ethanporcaro/eric-fulltext-meta huggingface dataset:
Assessing Person-Centered Outcomes in Practice Research: A Latent Transition Profile Framework
Author: Thompson, Aaron M.
Date: 2011-11-00
Type: Journal Articles
Subjects: At Risk Persons,Risk,Profiles,Data Analysis,Identification,Intervention,Statistics,Aggression,Psychology,Training,Models,Grade 3,Data Collection,Regression (Statistics),Interpersonal Competence

Advances in statistics provide new methods for analyzing practice data. These advances include person-centered methods (PCMs) that identify subgroups of research participants with similar characteristics. PCMs derive from a frame of reference that is similar to the risk factor perspective in practice. In practice, the delivery of services is often contingent on identifying at-risk populations and then providing interventions to groups based on shared risk profiles. PCMs use this perspective. Moreover, PCMs provide a means for identifying high-risk groups with a precision rarely afforded by routine variable-centered methods. This article describes a latent profile transition analysis (LPTA), one of several PCMs. To demonstrate LPTA, we estimate risk profiles and treatment effects using data from a cohort study of a school-based social skills training program. We define four steps in PCMs analysis, describe key statistical tests, and conclude with a discussion of the strengths and limitations of PCMs for practice research. [This article was published in &quot;Journal of Community Psychology&quot; (EJ955395).]
Ensuring Adequate Education Funding for All: A New Federal Foundation Aid Formula
Author: Baker, Bruce D.
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Funding Formulas,Educational Finance,Federal Aid,Elementary Secondary Education,Mathematics Achievement,Reading Achievement,Outcomes of Education,Income,Educational Equity (Finance),Resource Allocation,Government Role

In this report, the authors propose and simulate a framework for a new foundation formula approach to distributing federal K-12 education aid. This proposal, with full funding and compliance, would provide every school district with the estimated revenues necessary to reach the goal of average national outcomes in mathematics and reading. The framework is designed to target assistance where it is most needed by allocating federal funds based not only on student need (as is currently the case), but also on states' and school districts' ability (and willingness) to contribute themselves, given their capacity to raise revenue--in other words, based on their &quot;effort.&quot; [The following contributed to this report: Burnie Bond, Preston Green III, Esther Quintero, Mary Cathryn Ricker, John See, Ajay Srikanth, and Vicki Thomas.]
How Charter Authorizers Shape Equity: A Cross-State Analysis of Charter Applications. Policy Brief
Author: Bulkley, Katrina
Date: 2023-01-10
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,Institutional Mission,Administrator Role,Equal Education,Access to Education,Governance,Educational Objectives,Minority Group Students,Disadvantaged,Educational Planning

While charter schools offer families additional choices for their children's educational experiences, they are not exempt from the racial and economic disparities deeply embedded in the American education system. Community leaders and educators often point to policies regarding curriculum, access, and instruction as areas of opportunity to rectify persistent inequities, but far less attention has been paid to the role of charter school authorizers, those entities who determine not only who can open a new charter school but also provide expectations and oversight for schools' academic and administrative operations. This study is one of the first to analyze the role of authorizers in advancing equity-focused charter schools. In this study, the authors assess authorizers' goals around equity and accessibility and how they signal these goals to organizations interested in opening charter schools. The findings highlight an overlooked point of leverage for policymakers and provide insight into how authorizers may play a significant but underestimated role in the mission, values, and planning of operating charter schools. [For the technical report, see ED625862.]
Temporary Stays and Persistent Gains: The Causal Effects of Foster Care
Author: Gross, Max
Date: 2022-04-00
Type: Journal Articles
Subjects: Foster Care,Child Welfare,Child Safety,Outcomes of Education,Achievement Gains,Parents,Parent Role,Prevention,Social Indicators,Well Being,Influences

Six percent of children in the United States enter foster care by age 18. We estimate the effects of foster care on children's outcomes by exploiting the quasi-random assignment of child welfare investigators in Michigan. We find that foster care improved children's safety and educational outcomes. Gains emerged after children exited the foster system when most were reunified with their birth parents, suggesting that improvements made by their parents were an important mechanism. These results indicate that safely reducing the use of foster care, a goal of recent federal legislation, requires more effective in-home, prevention-focused efforts.
Social Emotional Learning in Washington State. Report to the Legislature
Author: Collyer, Lee
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,State Legislation,Educational Legislation,Program Implementation,State Policy,Educational Policy,Barriers,Advisory Committees,COVID-19,Pandemics,Interdisciplinary Approach,State Standards,Alignment (Education),Data Collection,Capacity Building,Adult Learning,Partnerships in Education,Community Involvement

