ethanporcaro/eric-fulltext-meta huggingface dataset:
Linking Learning to Careers Demonstration: Impacts 24 Months after Enrollment
Author: Sevak, Purvi
Date: 2021-08-19
Type: Reports - Research
Subjects: High School Students,Students with Disabilities,Experiential Learning,Work Experience Programs,Career Readiness,Community Colleges,Program Effectiveness,Outcomes of Education,Job Skills,Vocational Rehabilitation,Postsecondary Education,College Attendance,Employment Level,Student Attitudes,Parent Attitudes,Graduation Rate,COVID-19,Pandemics,Program Implementation,Transitional Programs,Labor Force Development,Federal Legislation,Labor Legislation

The Linking Learning to Careers (LLC) program offered high school students with disabilities an individualized and targeted approach to strategically plan for their futures. The Vermont Division of Vocational Rehabilitation (DVR) designed LLC to build on its usual services for high school students to emphasize unpaid and paid work-based learning experiences (WBLEs) in integrated environments, college exploration and coursework opportunities at the Community College of Vermont, team-based guidance and support from DVR staff, dedicated support for assistive technology, and additional transportation funding. To support a rigorous evaluation, DVR relied on a randomized controlled trial design, recruiting 803 participants to participate. This report presents evidence on LLC's impacts up to two years after students enrolled in the program. The demonstration had impacts on services and education that were consistent with the LLC model and findings from the implementation evaluation. However, the program did not have consistent impacts on employment. [Mathematica prepared this report under contract to the Vermont Division of Vocational Rehabilitation under a grant from the U.S. Department of Education.]
Student Course Grades -- First Semester 2020-2021 and 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-04-23
Type: Reports - Research
Subjects: School Districts,Grades (Scholastic),Distance Education,COVID-19,Pandemics,Instructional Program Divisions,Conventional Instruction,Teaching Methods,Race,Ethnicity,English Language Learners,Academically Gifted,Special Education,Economically Disadvantaged,Educational Trends,Racial Differences,Reading,Language Arts,Mathematics,Sciences,Social Studies,Elementary School Students,Secondary School Students

In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. HISD extended remote learning through the end of the 2019-2020 school year, through the 2020 summer school session, and through the first six week grading cycle of the 2020-2021 school year. All students began the school year remotely on September 8, 2020. The option for face-to-face instruction began on October 19, 2020, and parents had the option to choose remote or face-to-face instruction for the fall semester or the entire school year. Students are living through the most disruptive school year of their lives because of the COVID-19 pandemic. They are required to learn at home online or wear masks in classrooms without the benefit of their usual social, sports, and artistic outlets. It is important to understand how students enrolled in HISD are performing academically this school year, both as compared to the prior school year and as compared to different student groups within the district. This report analyzes the grades earned by students in the first semesters of the 2019-2020 and the 2020-2021 school years by grade level, instructional mode (remote and face-to-face), race/ethnicity, and special populations including English learners, gifted/talented, special education, and economically disadvantaged students.
Children and Young People&apos;s Writing in 2021 and Their Reflections on Writing during the COVID-19 Pandemic in 2020. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2021-06-00
Type: Reports - Research
Subjects: Children,Adolescents,Writing (Composition),Reflection,COVID-19,Pandemics,Experience,Writing Attitudes,Creativity,Foreign Countries,Childrens Attitudes,Adolescent Attitudes,Gender Differences,Social Differences,Age Differences

Listening to children's experiences of writing during the first lockdown in spring 2020, it became clear that for many it had been a time of increased creativity, with children writing everything from songs and stories to scripts, and some even beginning their own novels. Another prominent theme in the research last summer was that having more time to write freely had increased children's enjoyment of writing. This report builds on those findings by highlighting how children and young people felt about writing in early 2021, a period that coincided with the third national lockdown in the UK. This report first presents findings about children and young people's writing in 2021. It then outlines their writing engagement during the first lockdown in spring 2020 and on their return to school in autumn 2020. To capture the experiences and opinions of children and young people during lockdown, an online survey also contained numerous open-text questions, which have been themed and analysed to help contextualise findings in this report.
Playful Storytelling: The Role of Interactive Audio in Building Children&apos;s Literacy Skills and Engagement. A National Literacy Trust Research Report
Author: Best, Emily
Date: 2021-06-00
Type: Reports - Research
Subjects: Story Telling,Audio Books,Technology Uses in Education,Educational Technology,Young Children,Teaching Methods,Literacy Education,Interaction,COVID-19,Pandemics,School Closing,Family Environment,Oral Reading,Student Participation,Play

