ethanporcaro/eric-fulltext-meta huggingface dataset:
Forum Guide to Staff Records. NFES 2021094
Author: National Forum on Education Statistics (ED/IES)
Date: 2021-08-00
Type: Guides - Non-Classroom
Subjects: Data Collection,Information Storage,Information Management,Data Use,Information Utilization,Privacy,Best Practices,School Districts,State Departments of Education,Access to Information,Records (Forms),Standards,Information Dissemination,Case Studies,School Personnel,Freedom,Federal Legislation

The work of the National Forum on Education Statistics (Forum) is a key aspect of the National Cooperative Education Statistics System (Cooperative System). The Cooperative System was established to produce and maintain, with the cooperation of the states, comparable and uniform education information and data that are useful for policymaking at the federal, state, and local levels. The purpose of this resource is to: (1) help education agencies effectively collect, manage, utilize, and dispose of staff data; (2) protect the privacy of these data; and (3) ensure that requests for data access and data releases are managed appropriately. It introduces key concepts and discusses best practices drawn from the experiences of state education agencies (SEAs) and local education agencies (LEAs). Importantly, laws about maintenance and release of public records vary among states, and this resource does not provide legal guidelines. In 2000, the Forum addressed the need among schools, LEAs, and SEAs for information about managing requests for information contained in staff records with the publication of &quot;Privacy Issues in Education Staff Records: Guidelines for Education Agencies&quot; (ED437725). This new publication updates and expands information originally published in the 2000 document. It includes updated best practices for collecting, maintaining, and managing access to staff records, as well as case studies from SEAs and LEAs. This resource is intended primarily for staff in education agencies who are responsible for employee data. It also may be of use to other stakeholders, such as researchers, staff members who approve research proposals, vendors who work with staff data, and staff members who have an interest in knowing how their data are managed. This resource includes the following chapters and appendices: (1) Overview of Staff Records defines staff records, describes types of staff records and the levels of data contained in them, and marks the distinction between official and secondary records; (2) Staff Records Collection and Management discusses the ways in which staff and student data intersect, as well as best practices related to data governance, data quality, data standards, and disposal of staff records; (3) Access to and Release of Staff Records provides information about managing access to staff records within the agency, as well as evaluating and responding to external requests for staff records, including public records and FOIA requests; and (4) Case Studies provides real-world information on practices used for effective staff records management in SEAs and LEAs. The appendices provide information about relevant laws and examples of an LEA's acceptable use forms.
Recovery during a Pandemic: The Ongoing Impacts of COVID-19 on Schools Serving Deprived Communities
Author: Nelson, Julie
Date: 2021-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Disadvantaged,Foreign Countries,Educational Finance,Well Being,Mental Health,Student Needs,Educational Needs,Academic Achievement,Equal Education,Disease Control,At Risk Students,Readiness,Financial Support,Educational Change,Educational Practices,Blended Learning,Educational Technology,Technology Uses in Education,Elementary Secondary Education

This qualitative study set out to investigate the impact of the COVID-19 pandemic on mainstream schools and their pupils in summer 2021. The interviews reported here took place with 50 leaders of mainstream primary and secondary schools in England, most of which were serving disadvantaged areas. This report expands on the interim report (Sharp and Nelson, 2021) and focuses on two main areas in particular: teaching and learning; and pupils' wellbeing and mental health. It also considers how the pandemic has affected educational transition, and identifies pupils' and schools' immediate and longer-term support needs. Findings from this study and other research, suggest the need for the following actions: (1) Immediate increased funding to address pupils' wellbeing and mental health; (2) Recovery measures should balance support for wellbeing and academic 'catch up'; (3) An urgent need to tackle widening educational inequality; and (4) Although the intention is that schools will resume normal operations from September, they will need to prepare for the potential return of COVID protective measures and/or periods of remote learning. [For the interim report, &quot;Schools' Responses to COVID-19: Key Findings from the Wave 1 Survey,&quot; see ED608586.]
Putting Apprenticeships to Work for Young People: An Analysis of the Impact of Policy Reforms and the Pandemic on Apprenticeship Starts
Author: Julius, Jenna
Date: 2021-06-00
Type: Reports - Research
Subjects: Apprenticeships,COVID-19,Pandemics,Educational Change,Small Businesses,Foreign Countries,Declining Enrollment,Disadvantaged Youth,Late Adolescents,Young Adults,Educational Finance,Age Differences,Gender Differences,Differences,Regional Characteristics