The Washington Social Emotional Learning Committee was established in 2019 through Senate Bill (SB) 5082 to address the growing body of evidence that shows the need for improving not only a student's academic abilities, but also their social and emotional competencies which are critical to every child's development. SB 5082 requires the Committee to submit a progress report to the legislature annually beginning in 2021. The progress report must include accomplishments, state-level data regarding implementation of social emotional learning (SEL), and the identification of systemic barriers or policy changes necessary to promote and expand SEL. This report references Washington's SEL Framework which outlines a shared, statewide approach to implementing SEL at the district and school level. The SEL framework, which is part of the Washington State Social Emotional Learning Implementation Guide, offers this shared vision through four guiding principles and three essential elements for successful SEL implementation. [For the 2021 report, see ED616318.]
West Virginia&apos;s Voice. Final Report
Author: West Virginia Department of Education (WVDE)
Date: 2019-05-00
Type: Reports - Research
Subjects: Educational Change,Educational Improvement,Public Opinion,Educational Quality,School Choice,Educational Innovation,Educational Finance,Academic Achievement,Teacher Salaries,Teacher Education,Class Size,Social Support Groups,School Schedules,Instructional Leadership,Vocational Education

As the state's lead education agency, the West Virginia Department of Education embraced the opportunity to facilitate input from state stakeholders and broaden discussion about education reform. The West Virginia's Voice report represents an intensive effort to gather, analyze, synthesize and publish public sentiment on this important topic. Over the course of several weeks, WVDE staff traveled thousands of miles and visited communities from Welch to Wheeling, and from Berkeley Springs High to Blennerhassett Middle School. Additionally, the broader community was able to participate through online surveys in an effort to open access to everyone. With 20,000 submissions and face-to-face responses, West Virginians shared their thoughts, opinions, concerns and expectations about public education. The report is the beginning of what should be an ongoing and open dialogue to enhance education in West Virginia.
CTE-Focused Dual Enrollment: Participation and Outcomes. EdWorkingPaper No. 22-692
Author: Edmunds, Julie
Date: 2022-12-00
Type: Reports - Research
Subjects: Dual Enrollment,Vocational Education,Student Participation,Grade 11,Grade 12,High School Students,Postsecondary Education,State Legislation,Community Colleges,Student Characteristics,Graduation Rate,Grade Point Average,College Credits,Enrollment Trends,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status

Recent policy efforts have attempted to increase the number of dual enrollment courses offered within Career and Technical Education pathways and there is evidence to suggest that this practice is widespread. However, there is very little research on student participation in CTE dual enrollment and on its impacts. This study examines participation in the CTE dual enrollment pathway in North Carolina, finding that about 9% of North Carolina students participated in CTE dual enrollment courses in 11th or 12th grade and disparities in participation among subgroups were less than for college transfer dual enrollment courses. Using a quasi-experimental approach to examine the effect of the program, the study found that participation is CTE was positively associated with college credits earned in high school, graduation from high school, and overall enrollment in college within one year after high school. The study also examined results by subgroup.
Cross-Cutting Capabilities: Transferable Skills for the 21st Century. ACT Research Report. 2022-07
Author: Lansing-Stoeffler, Kristin
Date: 2022-07-00
Type: Reports - Research
Subjects: Transfer of Training,21st Century Skills,Global Approach,Knowledge Economy,Teaching Methods,Definitions,Skill Development,Measurement Techniques,Education Work Relationship,Holistic Approach,Critical Thinking,Independent Study,Problem Solving,Creative Thinking,Cooperation,Information Technology,Innovation,Evaluation Methods

As the global economy transforms into a knowledge-based society with an enhanced focus on information and innovation, success will depend on the ability of global citizens to work effectively with knowledge and technology (Drucker, 1993; Sawyer, 2006; Schwab, 2017). Working effectively with knowledge and technology requires thinking critically and creatively, solving problems collaboratively, using technology effectively, and understanding our capabilities as lifelong learners. These skills are referred to as 21st-century skills or crosscutting capabilities (CCCs). The inclusion of these skills in the classroom requires the ability to continue to effectively define, teach, and measure these skills in a way that will allow us to track, cultivate, and share student proficiency. Defining and organizing the CCCs so they can be taught and measured is a critical first step that drives the design and development of learning and measurement tools. This paper provides ACT's construct definitions for these skills based on prior research, including research into how individuals use these skills in applied settings. It also provides an overview of the value and application of these skills in academic and workforce settings. [For &quot;Beyond Academics: A Holistic Framework for Enhancing Education and Workplace Success. ACT Research Report Series. 2015 (4),&quot; see ED558040.]
Insight on Planning and Assessing the Teaching-Learning Process
Author: Aada, Khalid
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Lesson Plans,Planning,Educational Objectives,Evaluation Methods,Student Evaluation,Tests,Test Construction