In an age when stories are told across a multitude of media and platforms, listening to stories continues to have enduring appeal to children. Exploring and promoting the power of audiobooks has never been more important. The pandemic and lockdowns of 2020 and 2021 have caused unprecedented disruption to schools, acutely impacting children and young people's education, opportunities and wellbeing. At the same time, developments in digital technology have exploded the audiobook landscape, with more devices and entry points than ever for children to hear stories. In this report, the authors will explore what this might mean for the literacy of children aged 3 to 8 at a time when innovative solutions are more crucial than ever. The study found that the use and production of strong characters and the role of interactivity and play-based engagement can help maximise the literacy outcomes such as empathy, comprehension and reading enjoyment.
From Labor Market Information to Pathways Design: Foundational Information for Intermediaries
Author: Jenness, Sarah
Date: 2021-01-00
Type: Guides - General
Subjects: Career Pathways,Labor Market,Occupational Mobility,Promotion (Occupational),Credentials,Education Work Relationship,Job Skills,School Guidance,Field Experience Programs,High Schools,Postsecondary Education,Access to Information,Information Services

Career pathways aligned with regional labor markets are foundational structures put in place to ensure that youth are best positioned for economic advancement. While it is not difficult to describe an aligned pathway (also called a program of study) at a high level, actually designing a pathway with all of the required details is challenging. The purpose of this guide is to aid stakeholders in the task of researching and assembling the appropriate knowledge base needed to design and communicate about career pathways experiences that are aligned with local labor markets. This guide aims to assist in the following ways: (1) Define, distill, and provide resources for assembling each critical element of a pathway, including adapting for new regional labor market pathways; (2) Highlight how information should be communicated to young people at each stage of the adolescent developmental continuum; and (3) Keep equity front and center by noting for each topic how the information can be presented to both prepare youth for barriers they may face in a particular sector and to ensure that they understand the benefits of all sectors that pay well and provide satisfying work.
High-Quality Work-Based Learning: State Policy Recommendations to Build Clearer Paths to Postsecondary Success
Author: Maag, Taylor
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Work Experience Programs,Career Readiness,COVID-19,Pandemics,State Policy,Educational Policy,College Readiness,Access to Education,Talent Development,Equal Education,Alignment (Education),Elementary Secondary Education,Postsecondary Education,Career Exploration,School Business Relationship,Technology Uses in Education

Neither a traditional college education nor specific occupational training is enough to ensure long-term career success. Today, individuals also need workplace experience before they enter the labor market on their own, to prepare them to navigate the world of work. COVID-19 has put the availability of these critical career readiness experiences at risk, especially for youth and young adults in rural and underserved communities that lack an extensive employer base. As state policymakers move from a focus on relief to recovery and rebuilding, they will have the opportunity to consider policies that can mitigate these challenges and enhance college and career pathways efforts across the country. The Great Lakes College and Career Pathways Partnership (GLCCPP) leaders ask states to better support youth talent development by aspiring to statewide policy that enables all young people across the state to have access to work-based learning opportunities. The authors recommend the following solutions: (1) Ensure Equity in Access and Success; (2) Bridge K-12, Postsecondary Education, and Career; (3) Engage Employers; and (4) Leverage Technology to Better Serve Youth and Employers.
Leveraging Head Start for Student Parent Families: Federal and State Policy Opportunities. IWPR #C503
Author: Cruse, Lindsey Reichlin
Date: 2021-08-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,Preschool Education,Disadvantaged Youth,College School Cooperation,Parents,College Students,Public Policy,Educational Policy,Federal Government,Public Agencies,Student Needs,Data Collection,Federal Legislation,Needs Assessment,Grants,Higher Education,Educational Legislation,State Policy,Financial Support,Educational Finance

Student parents face significant challenges that can limit their ability to enter, persist in, and graduate from college. Innovative partnerships between Head Start and the higher education system is a promising strategy to bring together essential supports to meet the needs of student parents and set them up for long-term success. This briefing paper explores what this partnership might look like, and how federal and state policy could encourage greater support for student parents and their families through Head Start.
A Slow Climb Back from the &quot;She-Cession&quot;: High Jobs Deficit in Child Care and School Sectors Continues. Quick Figure #Q096
Author: Hegewisch, Ariane
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Females,Employed Women,Employment Opportunities,Mothers,Child Care Centers,Schools,COVID-19,Pandemics,Unemployment,African Americans,Hispanic Americans,Disproportionate Representation,Reentry Workers

