most Texas teachers are not covered by Social Security. [This report was funded by Equable Institute.]
The Effects of Means-Tested Private School Choice Programs on College Enrollment and Graduation. Research Report
Author: Chingos, Matthew M.
Date: 2019-07-00
Type: Reports - Research
Subjects: Private Schools,School Choice,Enrollment,College Preparation,Graduation Rate,Outcomes of Education,High School Graduates,Educational Attainment,Tax Credits,Scholarships,Educational Vouchers

Private school choice programs are rapidly gaining traction, with nearly 450,000 student participants in 2019--an increase of 300,000 students in just 15 years. This report evaluates how well some of these programs prepare students for college by examining college enrollment and completion data from the Florida Tax Credit scholarship program, the Milwaukee Parental Choice Program, and the Washington, DC, Opportunity Scholarship Program. Unlike previous research on private school choice, this body of work takes a long-term approach, focusing on college enrollment and graduation rates rather than student satisfaction and test scores. Over the past three years, this research has demonstrated that private school choice programs yield varying results on graduation rates, with positive outcomes for students in the Florida and Milwaukee programs and no statistically significant positive or negative outcome in DC. This report presents the most up-to-date data and proposes topics for future research that would better equip policymakers to make decisions. The updated data in this report show more consistent positive effects of Milwaukee's private school choice program, and the results in DC still show no significant effect, even as we broaden the sample to include more students. [Additional funding for this report was provided by the Bill and Susan Oberndorf Foundation and by Kate and Bill Duhamel.]
Connecting Accessible Educational Materials (AEM) and Learning
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2015-11-17
Type: Reports - Descriptive
Subjects: Students with Disabilities,Printed Materials,Accessibility (for Disabled),Instructional Materials,Educational Technology,Assistive Technology,Goal Orientation,Relevance (Education),Stress Variables,Student Role

Provisions introduced to the Individuals with Disabilities Education Act (IDEA) in 2004 help to improve the delivery of accessible instructional materials (AIM) to students with print-related disabilities. It is important to recognize, however, that access to content does not, by itself, guarantee a quality learning experience. Paying closer attention to the ways in which students interact with AIM and to insights from the learning sciences can inform efforts to improve the quality of learning experiences for all learners, including students with print-related disabilities. This paper also pertains to the more general accessible educational materials (AEM) which includes print sourced materials, those which are born digital and the technology used to deliver them to the learner. Five concepts from the learning sciences are highlighted--purpose, demand, control, challenge, and context--that can be leveraged to amplify the impact of AEM to support greater self-directed learning and to improve educational outcomes for all learners.
Skilling Up: The Scope of Modern Apprenticeship
Author: Dimeny, Ervin, Comp.
Date: 2019-10-00
Type: Collected Works - General
Subjects: Apprenticeships,Foreign Countries,Vocational Education,Outcomes of Education,Community Colleges,High Schools,Mentors,Youth Employment,Disproportionate Representation,African Americans,Males,Disabilities,Reentry Workers,Institutionalized Persons,Older Workers,Veterans,Youth Programs,Small Businesses,Public Sector,Private Sector,Government Employees,Agriculture,Emergency Medical Technicians,Educational Policy,Field Experience Programs,Fire Protection,Cooperation,Transportation,Information Technology,School Business Relationship,Cooking Instruction,Building Trades,Inclusion,Retraining,Labor Turnover,Strategic Planning,Standards,State Policy

The apprenticeship movement is reshaping skills, policies, and programs in the United States at a critical moment in our country's history. This reader offers a chorus of voices emanating from different countries and populations, echoing commitment to bright, sustainable workforce futures through a well-crafted approach to this talent development model. The collected chapters and vignettes address questions for businesses of all sizes, community-based organizations, and schools looking for a way to build strong pipelines of skilled labor, stimulate economies in struggling regions, provide options for adults seeking career changes, and stimulate engagement for students filled with curiosity about the promise of work-based learning. We endeavored to shatter myths, remove barriers, and erase fears of attempting apprenticeship, particularly for small and medium-size businesses and parents who are naturally concerned about meaningful and gainful career choices for their children. This reader intends to show the possibilities modern apprenticeship affords contemporary societies and to inspire many to reframe the boundaries of traditional thinking. [This report was co-published by the Kentucky Education and Workforce Development Cabinet.]
Incorporating Two-Generation Approaches in Community Change: Lessons from the Family-Centered Community Change. Research Report
Author: Popkin, Susan J.
Date: 2019-12-00
Type: Reports - Research
Subjects: Community Change,Poverty,Neighborhoods,Low Income,Family Programs,Housing,Educational Quality,Social Services,Program Descriptions,Intergenerational Programs,Elementary Schools,After School Programs,Partnerships in Education,Goal Orientation,Racial Bias,Racial Segregation,Financial Support,Transportation,Public Policy,Preschool Education,Child Care,Program Effectiveness,Labor Market