Today, talking about educational planning generates a certain vital importance for the achievement of the goals and objectives previously established, as well as the definition of the steps and means necessary to carry out this process. However, we cannot talk about planning without addressing the assessment process as an essential element to review, through concrete and reliable criteria, how many goals have been achieved and under what conditions. This article discusses the important relationship between two essential areas at educational level: Planning and Assessing during the Teaching and the Learning Process. The main purpose of this work is to present a pedagogical tool that could facilitate the organization and the establishment of a follow-up in an actual form and thus contribute to the improvement of the study programs. In this article, readers interested in this field of education will find considerable ideas that would help them to understand the transcendence of systematized planning and organized assessment under a complex process, to complement their didactic training and thus make practical decisions that allow them to reach the established objectives. It seems that both Planning and Assessing work together to the achievement of the outcomes. But under what circumstances and conditions should be done the whole merging? [For the complete proceedings, see ED625798.]
Undertaking Complex but Effective Instructional Supports for Students: A Systematic Review of Research on High-Impact Tutoring Planning and Implementation. EdWorkingPaper No. 22-652
Author: White, Sara
Date: 2022-10-00
Type: Information Analyses
Subjects: Tutoring,After School Education,Tutorial Programs,Program Implementation,Educational Quality,Program Effectiveness,Teacher Student Relationship,Elementary Secondary Education,Supplementary Education,Educational Legislation,Federal Legislation

This study synthesizes existing research on the implementation of tutoring programs which we define as one-to-one or small-group instruction in which a human tutor supports students grades K-12 in an academic subject area. Tutoring has emerged as an especially promising strategy for supporting students' academic success with strong causal evidence finding large, positive effects on students' math and reading test scores across grade levels. Prior studies have reviewed this causal evidence of effects, but none have summarized the evidence on implementation. We iteratively developed search and selection criteria to identify studies addressing key research questions and synthesized these 40 studies which employ a range of research methodologies to describe how tutoring is implemented and experienced. We find that existing research provides rich descriptions of tutoring implementation within specific programs of focus, with most studies describing after-school tutoring and small-scale programs run by university professors. While few elements of implementation are studied in depth across multiple studies, common patterns emerge. Tutoring program launch is often facilitated by strategic relationships between schools and external tutoring providers and strengthened by transparent assessments of program quality and effectiveness. Successful tutoring implementation often hinges on the support of key school leaders with the power to direct the use of school funding, space, and time. Tutoring setting and schedule, tutor recruitment and training, and curriculum identification influence whether students are able to access tutoring services and the quality of the instruction provided. Ultimately, the evidence points to strong tutoring being driven by positive student-tutor relationships through which tutors provide instruction strategically targeted for students' strengths and needs driving towards a long-term academic goal.
The Effects of Community-Based and Civic Engagement in Higher Education: What We Know and Questions That Remain
Author: Chittum, Jessica R.
Date: 2022-00-00
Type: Information Analyses
Subjects: Higher Education,Citizen Participation,Community Involvement,Educational Practices,Instructional Effectiveness,Academic Achievement,College Students,Self Concept,Disproportionate Representation,Outcomes of Education

This research synthesis aims to assess the state of research on the efficacy of high-impact practices (HIPs) in higher education broadly and with regard to the efficacy of community-based and civic engagement specifically. The focus of this synthesis has been intentionally narrowed to highlight common themes across empirical studies that meet a defined set of criteria for methodological scope and scale to better aggregate available evidence and clarify new empirical gaps. The parameters for the synthesis are intended to address the lack of generalizability resulting from much of the existing research on community-based and civic engagement that is focused on a single locale (e.g., campus or program) and/or based on small sample sizes (i.e., fewer than one hundred students). As such, this research synthesis includes only studies with a degree of scale that enables greater generalizability of findings, such as those that span multiple years and/or involve multiple institutions or multiple cohorts at a single institution. In Part I of this research synthesis, the authors review recent literature on the efficacy of HIPs on a range of student success measures. Part II presents an empirical analysis of the existing evidence on community-based and civic engagement specifically.
Student Perceptions of the Benefits of Taking the ACT in a Test-Optional Environment. ACT Research. Data Byte
Author: Miranda, Eveline De Medeiros
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: College Entrance Examinations,School Role,College Admission,Admission Criteria,Scores,Student Improvement,Decision Making,High School Students

