ethanporcaro/eric-fulltext-meta huggingface dataset:
2023 Pro-Kid Policy Agenda for California
Author: Children Now
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Equal Education,Educational Quality,Accountability,Minority Group Children,Access to Education,Poverty,Early Childhood Education,Access to Health Care,Prevention,Wellness,Substance Abuse,Dental Health,Nutrition,Child Care,Preschool Education,Bilingual Education,English Language Learners,College Readiness,Career Readiness,STEM Education,Distance Education,Attendance,Trauma,Foster Care,Health Education,Sex Education,Housing,Juvenile Justice,Civics

The &quot;2023 Pro-Kid Policy Agenda for California&quot; is the comprehensive state-level roadmap to ensure that all children have the necessary services and supports to reach their full potential. California has an obligation to end systemic injustices that create barriers to kids of color, as well as kids living in poverty, undocumented kids, and kids in the foster care system, from growing up healthy and ready for college, career, and civic life. This work has only become more urgent as the ongoing effects of the COVID-19 pandemic continue to have a disproportionate impact on the lives of California's kids, especially children of color. Kids are increasingly experiencing stress, social isolation, and disconnectedness, and youth mental health issues have reached crisis proportions. In addition, the learning loss and lack of preventive health care because of the pandemic threatens this entire generation of children. Policymakers are urged to use the &quot;Pro-Kid Agenda&quot; as a guide to take long overdue action now to ensure California's systems for children are equitable, well-funded, high-quality, and accountable to kids' success. Doing right by all kids is not only the right thing to do, but it is also essential to state's future and ability to thrive. California's continued economic growth and strong democracy is dependent on a healthy and educated workforce. State policymakers need to make smart, strategic, and quality investments in California's children to address poverty and close the widening income divide. Working together, policymakers can build a California where all kids have the chance to live out their dreams. The &quot;Pro-Kid Agenda&quot; can help get there. The &quot;Agenda&quot; was developed by Children Now, California's whole-child research, policy development, communications, network building, and advocacy organization that covers the full range of children's issues prenatal to age 26, including early learning and development, TK-12 and higher education, health, family and economic supports, and child welfare. Children Now plays a lead role in more than 90 coalitions across the state and coordinates The Children's Movement of California, a network of more than 5,000 diverse organizations statewide, ranging from direct service, business, labor, youth, and parent organizations to civil rights- and community-based groups. [For &quot;2022 Pro-Kid Policy Agenda for California,&quot; see ED617381.]
50-State Comparison: K-12 Governance
Author: Evans, Alyssa
Date: 2020-11-10
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Governance,Comparative Analysis,Policy Formation,Educational Policy,State Policy,State Legislation,State Officials,State Boards of Education

Understanding how key governance roles are structured and relate to each other helps clarify complex systems for policymakers. Every state has the same or similar policymaking roles; however, each of the roles operate differently in the context of each state's governance model. This interactive resource provides a national overview of the key policymaking roles in K-12 education policy, a summary of each role's general powers and duties, and some information on how they relate to other policymaking roles. Education Commission of the States researched state level education governance roles to provide these three comprehensive resources. Hyperlinked data tables are provided to access 50-State Comparisons for each of the data points. Individual state profiles detailing all data elements for a single state can also be viewed.
2021 Annual Report: Every Chance for Every Child
Author: Colorado Children's Campaign
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,COVID-19,Pandemics,Preschool Education,Educational Policy,Educational Legislation,Policy Formation,Advocacy,Health Services,Elementary Secondary Education

The Colorado Children's Campaign began 2021 focused on their mission as the pandemic laid bare the many systemic barriers faced by kids and families in Colorado. Despite the economic downturn and unpredictable school schedules, the new year brought with it an urgency to restructure socioeconomic systems to benefit all Coloradans. This 2021 Annual Report summarizes Colorado Children's Campaign's advocacy, research, development, and outreach efforts in 2021. [For the 2020 Annual Report, see ED614212.]
The FAFSA Simplification Act. CRS Report R46909, Version 6. Updated
Author: Collins, Benjamin
Date: 2022-08-04
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Higher Education,Federal Aid,Grants,Student Financial Aid,Financial Aid Applicants,Postsecondary Education,Eligibility,Need Analysis (Student Financial Aid),Student Loan Programs,Funding Formulas,Black Colleges