Apprenticeships are paid jobs which incorporate on- and off-the-job training. There is a strong economic case for investing in these as a key training route to help young people, in particular, enter the labour market, and to support the wider economic recovery from the pandemic. Despite the significant benefits which apprenticeships offer young people compared to alternative routes, there has been a pronounced decline in the apprenticeships started by young people following the introduction apprenticeship reforms over the last decade. The decline in apprenticeship starts among young people has mostly been in small and medium-sized enterprises (SMEs, enterprises with fewer than 250 employees). The COVID-19 pandemic has resulted in a further drop in apprenticeship starts. This research examines the impact of the recent reforms on apprenticeship starts, both before and during the pandemic, with a particular focus on SMEs and young people (particularly learners aged 16-18) in order to ensure that -- as people continue to emerge from the pandemic -- the apprenticeship system is working to support those hit hardest.
Review of Employment-Based Training Models
Author: O'Dwyer, Lisel
Date: 2021-00-00
Type: Reports - Research
Subjects: On the Job Training,Vocational Education,Foreign Countries,Internship Programs,Apprenticeships,Electronic Learning,Workplace Learning,Training Methods,Mentors

Employment-based training (EBT) is training for paid employees which is integrated within a work setting, related to their role, and provided or supported by employers. It can be nationally recognised or non-nationally recognised. It can be structured, or unstructured. For many employers, the crucial aspect of EBT is whether the training helps with productivity and profitability. This review, which is supplemented by insights from interviews with employers in the healthcare and social assistance, construction, and information technology industries, explores alternative approaches to EBT; for example, cadetships and internships, higher apprenticeships, and on-the-job structured training such as mentoring. While these approaches are not necessarily new, their application often has implications for vocational education and training (VET) content and delivery. The interest in these forms of EBT are attributable to their fit-for-purpose designs. This review complements recent National Centre for Vocational Education Research (NCVER) work &quot;Work-Based Education in VET&quot; (ED609681), which explored the benefits and challenges of including a work component in VET programs (excluding apprenticeships and traineeships), and a forthcoming report, which focuses on whether programs containing workplace-based delivery led to better outcomes for students, compared with those programs without the workplace-based component.
Equity Paradoxes in &quot;The PLA Boost&quot;: Opportunity Unrealized for Some Students Despite the Potential for Improved Credit Completion. Research Report
Author: Klein-Collins, Rebecca
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Equal Education,Experiential Learning,Higher Education,Prior Learning,College Credits,Evaluation Methods,Credentials,Age Groups,Gender Differences,Low Income Groups,Income,Race,Ethnicity,Two Year College Students,African American Students,Grants,Community Colleges,Adult Students,Outcomes of Education,Military Service,Standardized Tests,Portfolio Assessment,Noncredit Courses,Certification,Military Training,Barriers,Educational Attainment,Marketing,Academic Advising,Outreach Programs,Academic Support Services,Hispanic American Students

Previous research from the Council for Adult and Experiential Learning (CAEL) and the Western Interstate Commission for Higher Education (WICHE) found that prior learning assessment/credit for prior learning (PLA/CPL) 1 has a positive effect on adult student credential completion--an effect that was evident for every student subgroup analyzed in a study of PLA/CPL usage at 72 institutions--for different ages, genders, institutional environments, income levels, races, and ethnicities. There was, however, an &quot;equity paradox&quot; in the findings: PLA/CPL is shown to provide a strong completion boost to lower-income adults, Black adult students, and community college students, but they receive PLA/CPL at lower-than-average rates and, therefore, are less likely than other students to benefit from the completion boost. For this brief, the authors further analyzed the study sample, resulting in several deeper dive findings: (1) deeper dive finding on Pell Grant recipients; (2) deeper dive finding on service members; and (3) deeper dive finding on Black adult students. As an important tool for recognizing and valuing the learning that adult students bring to postsecondary education and potentially addressing attainment gaps, PLA/CPL should not be out of reach for the adult learners who can benefit most. Institutions interviewed for this deeper exploration offered some possible factors for the PLA/CPL disparities for Black and/or lower-income adult learners in the sample. There are many ways that institutions can take action to address some of the barriers this analysis revealed. [For the original report, &quot;The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes. Revised,&quot; see ED609770.]
Recommendations for Providing Levels of Services for Gifted and Advanced Students. Revised
Author: Nobbe, Christine
Date: 2021-07-19
Type: Reports - Descriptive
Subjects: Gifted Education,Talent,Advanced Students,Public Schools,School Districts,Educational Needs,Special Education,Models,Student Needs,Individual Differences,Intervention,Communities of Practice,Response to Intervention,Guidelines,Elementary Secondary Education