As part of a larger research study entitled &quot;Where Do Test Scores Fit in a Test-Optional Environment,&quot; the authors surveyed students who took the ACT on June 11, 2022, in order to better understand why high school students would take a standardized test like the ACT when they knew they were applying to test-optional institutions. Among other questions, students were asked the following open-ended question: &quot;Given your choice to apply to a test-optional institution, what factors contributed to your decision to take the ACT?&quot; The authors received responses from 81 students, and found six themes within these responses. In this brief the authors highlight what was learned from the ACT-tested respondents. The six themes are presented in order from the most to the least mentioned: school/state role, student benefits, test-required, test my skills, stand out, and just in case.
Back to School: Highlighting Best Practices for Safely Reopening Schools. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (September 29, 2021). Serial No. 117-28
Author: US House of Representatives. Committee on Education and Labor, Subcommittee on Early Childhood, Elementary, and Secondary Education
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Early Childhood Education,Elementary Secondary Education,School Closing,Pandemics,COVID-19,Child Safety,Barriers,Emergency Programs,Federal Aid,Educational Change

The Subcommittee on Early Childhood, Elementary, and Secondary Education met to hear testimony on &quot;Back to School: Best Practices for Reopening Schools.&quot; The meeting was entirely remote. The aim of the meeting was to discuss the obstacles schools have faced in reopening safely under the cloud of the COVID-19 pandemic, how schools can get students in the classroom safely, and how States and districts can leverage American Rescue Plan funding to protect students and staff and get students back on track. Member statements were provided by: (1) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Burgess Owens, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were provided by: (1) Denise Forte, Interim Chief Executive Officer, The Education Trust; (2) Jesus F. Jara, Ed. D., Superintendent of Schools, Clark County School District; (3) Ashish K. Jha, MD, MPH, Dean and Professor of Health Services, Policy and Practice, Brown University School of Public Health; and (4) David Zweig, Journalist. Additional submissions include: (1) Questions submitted for the record by: Honorable Frederica Wilson, a Representative in Congress from the State of Florida; and Honorable Joseph D. Morelle, a Representative in Congress from the State of New York; and (2) Responses to question submitted for the record by: Dr. Jara and Ms. Forte.
Access to Afterschool Programs Remains a Challenge for Many Families
Author: Afterschool Alliance
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Parents,Elementary School Students,High School Students,After School Programs,Access to Education,Barriers,Satisfaction,Educational Demand,Costs,Parent Attitudes,COVID-19,Pandemics,Learner Engagement,Child Safety,Interpersonal Relationship

A new survey of approximately 1,500 parents or guardians of school-age children provides a snapshot of the current afterschool program landscape, documenting that while children and families who are able to access afterschool programs report high levels of satisfaction, for every child in an afterschool program, there are four more who are waiting for an available program. This report highlights other major findings from the survey, including: (1) High unmet demand for afterschool programs persists; (2) Cost is the top barrier to afterschool program participation; (3) Afterschool programs are keeping kids safe, connected, and engaged in learning; and (4) Parents continue to view afterschool programs as providing critical supports for children and families during the COVID-19 pandemic.
Update: School Safety and Student Well-Being Advisory Committee. Report to the Legislature
Author: DeVerse, Ella
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Students,Well Being,School Safety,Educational Legislation,Bias,Educational Environment,Bullying,Mental Health Programs,Data,Educational Needs,School Security,School Violence,Suicide

A 2001 legislative budget proviso originally established the Washington State School Safety Advisory Committee and School Safety Center to address the complexities of school safety. House Bill (HB) 1216 (2019) revised the School Safety Center and placed it in state law, transforming the School Safety Advisory Committee into the new School Safety and Student Well-Being Advisory Committee (SS-SWAC, or the Committee) under Revised Code of Washington (RCW) 28A.300.635. HB 1216 (2019) required the Committee to submit a report to the legislature by November 15, 2020, and every even-numbered year thereafter, summarizing the Committee's activities during the preceding biennium. This report provides an update on the work of the SS-SWAC and programs under HB 1216 (2019) over the course of the biennium. This report also provides strategies for the improvement of school safety and student well-being, prioritized recommendations for state policies, and the estimated cost for each recommendation. Recommendations include: (1) Reduction of bias to improve school climate and student access to supports in school; (2) Comprehensive school safety plans and expanded harassment, intimidation, and bullying (HIB) supports; (3) Threat assessment point of contact, data collection, and required training; and (4) Mental health supports in schools for students and staff.