ethanporcaro/eric-fulltext-meta huggingface dataset:
Direct Certification in the National School Lunch Program: State Implementation Progress School Year 2011-2012. Report to Congress. Special Nutrition Programs Report No. CN-12-DC. Nutrition Assistance Program Report Series
Author: Moore, Quinn
Date: 2012-10-00
Type: Reports - Research
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify certain children for free school meals without the need for household applications. The Child Nutrition and WIC Reauthorization Act of 2004 required all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits. The mandate was phased in over three years. The largest LEAs were required to establish direct certification systems by SY 2006-2007; all were required to directly certify SNAP participants by SY 2008-2009. The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) requires that States meet certain direct certification performance targets. For SY 2011-2012, States that fail to achieve a direct certification rate of at least 80 percent are required to develop and implement continuous improvement plans (CIPs). The performance target increases to 90 percent for SY 2012-2013 and 95 percent for SY 2013-2014 and beyond. Eighty-nine percent of LEAs that participate in the NSLP directly certified some SNAP participants in SY 2011-2012. These LEAs enroll 98 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004-2005, when 56 percent of LEAs, enrolling 77 percent of all students in NSLP schools, directly certified some SNAP-participant students. The number of school-age SNAP participants directly certified for free school meals was 11.6 million for SY 2011-2012, an increase of 17 percent from SY 2010-2011. Analysis in this report estimates that 86 percent of children in SNAP households were directly certified for free school meals, substantially higher than last year's rate of 77 percent. Thirty-six States achieved the HHFKA-mandated performance target of 80 percent, and 17 States achieved direct certification rates of at least 90 percent. Only one State had a direct certification rate lower than 60 percent. [This report was submitted to the Food and Nutrition Service's Office of Research and Analysis. For the summary report, see ED616746.]
Direct Certification in the National School Lunch Program: State Implementation Progress, School Year 2011-2012. Report to Congress -- Summary. Report CN-12-DC
Author: Moore, Quinn
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the requirement of Public Law 110-246 to assess the effectiveness of State and local efforts to directly certify children for free school meals. Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify eligible children for free meals without the need for household applications. The 2004 Child Nutrition and WIC [Special Supplemental Nutrition Program for Women, Infants, and Children] Reauthorization Act required LEAs to establish systems to directly certify children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits by school year (SY) 2008-2009. In SY 2011-2012, 89 percent of LEAs directly certified some children from SNAP-recipient households. These LEAs enroll 98 percent of all students in schools that participate in the National School Lunch Program. States and LEAs directly certified 11.6 million children at the start of SY 2011-2012, 1.7 million more than in the previous school year. The national direct certification rate reached 86 percent in SY 2011-2012, up from 77 percent in SY 2010-2011. [This report was prepared by the Food and Nutrition Service's Office of Research and Analysis. For the full report, see ED616745.]
Funding for Multi-Tiered System of Supports Implementation: Summary of Interview Findings with Minnesota Schools
Author: Gozali-Lee, Edith
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Educational Finance,Program Implementation,Public Schools,Adoption (Ideas),Resource Allocation,Compensation (Remuneration),School Districts,Program Evaluation,Evaluation Methods,Family Involvement

Minnesota Department of Education (MDE) collaborated with Wilder Research to conduct interviews with schools to understand how schools use their existing funding in order to sustain Multi-Tiered System of Supports (MTSS) implementation. The findings are presented in this report. Information on MDE's MTSS is included at the end of this report. MDE identified 21 schools to invite to participate in the voluntary interviews. These schools have been implementing MTSS for at least six years, participating in the annual Minnesota MTSS implementation surveys, and have made gains in one or more target academic areas of improvement (e.g., student reading proficiency, math proficiency, and graduation rate). They included small and large schools in the Twin Cities' metro area and greater Minnesota. Wilder Research sent an email invitation to the school principals. They could choose to have their MTSS team members in the interview. In addition, they were told that an MDE MTSS specialist would join the interview to hear firsthand from the school teams about their successes and challenges with funding their MTSS implementation, and supports they might need from MDE. Wilder completed interviews with 12 school teams in mid-March through early May 2021. Additionally, one school sent their responses via email. Findings from the interviews are presented by themes. Selected interviewees' comments are included in this report to illustrate the themes; they are slightly modified for clarity. Due to the small number of schools in the interviews, findings are not disaggregated by school characteristics. [For the summary report that presents the highlights &quot;Funding Minnesota Multi-Tiered System of Supports: Key Findings and Recommendations,&quot; see ED616753.]
Elevating Education in Politics: How Teacher Strikes Shape Congressional Election Campaigns. EdWorkingPaper No. 21-482
Author: Lyon, Melissa Arnold
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Politics of Education,Teacher Strikes,Legislators,Political Campaigns,Advertising,Political Candidates,Political Issues,Content Analysis,Unions