This document provides guidance for establishing a levels of services (LoS) model for gifted and advanced learners. The Advisory Council on the Education of Gifted and Talented Students recommends that all Missouri public school districts, regardless of size, provide varied and multiple services to meet the needs of gifted and talented learners. These services should be in addition to and complement a state approved gifted education program. In the absence of such vital programs, multiple elements of the LoS model should still be utilized. To best meet the needs of all gifted and talented students, the National Association for Gifted Children's (NAGC) Gifted Programming Standards recommend that a continuum of services must exist for gifted learners at every level. These levels of services provide administrators, teachers, parents, and students with a menu of educational options that are respectful of individual student differences and mindful of classroom and community resources while allowing for gifted and talented children to thrive in the least restrictive environment for their abilities. Prominent interventions for meeting the needs of all students, including those who are gifted and talented, include Professional Learning Communities, Response to Intervention, and Levels of Services, all of which are addressed in this report. [This report was originally prepared by the Advisory Council on the Education of Gifted and Talented Students December 13, 2018. For the previous version, see ED599008.]
Doubling the Maximum Pell Grant. NASFAA Issue Brief
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Student Financial Aid,Low Income Students,Postsecondary Education,Paying for College,Costs,Access to Education

The Pell Grant is the cornerstone of the federal student aid programs, providing need-based grant aid to the country's lowest-income postsecondary students. Pell Grants have failed for decades to keep pace with increased college costs and inflation. Doubling the maximum Pell Grant to $13,000 will effectively recalibrate the grant and restore its purchasing power. The lowest-income students will benefit the most from doubling the maximum Pell Grant, but eligibility would also expand to moderate-income students, for whom affording college is also a struggle.
Does Immediate Feedback While Doing Homework Improve Learning?
Author: Kehrer, Paul
Date: 2013-00-00
Type: Speeches/Meeting Papers
Subjects: Homework,Feedback (Response),Grade 7,Mathematics Instruction,Time Factors (Learning),Intelligent Tutoring Systems,Middle School Students,Educational Technology,Technology Uses in Education,Program Effectiveness

Much of the literature surrounding the effectiveness of intelligent tutoring systems has focused on the type of feedback students receive. Current research suggests that the timing of feedback also plays a role in improved learning. Some researchers have shown that delaying feedback might lead to a &quot;desirable difficulty&quot;, where students' performance while practicing is lower, but they in fact learn more. Others using Cognitive Tutors have suggested delaying feedback is bad, but those students were using a system that gave detailed assistance. Many web-based homework systems give only correctness feedback (e.g. webassign). Should such systems give immediate feedback or might it be better for that feedback to be delayed? It is hypothesized that &quot;immediate&quot; feedback will lead to better learning than &quot;delayed&quot; feedback. In a randomized controlled crossover-&quot;within-subjects&quot; design, 61 seventh grade math students participated. In one condition students received correctness feedback immediately, while doing their homework, while in the other condition, the exact same feedback was delayed, to when they checked their homework the next day in class. The results show that when given feedback immediately students learned more than when receiving the same feedback delayed. [This paper was published in: &quot;Proceedings of the Twenty-Sixth International Florida Artificial Intelligence Research Society Conference&quot; (pp. 542-545). Association for the Advancement of Artificial Intelligence. Additional support was provided by the Bill and Melinda Foundation Next Generation Learning Challenge via EDUCAUSE.]
Learning Acceleration Guide: A Compilation of Learning Acceleration Principles and Practices in New Jersey. Updated
Author: New Jersey Department of Education
Date: 2021-08-00
Type: Guides - Non-Classroom
Subjects: Student Needs,Educational Needs,Acceleration (Education),School Districts,COVID-19,Pandemics,Educational Methods,Equal Education,Elementary Secondary Education,Well Being,Social Emotional Learning,Educational Quality,Course Content,Mental Health,Family School Relationship,Educational Environment,At Risk Students,Advanced Placement Programs,Culturally Relevant Education,Teaching Methods