The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended), authorizes numerous federal aid programs that provide support to both individuals pursuing a postsecondary education and institutions of higher education (IHEs). The FAFSA Simplification Act (FSA; Title VII, Division FF of P.L. 116-260) makes significant changes to the underlying processes and methodologies for determining federal student aid eligibility. This report begins with brief background on the HEA and administration of the FSA. It then focuses on the FSA's changes to the student aid application process, associated formulas for calculating student need, and the Pell Grant program. The final sections include descriptions of FSA provisions affecting Direct Subsidized Loans for students and the Historically Black Colleges and Universities Capital Financing program for eligible institutions.
The Impact of the Pandemic on IRT Model/Data Fit
Author: Plackner, Christie
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Item Response Theory,Goodness of Fit,Testing,Data,Measurement,Test Items

The application of item response theory (IRT) is almost universal in the development, implementation, and maintenance of large-scale assessments. Therefore, establishing the fit of IRT models to data is essential as the viability of calibration and equating implementations depend on it. In a typical test administration situation, measurement disturbances that influence model data fit are expected. Unfortunately, test administrations nationwide experienced new measurement disturbances because of the COVID-19 pandemic. Given the substantial disruption in education, did the response patterns of test takers change enough that model data fit is threatened and the degree of confidence in applying IRT analyses diminished? Using data from a large-scale state assessment system's 2019 and 2021 administration of the same test forms, model and data fit statistics for items and test takers were evaluated. The summary item fit index Q[subscript 1] (Yen, 1993) and the person fit statistic l[subscript z] (Choi, 2010; Drasgow et. al., 1985) were used for the analyses. Results from the study provide evidence that there wasn't a greater risk to the use of IRT models in 2021 than in previous years, despite the measurement disturbances introduced by the COVID-19 pandemic.
Male Teachers in Elementary Settings: Perceptions of a Teaching Career
Author: Garza, Eli
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Males,Minority Group Teachers,Teacher Attitudes,Teacher Competencies,Self Efficacy,Job Satisfaction,Elementary School Teachers,Gender Issues,Teacher Recruitment,Teacher Persistence,Racial Differences,Ethnicity,Career Choice,Teaching Experience,Expertise,Teacher Role,Interpersonal Relationship,Stereotypes

This study explored the perceptions of teachers who identify as male/male of color teachers about their sense of competence and satisfaction with their choice of career working with young children in elementary settings. This study sought to answer questions about the perceived factors affecting their development as teachers of young children and the potential for improving the recruitment and retention of male teachers in the primary grades. Male and male of color elementary school teachers were invited to share their perceptions of their experiences related to becoming and being a teacher in the primary grades through a questionnaire and interviews. The study found participants felt that their experience as teachers was informed by uniquely gendered factors, such as their male and/or intersectional identities and the associated perspectives and experiences as well as by more global factors such as their commitment to their professional expertise as effective teachers. Overall, the study suggests that both gendered and global factors have implications for recruitment and retention given that they contribute to male and male of color teachers' sense of competence and satisfaction teaching young children in elementary settings. [For the complete proceedings, see ED626149.]
How Can Community Colleges Afford to Offer Dual Enrollment College Courses to High School Students at a Discount? CCRC Working Paper No. 130
Author: Belfield, Clive
Date: 2023-02-00
Type: Reports - Research
Subjects: Community Colleges,Dual Enrollment,High School Students,Economic Factors,Tuition,Educational Improvement,Access to Education,Sustainability,Costs,Efficiency

Dual enrollment--in which students take college credit-bearing courses when still in high school--is becoming increasingly popular. Community college programs account for about 70% of the dual enrollment that more than one million high school students participate in each year nationwide. Yet dual enrollment can be a big financial burden for community colleges. In most parts of the country, community colleges receive less funding per dual enrollment student than they receive for their regular, non-dual-enrollment students. If community colleges are to continue to provide broad access to high-quality programs, they need to be able to sustain these programs. In this paper, we consider the economics of dual enrollment from the perspective of the community college. We illustrate how dual enrollment may not be financially sustainable in colleges and states where it is offered at a discount, but we also show how community colleges can structure their programs to be more efficient. To support our analysis, we describe case studies to show the conditions under which dual enrollment is affordable and efficient.
Adopting a Project-Based Learning Framework in an Online Course to Enhance the Quality of Student Projects
Author: Moore, Shelley W.
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Teaching Methods,Student Projects,Active Learning,Case Studies,Instructional Design,Graduate Students,Technology Integration,Scaffolding (Teaching Technique),Outcomes of Education,Problem Solving,Cooperative Learning,Curriculum Development,Educational Change,Course Descriptions,Online Courses,Taxonomy,Capstone Experiences,Electronic Learning

