ethanporcaro/eric-fulltext-meta huggingface dataset:
Information Technology: Education Needs to Address Student Aid Modernization Weaknesses. Report to Congressional Committees. GAO-23-105333
Author: Cruz Cain, Marisol
Date: 2022-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Information Technology,Student Financial Aid,Best Practices,Planning,Documentation,Program Administration,Program Development,Program Implementation,Barriers

The Department of Education's (Education's) Office of Federal Student Aid (FSA) initiated the Next Gen program in 2017. Next Gen's purpose was to modernize the systems and processes that students, parents, borrowers, and school partners use to apply for, administer, and/or process federal student aid. This report examines: (1) the status of FSA's Next Gen program; (2) the extent to which FSA cost estimation guidance and the Next Gen program's cost and schedule estimates aligned with the US Government Accountability Office (GAO) best practices; and (3) the extent to which FSA implemented best IT practices on scope, system development quality, and stakeholder management for the school partnership project. GAO reviewed Next Gen program and project planning documentation, and evaluated the Next Gen program's cost and schedule estimates against GAO best practices. GAO also assessed the school partnership project against selected project management best practices.
Veterans Employment: Promising VA Technology Education Pilot Would Benefit from Better Outcome Measures and Plans for Improvement. Report to Congressional Committees. GAO-23-105343
Author: Locke, Dawn G.
Date: 2022-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Veterans,Veterans Education,Employment,Job Training,Technology Education,Federal Government,Education Work Relationship,Employment Potential,Labor Market,Educational Benefits,Program Implementation,Program Improvement,Federal Legislation,Employment Patterns,Program Evaluation

The federal government helps veterans pursue skills needed in the civilian workforce. Veterans Affairs (VA) created Veterans Employment Through Technology Education Courses (VET TEC) to support veterans who enroll in high-technology education programs through VA-approved training providers. The act includes a provision for the US Government Accountability Office (GAO) to assess VET TEC. This report examines the (1) demographic characteristics of participants; (2) employment outcomes of participants; (3) benefits and implementation challenges reported by training providers; and (4) steps VA has taken to improve the VET TEC program. GAO analyzed data on VET TEC participants and reviewed relevant VA documents, federal laws, and regulations. GAO interviewed VA officials and a nongeneralizable sample of approved training providers selected for variation in the number of veterans served and locations. GAO also compared VA's efforts to leading practices for effective pilot design.
Military Service Academies: Actions Needed to Better Assess Organizational Climate. Report to Congressional Committees. GAO-22-105130
Author: Farrell, Brenda S.
Date: 2022-07-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Military Service,Military Training,Organizational Climate,Equal Opportunities (Jobs),Grievance Procedures,Program Improvement,Student Attrition,Student Attitudes,Undergraduate Students,Enrollment Trends,Diversity,Inclusion

The William M. (Mac) Thornberry National Defense Authorization Act for Fiscal Year 2021 included a provision for the US Government Accountability Office (GAO) to report on equal opportunity claims, climate surveys, and programs to address climate issues at the military service academies. Specifically, this report addresses: (1) the extent to which the academies collect information to develop a complete picture of the climate; (2) the extent to which the academies have taken actions to improve the climate; and (3) the perceptions of current students concerning the climate. GAO held 34 focus groups with current students across the three service academies, analyzed complaint data from fiscal years 2017 through 2021, reviewed documentation, and interviewed officials. GAO is making seven recommendations, including that the Department of Defense (DOD) capture information on incidents not submitted through the complaint system and develop performance measures for actions aimed at improving climate.
K-12 Education: Student Population Has Significantly Diversified, but Many Schools Remain Divided along Racial, Ethnic, and Economic Lines. Report to the Chairman, Committee on Education and Labor, House of Representatives. GAO-22-104737
Author: Nowicki, Jacqueline M.
Date: 2022-06-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Student Diversity,Demography,School Segregation,Public Schools,Racial Segregation,School Districts,School District Reorganization,Governance,Enrollment Trends

The Government Accountability Office (GAO) was asked to examine the prevalence and growth of segregation in K-12 public schools. This report examined the extent of (1) racial, ethnic, and economic divisions in K-12 public schools; and (2) district secession and any resulting student demographic shifts. To determine the extent of divisions along racial, ethnic, and economic lines in schools, GAO analyzed demographic data from Education's Common Core of Data by school type, region, and community type, covering school years 2014-15 to 2020-21, the most recent available data since GAO last reported on this topic in 2016. To identify the number and location of districts that seceded from school year 2009-10 through 2019-20, GAO analyzed and compared school district data from the Common Core of Data for the new and remaining districts in the year after secession to identify and describe any differences in demographic and socioeconomic characteristics. Findings showed that as the K-12 public school student population grows significantly more diverse, schools remain divided along racial, ethnic, and economic lines throughout the U.S. These divisions span school types, regions, and community types (urban, suburban, and rural). Because diversity within a school is generally linked to the racial/ethnic composition of the district, school district boundaries can contribute to continued divisions along racial/ethnic lines. GAO's analysis of 10 years of Education data shows that district secession--a process by which schools sever governance ties from an existing district to form a new district--generally resulted in shifts in racial/ethnic composition and wealth.
High-Risk: Bureau of Indian Education Has Addressed Some Management Weaknesses, but Additional Work Is Needed on Others. Testimony before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and Labor, and the Subcommittee for Indigenous Peoples of the United States, Committee on Natural Resources, House of Representatives. GAO-22-106104
Author: Sirois, Elizabeth
Date: 2022-06-00
Type: Legal/Legislative/Regulatory Materials
Subjects: American Indian Education,American Indian Students,School Administration,School Construction,School Safety,Capacity Building,Program Implementation,Program Evaluation,Evaluation Criteria,Federal Government,Tribes,Risk Management