Teacher strikes have gained national attention with the &quot;#RedforEd&quot; movement. Such strikes are polarizing events that could serve to elevate education as a political priority or cast education politics in a negative light. We investigate this empirically by collecting original panel data on U.S. teacher strikes, which we link to congressional election campaign advertisements. Election ads provide a useful window into political discourse because they are costly to sponsors, consequential for voter behavior, and predictive of future legislative agendas. Using a differences-in-differences framework, we find that teacher strikes dramatically increase education issue salience, with impacts concentrated among positively-framed ads. Effects are driven by strikes lasting only a few days and occurring in battleground areas with highly-contested elections.
The Legacy of COVID-19 in Education. EdWorkingPaper No. 21-478
Author: Werner, Katharina
Date: 2021-10-18
Type: Information Analyses
Subjects: COVID-19,Pandemics,School Closing,Foreign Countries,Child Development,Cognitive Development,Social Development,Emotional Development,Time Factors (Learning),Study Habits,Low Achievement,Online Courses,Educational Practices,Disadvantaged Youth,At Risk Students,Equal Education,Skill Development,Parent Role,Child Behavior,Activities,Academic Achievement,Achievement Gains,Parenting Styles,Socioeconomic Status,Elementary Secondary Education,Instructional Effectiveness,Technological Literacy,Self Management

If school closures and social-distancing experiences during the COVID-19 pandemic impeded children's skill development, they may leave a lasting legacy in human capital. To understand the pandemic's effects on school children, this paper combines a review of the emerging international literature with new evidence from German longitudinal time-use surveys. Based on the conceptual framework of an education production function, we cover evidence on child, parent, and school inputs and students' cognitive and socio-emotional development. The German panel evidence shows that children's learning time decreased severely during the first school closures, particularly for low-achieving students, and increased only slightly one year later. In a value-added model, learning time increases with daily online class instruction, but not with other school activities. The review shows substantial losses in cognitive skills on achievement tests, particularly for students from disadvantaged backgrounds. Socio-emotional wellbeing also declined in the short run. Structural models and reduced-form projections suggest that unless remediated, the school closures will persistently reduce skill development, lifetime income, and economic growth and increase inequality. [This paper was prepared for the XXIII European Conference of the Fondazione Rodolfo Debenedetti on &quot;Long-term socio-economic consequences of the COVID-19 pandemic.&quot;]
The Effects of Student-Teacher Ethnoracial Matching on Exclusionary Discipline for Asian American, Black, and Latinx Students: Evidence from New York City. EdWorkingPaper No. 21-475
Author: Shirrell, Matthew
Date: 2021-10-00
Type: Reports - Research
Subjects: Minority Group Students,African American Students,Hispanic American Students,Asian American Students,Urban Schools,Minority Group Teachers,Racial Composition,Suspension,Diversity (Faculty),Racial Differences,Student Behavior,Discipline,Racial Bias,White Students,Teacher Influence,School Policy,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,At Risk Students,Effect Size,Ethnicity,Student Characteristics,Teacher Characteristics