The Annie E. Casey Foundation launched Family-Centered Community Change (FCCC) in 2012 to support three local partnerships seeking to help parents and children in high-poverty neighborhoods succeed together. These partnerships, located in Buffalo, New York; Columbus, Ohio; and San Antonio, Texas, are each developing a more integrated set of services, including housing assistance, high-quality education, and job training. Since 2013, the Urban Institute has been evaluating each initiative's design, implementation, and outcomes for families. The theory behind the demonstration is that &quot;two-generation approaches,&quot; or coordinating high-quality programs and services for children and parents, can help break intergenerational poverty and move families with low incomes toward greater economic independence. This paper is one of a series of reports based on what we have learned from five years of observations from our research. The three FCCC initiatives provide services including early childhood education and child care, partnerships with local elementary schools, after-school care, employment and training for adults, financial education, and coaching to help parents set goals and stay on target. All three initiatives operate within communities where families move frequently and have widely varying needs and within neighborhoods with long histories of racial segregation and systemic racism, changing job markets, demographic changes, and gentrification. Many factors, including partnership strength, scope of effort, organizational capacity, and changes in funder priorities, affect the success or failure of a community change initiative (CCI). These initiatives are particularly challenging because they do not exist in a vacuum--broader forces affect the community. This report describes important changes across six key domains: (1) housing; (2) local economic trends; (3) transportation; (4) school systems; (5) early childhood education and child care; and (6) the federal policy context. For each, the authors discuss major systemic changes, how they have played out in the FCCC communities, and their implications for the initiatives' success.
Update: Schools Implementing the Community Eligibility Provision. Report to the Legislature
Author: Eko, Leanne
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Eligibility,Low Income Students,Breakfast Programs,Lunch Programs,Participation,School Districts,Schools,Federal Programs,Barriers,Program Implementation

State law (Revised Code of Washington [RCW] 28A.235.290) requires the Office of Superintendent of Public Instruction (OSPI) to report annually to the Legislature on the number of schools participating in United States Department of Agriculture's (USDA) Community Eligibility Provision (CEP). The report must identify barriers to participation and make recommendations to increase participation. The Child Nutrition Services department within OSPI administers CEP in Washington state. CEP allows schools with high numbers of low-income students to serve free breakfast and lunch to all students without collecting school meal applications. CEP is available to public, private, and tribal schools. Eligible districts or schools must have an identified student percentage (ISP) of at least 40%. A district or school's ISP is determined from the number of directly certified students. Since implementation in the 2014-15 school year, school district participation has increased from 25 districts with 77 schools to 89 districts with 319 schools participating in 2019-20. Not only have new school districts started implementing the program, participating school districts have also expanded their program to additional campuses.
Fair Use: AIM Center Policy Brief
Author: Karger, Joanne
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Copyrights,Legal Responsibility,Printed Materials,Disabilities,Online Searching,Federal Legislation

This brief provides an overview of the &quot;fair use&quot; doctrine under copyright law. To date, there have been very few court cases in either the K-12 or higher education context that address the applicability of this doctrine to the conversion of print instructional materials into accessible formats. Because determinations of fair use are highly case-specific, educators who are interested in learning more about this topic should consult with the general counsel's office for their institution or district. For more information about the relationship between copyright law (including the Chafee Amendment) and accessible instructional materials, visit the National AIM Center web site: aim.cast.org/learn/policy/federal. [This document was originally a product of the National Center on Accessible Instructional Materials (AIM) (2004). This version was updated and distributed by the National Center on Accessible Educational Materials (AEM Center).]
What California Educators Are Saying about Data Use and Continuous Improvement. Knowledge Brief
Author: Makkonen, Reino
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Data Use,Educational Improvement,Teacher Attitudes,Administrator Attitudes,Principals,Educational Cooperation,Elementary Secondary Education,Decision Making,Elementary School Teachers,Secondary School Teachers