The purpose of this research was to examine pedagogical factors that supported graduate-level Instructional Design students in the rapid adoption and integration of technology-based projects in under 7 weeks, previously accomplished in approximately 9-months. Project-Based Learning (PBL) pedagogy was adopted to redesign a course to scaffold and support the students in the achievement of the course learning outcomes. This pedagogy was selected as its emphasis is on ill-defined problems, problem-solving, collaboration, authentic real-life applications, and the creation of an end product (Savery, 2006). In the revised curriculum, students were challenged to learn instructional design methods and simultaneously produce a robust eLearning deliverable that evidenced the very instructional design principles being learned. The technology project was based on a needs assessment survey designed to capture self-reported gaps in the knowledge, skills, and abilities of individuals in the instructional design field. This exploratory case study reports on the design process related to how the course adopted a Project-Based Learning framework, the varied scaffolding strategies employed to reinforce the achievement of learning outcomes, and the instructional design decisions that facilitated and supported the learners in the achievement of technology-based projects in under seven weeks. [For the complete proceedings, see ED626149.]
An Overview of MOOC Platforms: Applications in Turkey
Author: Bertiz, Yasemin
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Computer Software,MOOCs,Foreign Countries,Distance Education,Educational Quality,Standards,Open Universities,Equal Education,Access to Education,Lifelong Learning,Universities,Professional Development,Advanced Courses,Program Descriptions

Massive Open Online Courses (MOOCs) can appeal to very large masses as a distance education model and provide the same quality and standard education with large user groups worldwide via the internet. In MOOC systems, users can get the course they want for free or for a small fee in the application they are registered with, using videos, lecture notes, booklets, and interactive forms. In this system, which is open to everyone, different countries have various applications. In this context, this research aims to briefly introduce the MOOC platforms in Turkey and give opinions and suggestions for MOOCs. This study is important in that it sheds light on future studies by giving information about MOOC platforms in Turkey. [For the complete proceedings, see ED626149.]
50-State Comparison: States&apos; School Improvement Policies
Author: Jamieson, Carlos
Date: 2022-09-21
Type: Reports - Descriptive
Subjects: Educational Improvement,State Policy,Educational Policy,Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,Planning,Intervention,Governance

All states identify schools most in need of improvement by using school accountability systems and other metrics. State improvement strategies range in intensity from general technical assistance to alternative governance for identified schools or districts. This 50-State Comparison provides research into the K-12 school improvement policies in all 50 states and the District of Columbia. This interactive resource provides information identified in statute, regulation and state Every Student Succeeds Act (ESSA) plans as of September 2022. The following hyperlinks to data tables are included: (1) Improvement Categories; (2) Improvement Plans and Needs Assessments; (3) Strategies and Supports; (4) Alternative Governance; (5) More Rigorous Interventions; and (6) All data points for all states. Key takeaways are also listed.
50-State Comparison: Statewide Admissions Policies
Author: Syverson, Eric
Date: 2022-05-10
Type: Reports - Descriptive
Subjects: State Policy,College Admission,Academic Standards,College Readiness,Educational Policy,Comparative Analysis

In an effort to ensure standard levels of college preparedness among incoming students, some states or systems have adopted common admissions policies applicable to first-time, first-year students seeking admission at a four-year, baccalaureate institution. While some states allow individual institutions to have autonomy over additional requirements, more than half of states require a baseline of academic standards for admission to postsecondary institutions. Education Commission of the States researched admissions policies in all states to provide this comprehensive resource. To show how all states approach the specific statewide admissions policies, the following hyperlinks to data tables are included: (1) Does the state have a common statewide or systemwide admissions policy?; (2) Does the policy include multiple measures to determine admission?; (3) Are alternative opportunities for admission available for students who do not meet minimum standards?; (4) Does the state have a guaranteed admissions policy?; and (5) All data points for all states.
50-State Comparison: Teacher Recruitment and Retention
Author: Fischer, Adrienne
Date: 2022-12-01
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Teacher Shortage,Minority Group Teachers,Outcomes of Education,State Policy,State Regulation,Equal Education,Mentors,Disadvantaged Schools,Salary Wage Differentials,Racial Differences