Although Black and Latinx students disproportionately face exclusionary school discipline, prior research finds that the likelihood of suspension for Black students decreases when they are taught by greater proportions of Black teachers. Little prior work, however, has examined whether these effects generalize to large, diverse, urban school districts or to Asian American or Latinx students and teachers. Using student fixed effects models and 10 years of data from New York City, we find that assignment to greater proportions of ethnoracially matched teachers decreases the likelihood of suspension for Black, Latinx, and Asian American students. The magnitudes of these effects are small but suggest that diversifying the teacher workforce could lead to significant decreases in exclusionary discipline in urban districts.
The Inequitable Effects of Teacher Layoffs: What We Know and Can Do. EdWorkingPaper No. 21-487
Author: Kraft, Matthew A.
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Job Layoff,Public School Teachers,Equal Education,Personnel Policy,Economic Climate,Low Income Students,Minority Group Students,Elementary Secondary Education,Status,Beginning Teachers,Faculty Mobility,Disproportionate Representation,Minority Group Teachers,Teacher Effectiveness,Academic Achievement,Educational Policy

Economic downturns can cause major funding shortfalls for U.S. public schools, often forcing districts to make difficult budget cuts including teacher layoffs. In this brief, we synthesize the empirical literature on the widespread teacher layoffs caused by the Great Recession. Studies find that teacher layoffs harmed student achievement and were inequitably distributed across schools, teachers, and students. Research suggests that specific elements of the layoff process can exacerbate these negative effects. Seniority-based policies disproportionately concentrate layoffs among teachers of color who are more likely to be early career teachers. These &quot;last-in first-out&quot; policies also disproportionately affect disadvantaged students because these students are more likely to be taught by early career teachers. The common practice of widely distributing pink slips warning about a potential job loss also appears to increase teacher churn and negatively impact teacher performance. Drawing on this evidence, we outline a set of policy recommendations to minimize the need for teacher layoffs during economic downturns and ensure that the burden of any unavoidable job cuts does not continue to be borne by students of color and students from low-income backgrounds.
Paraeducators: Growth, Diversity and a Dearth of Professional Supports. EdWorkingPaper No. 21-490
Author: Bisht, Biraj
Date: 2021-11-00
Type: Reports - Research
Subjects: Paraprofessional School Personnel,Role,Labor Market,Ethnic Diversity,Wages,Incentives,Performance,Professional Development,Promotion (Occupational),Elementary Secondary Education,Labor Force Development,Employment Patterns,School Districts,Demography,Board of Education Policy,Personnel Selection,Equal Education,Federal Legislation,Educational Legislation,Human Resources,Employment Qualifications,Motivation,Opportunities,Public Schools,Teachers,Administrators,School Personnel,Collective Bargaining,Guides,Students with Disabilities,Student Characteristics,Student Diversity,Socioeconomic Status,Poverty,English Language Learners,Special Education,Academic Achievement,Enrollment,Expenditure per Student,Ability,Evaluation,Health Services,Retirement,Job Security,Labor Turnover

Paraeducators perform multiple roles in U.S. classrooms, including among others preparing classroom activities, working with students individually and in small groups, supporting individualized programming for students with disabilities, managing classroom behavior, and engaging with parents and communities. Yet, little research provides insights into this key group of educators. This study combines an analysis of national administrative data to describe the paraeducator labor market with a systematic review of collective bargaining agreements and other job-defining documents in ten case-study districts. We find a large and expanding labor market of paraeducators, far more diverse along ethnic and racial lines than certified teachers but with far lower wages, fewer performance incentives, less professional development, and fewer opportunities for advancement within the profession.
Funding Minnesota Multi-Tiered System of Supports: Key Findings and Recommendations
Author: Gozali-Lee, Edith
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Program Implementation,Public Schools,Educational Finance,Resource Allocation,School Districts,Faculty Development,Compensation (Remuneration),Program Evaluation,Evaluation Methods,Family Involvement,Technical Assistance

