ethanporcaro/eric-fulltext-meta huggingface dataset:
One Step at a Time: The Benefits of an Incremental Approach to the Integration of Home Visiting and Other Early Childhood Data
Author: Steber, Kate
Date: 2019-10-16
Type: Reports - Descriptive
Subjects: Home Visits,Databases,Program Implementation,Geographic Regions,Financial Support,Models,Early Childhood Education,Information Systems,Data Analysis,Barriers,Preschool Children,Statewide Planning

Home visiting is an important component of the early childhood (EC) landscape. However, states often fail to prioritize home visiting data when developing their early childhood integrated data systems (ECIDS). Home visiting represents a range of services, models, and programs, each with different data requirements, so integrating the data can be challenging. Often, home visiting data is disconnected across different models, as well as from other EC data. To address this challenge to data integration, states can take an incremental approach, integrating one aspect of home visiting data at a time, rather than tackling it all at once. The advantages to taking an incremental approach when integrating home visiting data with other EC data include the following: (1) The process of integrating home visiting data into an ECIDS can be managed more easily when it focuses on one piece at a time, such as a specific model or geographic area; (2) States can treat the incremental integration as a pilot phase, learn from any challenges or policy barriers that arise, and apply that knowledge when scaling up to integrate other home visiting data; and (3) Incremental integration allows states to achieve small wins and demonstrate success on data integration. By showing why integrating home visiting data with other EC data is important and worth the investment of time and resources, states can build buy-in from stakeholders. The purpose of this resource is to provide states with examples of various ways to integrate their home visiting data into their ECIDS over time. This resource will highlight five examples of how states can approach this incremental integration of home visiting data.
The Harmful Consequences of Work Requirements and Other Obstacles on Children and Families
Author: First Focus
Date: 2018-05-14
Type: Reports - Descriptive
Subjects: Federal Programs,Federal Legislation,Barriers,Program Effectiveness,Poverty Programs,Child Health,Health Insurance,Access to Health Care,Food,Nutrition,Family Programs,Eligibility,Low Income Groups,Housing,Child Development,Home Visits,Young Children,Preschool Education,Homeless People,Foster Care,Youth

Each year, effective federal programs give parents the power to provide their children with affordable healthcare, nutritious food, stable housing, and early childhood education. These programs lift millions of children out of poverty, but also have long-term benefits--children in families who accessed these programs have higher educational attainment, better health, and are likelier to earn more as adults. In most low-income households with children, there is at least one family member who is working. Yet due to low wages, skyrocketing rents, unaffordable child care, and the high cost of everyday goods, parents still struggle to make ends meet and turn to key assistance programs to supplement resources for their families. Weakening these assistance programs by imposing cuts, employment documentation requirements, irrational time limits, and other unnecessary bureaucratic barriers will undermine access for low-income families, with devastating consequences--including undercutting opportunities for their children. There have been many administrative and congressional actions to reduce access to basic assistance programs thanks to the imposition of new work requirements and other harmful barriers. This document explains how these policies would weaken the effectiveness of these programs in improving child health, nutrition, housing stability, family economic security, early childhood development, and supporting foster youth and unaccompanied homeless youth in their successful transition to adulthood.
Imparting Wisdom: HBCU Lessons for K-12 Education
Author: Anderson, Meredith B. L.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Black Colleges,Elementary Secondary Education,Public Schools,African American Students,High Achievement,Partnerships in Education,College School Cooperation,African American Culture,Racial Identification,Teacher Expectations of Students,Teacher Student Relationship,College Faculty,Minority Group Teachers,Peer Relationship,Small Classes,Academic Advising,Academic Achievement,Charter Schools,Teacher Recruitment,Multicultural Education,Academic Aspiration