New May jobs data show that despite greater jobs gains, women's recovery continues to lag behind that of men. Women's jobs on payroll are still 4.2 million below pre-COVID-19 levels, compared with 3.5 million fewer jobs on payroll for men. Further, high jobs deficits in schools and child care centers point to difficulties for employed mothers and mothers wanting to return to work. Findings in this Quick Figure show: (1) slow pace of child care recovery and school reopenings; (2) unemployment continues at much higher rates for black and Hispanic/Latina women; and (3) added to 1.6 million long-term unemployed women are 1.8 million women who left the workforce. It concludes that public investments are needed to build back a better economy for women. The recovery effort must be designed to support the many women returning to paid employment by investing in job retraining initiatives and other social supports that help women access good jobs with family-sustaining wages. [Additional support for this Quick Figure was provided by Pivotal Ventures.]
Student Course Grades -- Second Semester 2019, 2020, and 2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-08-20
Type: Reports - Research
Subjects: School Districts,Grades (Scholastic),Educational Trends,COVID-19,Pandemics,High School Students,Graduation Requirements,Instructional Program Divisions,Teaching Methods,Distance Education,Conventional Instruction,Race,Ethnicity,Racial Differences,Gender Differences,Economically Disadvantaged,English Language Learners,Academically Gifted,Special Education,Homeless People,Language Arts,Mathematics,Sciences,Social Studies

In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. The last nine weeks of the 2019-2020 school year were completed remotely. HISD extended remote learning through the 2020 summer school session and through the first six-week grading cycle of the 2020-2021 school year for all students. The 2020-2021 school year began remotely on September 8, 2020. The option for face-to-face instruction began on October 19, 2020, and parents had the option to choose remote or face-to-face instruction for the fall semester or the entire school year. It is important to understand how students enrolled in HISD performed academically for the second half of the 2019-2020 school year and the 2020-2021 school year, both as compared to the 2018-2019 school year (the most recent pre-pandemic school year) and as compared across different student groups within the district. This report analyzes the grades earned by students in the second semesters of the 2018-2019, 2019-2020, and 2020-2021 school years by grade level category, instructional mode (remote and face-to-face), race/ethnicity, student gender, and special populations including economically disadvantaged students, English learners, gifted/talented, special education, and homeless students. The report further disaggregates second semester grades by high school grade level (9th, 10th, 11th, and 12th) to ensure students are on track to fulfill high school graduation requirements.
Peer Supports: Focusing on the Experiences of College Students with Intellectual Disability. Think College Fast Facts. Issue No. 27
Author: Wilt, Courtney L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Postsecondary Education,College Students,Students with Disabilities,Student Experience,Mentors,Social Networks,Social Capital,Friendship,Peer Relationship,Tutoring,Academic Support Services,Emotional Response

Inclusive postsecondary education (IPSE) programs for youth with intellectual disability recognize students with intellectual disability as contributing members of the broader campus community through academic engagement, career development, and social activities (Grigal &amp; Papay, 2018; Jones et. al, 2015). An established strategy for promoting natural and inclusive supports is the use of peer mentors. Research in the K-12 settings has found that peer mentors in high school can promote positive academic, social, employment, and mental health outcomes (Carter, et al., 2016; Asmus et al., 2016). This Fast Fact draws from a qualitative study that interviewed college students with intellectual disability. The purpose of the study was to fill a gap toward what is known about IPSE students and their experiences with peer supports. The study indicated that peer supports can forge and strengthen social networks for IPSE students, and that these supports are valued by IPSE students in conjunction to the academic, emotional, and informational supports that develop from interpersonal relationships between IPSE students and the peers themselves.
The Direct Support Workforce and COVID-19: Work Life and Wage Augmentation. Policy Research Brief. Volume 28, Number 2
Author: Oteman, Quinn, Ed.
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Allied Health Personnel,Intellectual Disability,Developmental Disabilities,COVID-19,Pandemics,Quality of Working Life,Wages,Public Policy,Labor Force Development