Multi-Tiered System of Supports (MTSS) is an integrated system of high quality, standards-based instruction and interventions that are matched to students' academic, social-emotional, and behavioral needs. The framework relies on strong core instruction and layered tiers of supports for all needs of the whole child, with a focus on equity and cultural responsiveness as a means of ensuring student success. The Minnesota Department of Education (MDE) advocates for the use of MTSS in Minnesota's public schools to increase the number of students meeting grade-level standards and graduating with skills for further education and careers. MDE's work with MTSS is connected to implementing practices that embed the Minnesota K-12 Academic Standards with fidelity and building supports to increase academic achievement for all students. This summary presents highlights of the &quot;Funding for Multi-Tiered System of Supports Implementation: Summary of Interview Findings with Minnesota Schools&quot; (ED616747) and the conversations with representatives from Michigan, Wisconsin, and Florida.
Safety Perceptions of School Safety Teams: How Safe Do We Perceive Our Schools to Be?
Author: Cobb, Kevin Devon
Date: 2021-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: School Safety,Violence,Educational Environment,Urban Schools,High Schools,Teamwork,Principals,School Counselors,High School Teachers,Police,Trust (Psychology),Disclosure,Attitudes,Weapons,Training,Role,Knowledge Level,Bullying

The problem addressed by this study is how violence in the school affects school safety teams' perceptions of safety. School safety teams are often made up of a principal, counselor, school resource officer and a teacher, in an effort to address safety issues in the school. Studies show that students tend to report unsafe behaviors in school the more they are able to trust their teachers, which helps to create a more informed environment for administration and students alike, as well as a safer school. The purpose of this qualitative study was to understand how violence in the school affects urban high school safety teams' perceptions of safety in the school to give administrators who are responsible for creating and enforcing policies around safety, feedback to update policies to reflect a safer learning environment. Interviews and anonymous surveys were used to assess the level of perceived safety in school throughout the United States. The Culture of Violence theory describes why acts of violence occur individually or within societal systems. The Culture of Violence theory legitimizes the idea that different cultures have the ability to influence violence. The study utilized a qualitative research design. Thirty two full time school safety team members were surveyed and interviewed. The study yielded evidence that despite the increased number of reported active shooter situations being reported in the United States on a yearly basis, educators do not have a negative opinion of school safety. The implications of the study propose that additional research is needed to focus on how proper training can be provided to teachers, counselors and administrators to ensure that they have the knowledge needed to educate the students on what bullying is, how and when to report bullying and how to keep themselves as well as the other students safe at school. By including students in the study, the researcher would be able to compare and contrast the perceptions of safety identified by the safety team members as well as the students.
Direct Certification in the National School Lunch Program: State Implementation Progress, School Year 2012-2013. Report to Congress. Special Nutrition Programs Report No. CN-13-DC. Nutrition Assistance Program Report Series
Author: Moore, Quinn
Date: 2013-11-00
Type: Reports - Research
Subjects: National Programs,Lunch Programs,Certification,Eligibility,School Districts,Low Income Students,Performance,Best Practices,Child Health,Federal Legislation,Nutrition,Federal Aid,Federal Programs,State Programs

This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify certain children for free school meals without the need for household applications. The Child Nutrition and WIC Reauthorization Act of 2004 required all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits. The mandate was phased in over three years. The largest LEAs were required to establish direct certification systems by SY 2006-2007; all were required to directly certify SNAP participants by SY 2008-2009. The Healthy, Hunger-Free Kids Act of 2010 (HHFKA) requires that States meet certain direct certification performance targets. For SY 2012-2013, States that fail to achieve a direct certification rate of at least 90 percent are required to develop and implement continuous improvement plans (CIPs). The performance target increases to 95 percent for SY 2013-2014 and beyond. Ninety-one percent of LEAs that participate in the NSLP directly certified some SNAP participants in SY 2012-2013. These LEAs enroll 99 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004-2005, when 56 percent of LEAs, enrolling 77 percent of all students in NSLP schools, directly certified some SNAP-participant students. The number of school-age SNAP participants directly certified for free school meals was 12.3 million for SY 2012-2013, an increase of 6 percent from SY 2011-2012. Analysis in this report estimates that 89 percent of children in SNAP households were directly certified for free school meals, which is 3 percentage points higher than last year's rate of 86 percent. Twenty-four States achieved the HHFKA-mandated performance target of 90 percent, and 16 States achieved direct certification rates of at least 95 percent. Only one State had a direct certification rate lower than 60 percent. [For the summary report, see ED616757. For the SY 2011-2012 report, see ED616745.]