Schools continue to face specific and persistent teacher shortages in certain subjects, such as upper-level math and special education, and in certain schools, including historically under-resourced schools and rural schools. Declining participation in teacher preparation programs, coupled with high turnover in the profession, suggests that a comprehensive approach that accounts for each stage of the teacher pipeline is necessary to recruit and retain effective teachers. This resource compiles state-specific data related to teacher shortages and provides a national comparison of state policies to recruit and retain teachers across the teacher pipeline. This 50-State Comparison assesses how all states approach teacher recruitment and retention. The report contains the hyperlinks to tables answering some of the following questions: (1) Has the state published state-specific teacher shortage data within the past five years? Is shortage data disaggregated by race and/or ethnicity?; (2) Has the state administered a statewide teacher retention or working conditions survey within the past five years?; (3) Does the state offer a pathway, program or incentive through statute or regulation to recruit paraprofessionals into the teaching profession?; (4) Does the state require or encourage reduced teaching loads for new and/or mentor teachers?; (5) Does the state offer a teacher leader license or endorsement?; (6) Does statute define at least one statewide financial incentive program for teachers of color?; and (7) Does the state require or encourage additional pay for teachers who obtain National Board Certification?
50-State Comparison: Need- and Merit-Based Financial Aid
Author: Jamieson, Carlos
Date: 2021-09-19
Type: Reports - Descriptive
Subjects: Student Financial Aid,State Programs,Comparative Analysis,Merit Scholarships,Financial Needs,Student Needs,Paying for College,Family Income,Grade Point Average,College Entrance Examinations,Parent Financial Contribution,Military Service,Eligibility,Drug Use,Crime,Criminals,College Applicants

States collectively invest over $12 billion a year to support over 4.5 million students through financial aid programs. This interactive 50-State Comparison provides a look at the specific criteria employed in the top two largest aid programs by state. This interactive resource includes details about which state programs are linked to measuring need through the federally calculated Estimated Family Contribution (EFC) or purely family income. On the merit side, this 50-State Comparison includes details about which state programs use GPA or SAT/ACT scores to determine eligibility. It also includes information on which states require a Free Application for Federal Student Aid (FAFSA) or use their own state application process for aid. Finally, following federal action to simplify the FAFSA form, it catalogs which state aid programs specifically require Selective Service registration or restrict eligibility for students with drug convictions. Hyperlinked data tables for 50-State Comparisons on these dimensions are provided. A state-level profile of all data points can be viewed by going to the individual state profiles page.
How Leaders Can Successfully Manage Change in Colleges and Universities
Author: Horn, Michael B.
Date: 2022-10-00
Type: Reports - Research
Subjects: College Administration,Transformational Leadership,Governance,Participative Decision Making,Educational Change,Universities,Organizational Change,Organizational Objectives

Shared governance--the processes through which faculty, the administration, and even students and staff participate in creating the policies and charting a direction for an institution--is a major tenet of higher education. How to get cooperation and agreement to move an institution forward is one of the trickiest parts of the leader's job. Yet moving forward must be a priority as higher education copes with the emergence of technology-enabled learning solutions while maintaining an increasingly expensive traditional educational model. Add to this environment a number of stressors--from the challenges of educating during the pandemic, to shrinking numbers of high school graduates, to turbulent debates over what schools can and cannot teach and what faculty can and cannot say--and it is imperative to chart strategic paths forward rather than stay put or drift. There is arguably never been a more difficult time to be a leader of a higher education institution. The average tenure of a college president has consistently and steadily declined over the last couple of decades. It is no longer unusual to see presidential tenures end after three to five years. This report presents a theory from the Christensen Institute's research on innovation that can help leaders. It is a theory about what tools to use when there are varying levels of agreement within an organization. Used as a lens to better understand causal mechanisms, the theory reveals that not all the tools available to leaders work in all circumstances. To successfully chart a course forward, leaders need to understand the level of agreement inside their college or university and then use the right tools to forge ahead. [This report was written with contributions from Ryan Macinnis and Richard Price.]
50-State Comparison: Private School Choice
Author: Erwin, Ben
Date: 2021-03-24
Type: Reports - Descriptive
Subjects: Private Schools,School Choice,Educational Policy,State Policy,Educational Finance,Scholarships,Tax Credits,Comparative Analysis

This interactive resource provides information on state private school choice policies specific to vouchers, education savings accounts and scholarship tax credits. It highlights the various ways in which states approach specific private school choice policies. It is worth noting that some states have more than one private school choice program. Hyperlinked data tables for 50-State Comparisons for each of the data points are provided. All data elements for a single state can be viewed by going to the individual state profile page.
50-State Comparison: State Policies for Service-Learning
Author: Baumann, Paul
Date: 2014-01-01
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Service Learning,Outcomes of Education

The National Center for Learning and Civic Engagement (NCLCE) has researched service-learning policies in all states to provide this comprehensive resource. Hyperlinked data tables for 50-state comparisons showing how all states approach specific service-learning policies are provided. A specific state's approach can be viewed by going to the individual state profile page.