It is well known that there is a critical shortage of direct support professionals (DSPs) who support people with intellectual and developmental disabilities to live in the community. While the work is high-skilled and varied in nature, wages remain low. COVID-19 had unprecedented adverse effects on DSPs, the people they support, organizations, and family systems. This Policy Research Brief describes a study performed by the National Alliance for Direct Support Professionals (NADSP) and the University of Minnesota's Institute on Community Integration (ICI) to hear directly from DSPs about their experiences in supporting people with disabilities during this period. The study showed worsening quality of DSPs' work life since the beginning of the pandemic; providing a wage augmentation (increasing pay) for them during this period slightly improved their self-reported quality of work life.
Re-Engaging Student Parents to Achieve Attainment and Equity Goals: A Case for Investment in More Accessible Postsecondary Pathways
Author: Hensly, Catherine
Date: 2021-07-00
Type: Reports - Research
Subjects: Postsecondary Education,Access to Education,Child Rearing,Parents,College Students,Student Needs,Racial Differences,Ethnicity,Marital Status,Gender Differences,Educational Attainment,Parent Role,Equal Education,One Parent Family,At Risk Students,College Credits,Academic Degrees,Learner Engagement,Adults,Educational Policy,Public Policy,State Policy,Reentry Students

In recent years, the goal of 60 percent of adults holding a postsecondary degree has been set as a key benchmark for the United States to build a skilled workforce and remain economically competitive. Engaging adults with some college credit but no degree is critical to reaching this goal. Efforts to increase adult degree attainment, however, have largely ignored the role of parenthood in adults' ability to reengage with and complete college. This report builds on past Institute for Women's Policy Research (IWPR) research exploring the experiences and support needs of student parents, including those who have taken prolonged enrollment breaks, and the policy and practice reforms needed to improve their ability to thrive in and graduate from college. Using data from the American Community Survey, the report sheds light on gaps in educational attainment rates among parents by gender, marital status, and race and ethnicity. It then projects future attainment rates to highlight the integral role parents play in reaching a 60-percent attainment target nationally. The report also demonstrates how gaps in degree attainment by race and ethnicity may persist in the absence of more targeted support for adult learners who are parents of children under 18. [This report was funded by Imaginable Futures.]
The Big Blur: An Argument for Erasing the Boundaries between High School, College, and Careers--and Creating One New System That Works for Everyone
Author: Hoffman, Nancy
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: High Schools,Colleges,Student Needs,Career Readiness,Barriers,Postsecondary Education,Incentives,Alignment (Education),Governance,Human Resources,Educational Innovation,Public Education,College Readiness,Grade 11,Grade 12,Access to Education,Racial Differences,Ethnicity,Low Income Groups,Socioeconomic Status,Disproportionate Representation,Adolescents,Elementary Secondary Education,Student Attitudes,Costs,Best Practices,Dual Enrollment,Advanced Placement Programs,Vocational Education,Foreign Countries,Experiential Learning,Accountability,Educational Finance

This paper argues for a radical restructuring of education for grades 11-14--by erasing the arbitrary dividing line between high school and college--to open opportunities for the learners the current systems leave behind. The authors make the case for an entirely new type of institution--neither high school nor college--designed specifically to better meet the needs of young people after 10th grade and help prepare them to succeed in the world of work. The authors take a hard look at the obstacles that impede more than half of the nation's young people from making successful transitions from high school to postsecondary education to the labor market despite the best of intentions of the many who support them. They identify the four key areas that need transformation: (1) incentives (in accountability and finance); (2) alignment; (3) governance; and (4) staffing. For each, the authors provide examples of innovation--existing policies, programs, and networks--that have made strides toward smoothing transitions. Last, the authors recommend an action agenda of next steps to start pushing closer to the ideal. [For the executive summary, see ED614770.]
The Big Blur Executive Summary: An Argument for Erasing the Boundaries between High School, College, and Careers--and Creating One New System That Works for Everyone
Author: JFF (Jobs for the Future)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: High Schools,Colleges,Student Needs,Career Readiness,Barriers,Postsecondary Education,Incentives,Alignment (Education),Governance,Human Resources,Educational Innovation,College Readiness,Grade 11,Grade 12,Adolescents,Best Practices,Experiential Learning,Accountability,Educational Finance

This report is the executive summary to a paper that argues for a radical restructuring of education for grades 11-14--by erasing the arbitrary dividing line between high school and college--to open opportunities for the learners the current systems leave behind. The authors make the case for an entirely new type of institution--neither high school nor college--designed specifically to better meet the needs of young people after 10th grade and help prepare them to succeed in the world of work. This executive summary provides an introduction to the full report, including the problem, the solution, and the urgency. The four key areas that need transformation are identified: (1) incentives (in accountability and finance); (2) alignment; (3) governance; and (4) staffing. [For the full report, see ED614768.]