To be more responsive to students' needs, many local education agencies (LEAs) are creating extended and summer learning opportunities to facilitate learning acceleration. Many LEAs elected to leverage federal funds to create opportunities that increase the time students spend engaged in safe, inclusive, and supportive learning environments, particularly for students most impacted by disruptions in learning due to the pandemic. LEAs may be tempted to revisit the entirety of the previous year's content for fear that it was not mastered by students. However, approaches that result in wholesale remediation or pull-out interventions can isolate students and impede their access to engaging in grade-level content. This could lead to the most vulnerable students falling further behind their peers who have consistent, uninterrupted opportunities to proceed with grade-level work (Darling-Hammond et al., 2020; Council of the Great City Schools, 2020). The &quot;Learning Acceleration Guide&quot; summarizes the developing base of literature on learning acceleration approaches and shares promising practices from New Jersey schools. It has been crafted for LEA administrators with the goal of helping teachers, support staff, families, and students emerge from these unprecedented times and start the new school year stronger than ever. LEA leaders are encouraged to consider these strategies as they plan for the 2021-2022 school year. It has been developed using principles derived from the Council of the Great City Schools resource entitled &quot;Addressing Unfinished Learning after COVID-19 School Closures.&quot; The resource has been adapted for New Jersey schools and intended to complement resources being released by the New Jersey Department of Education (NJDOE) and various other organizations, including Student Achievement Partners (SAP), the Council of Chief State School Officers, and the United States Department of Education that also address the challenges of prioritizing instruction, accelerating learning, and meeting the social-emotional and mental health needs of students. The common messages found across these materials illustrate a consensus in the field around the importance of safeguarding educational equity and access in the wake of the COVID-19 crisis. [For the guide, &quot;Addressing Unfinished Learning after COVID-19 School Closures,&quot; see ED615351. The guide was originally released in June 2021.]
Improving Student Modeling through Partial Credit and Problem Difficulty
Author: Ostrow, Korinn
Date: 2015-03-00
Type: Reports - Research
Subjects: Intelligent Tutoring Systems,Models,Difficulty Level,Scores,Prediction,Student Evaluation,Statistical Analysis

Student modeling within intelligent tutoring systems is a task largely driven by binary models that predict student knowledge or next problem correctness (i.e., Knowledge Tracing (KT)). However, using a binary construct for student assessment often causes researchers to overlook the feedback innate to these platforms. The present study considers a novel method of tabling an algorithmically determined partial credit score and problem difficulty bin for each student's current problem to predict both binary and partial next problem correctness. This study was conducted using log files from ASSISTments, an adaptive mathematics tutor, from the 2012-2013 school year. The dataset consisted of 338,297 problem logs linked to 15,253 unique student identification numbers. Findings suggest that an efficiently tabled model considering partial credit and problem difficulty performs about as well as KT on binary predictions of next problem correctness. This method provides the groundwork for modifying KT in an attempt to optimize student modeling. [The paper was published in: &quot;L@S '15: Proceedings of the Second (2015) ACM Conference on Learning @ Scale,&quot; (pp. 11-20).]
Financial Aid Offers. NASFAA Issue Brief
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Eligibility,Financial Aid Applicants,Costs,Definitions,Compliance (Legal)

Financial aid offers are the primary tool colleges and universities use to communicate eligibility for federal, state, and institutional financial aid programs to their prospective and current students. Institutions of higher education develop their own financial aid offers, taking into account many factors, including the format of the educational programs they offer, and the population of students they serve. Aid offers should be student-centric and transparent, using consistent terminology and clearly communicating all direct and indirect costs. Legislative efforts to bring greater clarity to financial aid offers are well-placed, while efforts aimed toward rigid standardization may miss the mark. Any attempts at modeling or standardizing elements and definitions of financial aid offers should be consumer-tested to ensure they achieve the intended results.
The Online Delivery of VET during COVID-19: Part 1. Research Report
Author: Hume, Sheila
Date: 2021-00-00
Type: Reports - Research
Subjects: Online Courses,Vocational Education,COVID-19,Pandemics,Educational Change,Distance Education,Electronic Learning,Foreign Countries,Role,Computer Mediated Communication,Job Training

Efforts to contain COVID-19 through lockdowns and social distancing prompted swift changes to the delivery of vocational education and training (VET), with questions subsequently arising about the impact of this rapid transition on students and trainers/assessors. This report, the first of two reports for this project, explores the VET sector's response to COVID-19 through the increasing use of online training and assessment. The overall objective of this two-report study is to investigate the immediate response to COVID-19 by examining the transition from a face-to-face learning environment to online training and assessment. The study also aims to understand how registered training organisations (RTOs) navigated the changes necessitated by the pandemic. The two data sources informing this report are total VET activity (TVA) data for 2019 and 2020 and high-level findings from an online survey of RTOs, administered in collaboration with the Australian Skills Quality Authority (ASQA). The intention of this report is to provide an initial indication of how the VET sector responded to COVID-19.