&quot;Imparting Wisdom: HBCU Lessons for K-12 Education&quot; details historically black colleges and universities' (HBCUs) longstanding efforts to provide quality educational experiences for their students and how their success may be translated in K-12 schools. This brief uplifts research-based HBCU best practices, practical recommendations and insights from HBCU leaders, with the goal of promoting mutually beneficial alliances between the K-12 and higher education communities. The outlined lessons in the report rest on the following best practices that HBCUs employ: (1) cultivating nurturing support systems; (2) leveraging African American culture and identity; and (3) setting high expectations. Each best practice also details corresponding lessons for the K-12 space. These HBCU &quot;best practices&quot; can serve as effective models for K-12 schools, districts and charter management organizations (CMOs) in improving the educational outcomes of students from disadvantaged backgrounds.
College Transfer in Texas
Author: Excelencia in Education
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Community Colleges,Hispanic American Students,Two Year College Students,Undergraduate Students,Time to Degree,Educational Attainment,College Credits,Asian American Students,African American Students,White Students,Transfer Rates (College),Reverse Transfer Students

With many Latinos enrolled in community colleges in Texas, understanding the pathways and transfer in the state can guide policy efforts. This factsheet provides a snapshot of student transfer in Texas.
Latino Adult Learners in Higher Education
Author: Excelencia in Education
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Adult Learning,Higher Education,Basic Skills,Numeracy,Literacy,Educational Attainment,Adult Students,Prior Learning

Latinos are a young and fast growing population in education, but there are also opportunities to address the educational attainment of adults. Two-thirds of Latino adults have earned a high school diploma or less. This factsheet provides a snapshot of Latino adults in higher education.
Transnational Perspective and Practices in Early Childhood Education
Author: Ashokan, Varun
Date: 2020-02-00
Type: Journal Articles
Subjects: Early Childhood Education,Educational Practices,Cross Cultural Studies,Developmentally Appropriate Practices,Inclusion,Faculty Development,Knowledge Base for Teaching,Teaching Methods,Social Development,Educational Policy,Preschool Education,Foreign Countries,Language Acquisition,Vocabulary Development,Child Development

This paper explains various good practices and perspectives of Early Childhood Education across the nation. A good number of reviews across the globe has collected from various sources, research projects, PhD thesis and so on which put categorized as knowledge base, developmentally appropriate practice, observation and assessment, positive behavior guidance, inclusive practices, personal professional development. The research mainly focused on the pedagogical process, language development, social and cultural perspectives of preschools. Theses good practices also implemented and recommended at national level of those nations to their preschool/ Early Childhood Education Curriculum policies.
Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 17. Finance Tables. NCES 2020-303
Author: Cornman, Stephen Q.
Date: 2020-03-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Finance,Public Schools,Income,Expenditures,School Districts,Geographic Regions,Enrollment,Expenditure per Student,Charter Schools,Taxes,State Aid,Fringe Benefits,Wages,Salaries,Federal Aid,Special Education,Mathematics Instruction,Science Instruction,Drug Education,Vocational Education,Nutrition,Bilingual Education

This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2017. Specifically, this report includes the following types of school district finance data: (1) revenue, current expenditure, and capital outlay expenditure totals; (2) revenues by source; (3) current expenditures by function and object; and (4) revenues and current expenditures per pupil. The finance data used in this report are from the School District Finance Survey (F-33), a component of the Common Core of Data (CCD). The CCD is the primary National Center for Education Statistics (NCES) database on public elementary and secondary education in the United States.
Who&apos;s Paying Now? The Explicit and Implicit Costs of the Current Early Care and Education System
Author: Gould, Elise
Date: 2020-01-15
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Costs,Educational Quality,Educational Finance,Young Children,Taxes,Teacher Salaries,Early Childhood Teachers,Government Role,Parent Role,Expenditures,Working Hours,Income,Outcomes of Education,Investment,Federal Government,State Government,Local Government