For several years, WestEd's Measure to Learn and Improve (MLI) project team has kept California state policy leaders informed about the statewide implementation of the California Academic Standards in English language arts and mathematics, by summarizing and disseminating results from the RAND Corporation's annual American Educator Panel (AEP) surveys of teachers and principals. This brief summarizes recent results related to peer collaboration, data use, and continuous improvement.
What California Educators Are Saying about School Leadership. Knowledge Brief
Author: Makkonen, Reino
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Teacher Attitudes,Administrator Attitudes,Principals,Leadership,School Administration,Administrator Characteristics,Teacher Leadership,Teacher Administrator Relationship,Administrator Role,Elementary Secondary Education

For several years, WestEd's Measure to Learn and Improve (MLI) project team has kept state policy leaders informed about statewide implementation of the California Academic Standards in English language arts (ELA) and mathematics, by summarizing and disseminating survey results from the RAND Corporation's annual American Educator Panel (AEP) surveys of teachers and principals. This brief summarizes recent survey results from California educators related to school site leadership.
What Accelerates a Community of Practice? Inflection Points That Changed the Course of the Math in Common Initiative
Author: Perry, R.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Common Core State Standards,Mathematics Education,Instructional Leadership,Educational Cooperation,Educational Improvement,Program Development

Establishing professional communities of educators from districts and schools has gained popularity as a mechanism for collaboratively thinking through and enacting change in education. In 2013, 10 California school districts received grant funding from the S. D. Bechtel, Jr. Foundation (&quot;the Foundation&quot;) to participate in the Math in Common (MiC) initiative to support implementation of the Common Core State Standards for Mathematics. The districts were located across the state, ranging in size and characteristics, from large urban districts to small rural districts. A portion of the grant funding to the districts was dedicated to enabling their participation in a community of practice (CoP) to &quot;share lessons learned with each other [about implementing the CCSS-M] and participate in learning communities to share instructional materials and best practices&quot; (S. D. Bechtel, Jr. Foundation, 2012). This report describes the trajectory of the MiC CoP, including both its missteps and its successes, in the hope that designers or participants of other formal or informal CoPs can leverage the MiC experience and make progress more quickly in their own collaborations.
Evaluation of Adaptive Learning in Statistics (ALiS): Testing an Online Adaptive Learning Platform at Nine Postsecondary Institutions in Maryland. Research Report
Author: Briggs, Amanda
Date: 2019-11-00
Type: Reports - Research
Subjects: Higher Education,Teaching Methods,Student Attitudes,Statistics,Introductory Courses,Program Effectiveness,Two Year College Students,College Students,Student Satisfaction,Grades (Scholastic),Educational Technology,Technology Uses in Education,Public Colleges,Online Courses,Blended Learning,Student Characteristics,Standardized Tests,Scores

The Adaptive Learning in Statistics (ALiS) Project tested the implementation of an adaptive learning platform at nine colleges in Maryland. The platform served as a textbook replacement to introduce course concepts inside and outside of the classroom, and instructors used in-class time to reinforce statistics concepts as part of a flipped classroom approach. This report describes study results from the 2017/18 academic year. The Urban Institute evaluation compared course satisfaction and learning outcomes (course grade, pass rates, and statistics competency) of students who completed introductory statistics in class sections with the ALiS approach against the outcomes for students enrolled in &quot;business as usual&quot; introductory statistics sections. We find that the ALiS intervention was effective at four-year colleges relative to business as usual. Students at community colleges in ALiS sections did not show significant differences in any of the measures of performance relative to students in business-as-usual sections but were less satisfied with the course than their peers in other sections. When all students are aggregated in the analysis, the results showed very modest improvements in student grades and statistics competency, no difference in passing with a C or better, and a lower level of satisfaction. This study adds to the body of research on adaptive learning approaches by highlighting the important roles of pedagogy, course curriculum, and course structure in the experience of students completing college-level, technology-mediated coursework.