The chronic underfunding of early care and education (ECE) is compromising the well-being of educators and the children they teach and threatening the economic security of millions of families in the United States. The current ECE system demands large contributions from the parents of young children, both through payments for ECE services and through forgone income when parents drop out of or reduce their participation in paid labor markets to provide care on their own. Investments from federal, state, and local governments have provided some relief for parents, but those investments have generally been far too small. And while the cost to parents for ECE is high, the current market rates for services are inefficiently low because ECE teachers are underpaid. Nationally, the median hourly wage for ECE teachers is $12.12 (EPI 2019b). A greater public investment is required to create a comprehensive and high-quality system that works for parents, children, and teachers alike. Gould et al. (2020) estimate the costs of a transformed ECE system--in which teachers are appropriately compensated and programs are of high quality and available to all families--for all 50 states and the District of Columbia, using a variety of data sources. All together, the enhanced system--fully phased-in and comprehensive--would require an annual investment in the range of $337 to $495 billion, serving between 11.5 and 16.0 million children. This report provides some context for the investment needed for an ECE overhaul by providing a rough count of the money already in the ECE system from direct contributions. The authors also account for income forgone by families when parents participate in fewer hours of paid work to care for their children. [This report was produced in collaboration with Lea J. E. Austin and Marcy Whitebook.]
Latino Males: Mentoring for the Future. Highlighting What Works for Latino Student Success
Author: Quintanilla, Andres, Comp.
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,Males,Mentors,Educational Attainment,High School Students,College Attendance,Fathers,Academic Persistence,Leadership Training,Outreach Programs,Intergenerational Programs,Enrollment Trends,Evidence Based Practice

Although strides have been made in the past 10 years and Latino male college enrollment has increased by 75 percent, they still lag behind their peers in both enrollment and completion. This brief provides a summary of Latino males in postsecondary education and examples of programs increasing Latino males' success.
Types of Recasts and Learners&apos; Uptake during One-on-One Online EFL Teaching Sessions in Thailand
Author: Panyaroj, S.
Date: 2019-09-00
Type: Reports - Research
Subjects: Online Courses,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods,Foreign Countries,Error Correction,Language Teachers,Language Proficiency,Grammar,Adult Students,Intonation,Teacher Student Relationship,Feedback (Response)

This study aimed to study the types of recasts given by the teachers and the rate of learners' uptake during one-on-one online English language teaching sessions in Thailand. It examined whether the recasts given to learners with different language proficiency level are different and whether those groups of learners respond to recasts differently. Participants were 30 Thai native adult learners of English at an online English school which were divided into three levels: beginning learners, intermediate learners, and advanced learners. Recorded teaching sessions in total of 30 hours were transcribed and analysed using One-way ANOVA, T-test, Chi-square, and Fisher's exact test. The results showed that teachers were likely to give more recasts to less advanced learners; however, most recasts given to all learners were similar in characteristics. Most recasts were word-length, declarative, grammar-related, substitution, unstressed, one change, and with no repetition. It was also found that more advanced learners could take advantages of being corrected more as the rate of their uptake was very high. Beginning learners were likely to respond to only some features of recast such as word-length, declarative, and substitution. This study could be beneficial for teachers to be aware of the suitable types of recasts which encourage learners with different language proficiency levels to repair their utterances after receiving recast moves.
Closing the Gap of the Educational Needs of Homeless Youth
Author: Edwards, Tiffany G.
Date: 2020-01-00
Type: Books
Subjects: Homeless People,Educational Attainment,Case Studies,Volunteers,Teacher Attitudes,Services,Ethnography,Children,Trauma,Achievement Gap,Educational Needs,Poverty,Public Education,Federal Legislation,Educational Legislation,Elementary Secondary Education,Helplessness,Mobile Educational Services,Program Descriptions,Victims,Socialization,Transportation,Psychological Patterns

The number of homeless children and youth in the United States is on the rise (U.S. Department of Housing and Urban Development, 2016). Between 2016 and 2017 in the Los Angeles County Homeless Count, there was a 41% increase in the number of homeless minors (The Los Angeles Service Authority, 2017). Education is key to bringing people out of poverty and ending the cycle of homelessness. Using a socio-psychological lens, this book presents a case study that examined the perceptions of six of the staff and volunteers at one site of the Griffon Learning Center, an organization trying to close the educational gaps of homeless children and youth. It also includes the perspectives of 12 children and youth who utilized their services. The data of this study include interviews, observations of a participant observer, ethnographic field notes, journal reflections, and document analysis. An examination of the relevant literature is included. Although this study cannot end the cycle of homelessness, it hopes to shed light on the issue and makes recommendations to organizations, school districts, politicians and legislatures, and educational researchers. [This book was edited by Ismail Sahin and Mack Shelley.]
Guide and Checklists for a School Leader&apos;s Walkthrough during Literacy Instruction in Grades 4-12. REL 2020-018
Author: Lee, Laurie E.
Date: 2020-03-00
Type: Guides - General
Subjects: Literacy Education,Reading Instruction,Observation,Check Lists,Language Arts,Best Practices,Classroom Observation Techniques,Content Area Reading,Intervention,Principals,Instructional Leadership,Elementary Secondary Education

This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4-12 classrooms and students' independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6-8, and grades 9-12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers.
Latinos: Aspiring, Applying, &amp; Choosing College. Findings from the High School Longitudinal Study of 2009
Author: Excelencia in Education
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Hispanic American Students,Academic Aspiration,College Applicants,Longitudinal Studies,High School Graduates,Associate Degrees,Bachelors Degrees,Job Training,College Choice

For this factsheet, &quot;Excelencia&quot; in Education aggregated data on Latino students' educational aspirations, applications to college, and college choices from The High School Longitudinal Study of 2009. This study is a nationally representative longitudinal study that began with freshmen in 2009 and has followed them through secondary and postsecondary years.
Board Goals and Constraints, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-09-13
Type: Reports - Research
Subjects: Boards of Education,Governance,Educational Objectives,Educational Improvement,Superintendents,School Districts,Accountability,Academic Achievement,College Readiness,Career Readiness,Reading Achievement,Mathematics Achievement,Achievement Tests,Achievement Gains,Equal Education,Elementary Secondary Education,Progress Monitoring,Racial Differences,Outcomes of Education,English Language Learners,Students with Disabilities

The Board of Education's mission is to equitably educate the whole child so that every student graduates with the tools to reach their full potential (Houston Independent School District (HISD), 2019). To succeed in their mission, the board participates in Lone Star Governance, whose intent is to provide a continuous improvement model for governing teams (boards in collaboration with their Superintendents) that choose to intensively focus on one primary objective: improving student outcomes. In compliance with Lone Star Governance, the Houston Independent School District (HISD) Board of Education developed three goals in alignment with their mission and vision. In addition, the board set a framework in which the Superintendent could operate to achieve the goals through four constraints. This report evaluates each goal and constraint with their respective progress measures for the 2018-2019 school year. The superintendent's response is provided for each goal and constraint to describe district initiatives and strategies during the school year and potential changes moving forward. Throughout the 2018-2019 school year, these goals and constraints were monitored through the goal and constraint progress measures (GPMs and CPMs) at monthly board meetings. A summary of the district's performance on these measures, along with the superintendent's response when appropriate, are presented on the following pages.
Pathway Programs: An Approach to Increasing Latino Student Degree Attainment. Highlighting What Works for Latino Student Success
Author: Excelencia in Education
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Educational Attainment,Program Effectiveness,Transitional Programs,Graduation Rate,Student Needs,Partnerships in Education,Community Colleges,Grouping (Instructional Purposes),Access to Education,Academic Advising,College Admission,Articulation (Education),Middle School Students,High School Students,Navajo (Nation),Academic Degrees

Programs that support Latino students while they earn a high school diploma and make the transition to college are key to increasing Latinos' degree attainment. More Latino students are going to college than ever before, but graduation rates are not rising at the same pace. Pathway programs align academic and student support services through transitions between educational institutions and typically provide students with guaranteed admission at a partner institution. Pathway programs recognize today's college students' needs, making them beneficial to Latino students. &quot;Excelencia&quot; in Education has previously recognized pathway programs with evidence of success based on college admission, transfer, and graduation rates. By creating community partnerships, streamlining admissions, and providing program support, pathway programs address the obstacles to graduation that Latino students encounter. This report provides: (1) information about the condition of Latinos in higher education and why pathway programs work for them; (2) a successful practices overview; (3) effective pathway programs examples; and (4) resources for more information on Latino students and pathway programs.