The Government Accountability Office's (GAO) High-Risk List identifies government operations with vulnerabilities to fraud, waste, abuse, and mismanagement, or in need of transformation. GAO added the area &quot;Improving Federal Management of Programs that Serve Tribes and their Members&quot; to its February 2017 biennial update of high-risk areas. This area includes a component on the Bureau of Indian Education's (BIE) administration of schools for American Indian students. This testimony is based on GAO's March 2021 High-Risk Report and subsequent updates provided by BIE. This testimony provides examples of actions taken and progress made by BIE to address the five criteria GAO uses to determine whether to remove a high-risk designation. GAO also drew on findings from past reports and testimonies on BIE issues.
Degrees of Progress: The State of Higher Education in Oklahoma. 2021 Annual Report
Author: Oklahoma State Regents for Higher Education
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: State Colleges,State Universities,Undergraduate Students,Learning Management Systems,High School Students,Dual Enrollment,College Readiness,Adult Students,Tuition,Student Costs,Community Colleges,School Demography,Majors (Students),School Holding Power,Graduation Rate,Labor Force Development,Institutional Characteristics

The Chancellor of the Oklahoma state system of higher education has focused on two overarching objectives: expanding workforce development efforts and creating paths to a better life for Oklahomans. The Regents are working closely with public colleges and universities across the state to advocate for investment in higher education and ensure the development of an educated, engaged workforce to meet the state's current and future needs, particularly in the areas of engineering and other STEM fields, nursing, and teacher education. By 2028, 66 of the state's 100 critical occupations--and each of the 10 highest-paying critical occupations--will require a college degree. Higher education is the engine that drives progress and prosperity in the state and profoundly changes the lives of individual Oklahomans. Included in this annual report are: (1) Oklahoma State Regents for Higher Education; (2) Role of the State Regents; (3) Higher Education Update; (4) Campus Rankings; (5) State System Fast Facts; (6) Key Initiatives; (7) Affordability; (8) Enrollment; (9) Outcomes; (10) Workforce Development; and Institutional Highlights. [For the 2020 report, see ED615775.]
Does Reclassification Change How English Learners Feel about School and Themselves?
Author: Lee, Monica G.
Date: 2022-10-00
Type: Reports - Research
Subjects: Classification,English Language Learners,English (Second Language),Second Language Learning,Social Emotional Learning,Regression (Statistics),Self Efficacy,Student Attitudes,Self Management,Interpersonal Competence,Elementary School Students,Middle School Students,Socioeconomic Status

Reclassification can be an important juncture in the academic experience of English learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, but its impact on social-emotional learning (SEL) skills, which are malleable and important for long-term success, remains unclear. Using a regression discontinuity design, we examine the causal effect of reclassification on SEL skills (self-efficacy, growth mindset, self-management, and social awareness) among fourth to eighth graders. In the districts studied, reclassification improved academic self-efficacy by 0.2 standard deviations for students near the cutoff threshold. Results are robust to alternative specifications and analyses. Given this evidence, we discuss ways districts could establish practices that instill more positive academic beliefs among ELs.
K-12 Education: Charter Schools That Received Federal Funding to Open or Expand Were Generally Less Likely to Close than Other Similar Charter Schools. Report to Congressional Committees. GAO-23-105616
Author: Nowicki, Jacqueline M.
Date: 2022-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Charter Schools,Federal Aid,Educational Finance,School Closing,Grants,Probability

House Report 116-450 includes a provision for the US Government Accountability Office (GAO) to report on Charter Schools Program (CSP) grants, with a particular focus on charter schools that eventually closed or never opened. This report examines the extent to which CSP-recipient schools stayed open or closed compared to non-recipient charter schools in fiscal years 2006-2020 (the most recently available comparable data) and how much CSP funding went to schools that closed or never opened during this period. GAO reviewed the three Education CSP grants that are intended to create or expand charter schools: CSP State Educational Agencies/State Entities, CSP Charter Management Organizations, and CSP Non-State Educational Agencies/Developers. GAO conducted a multivariate statistical analysis to match CSP-recipient charter schools with similar charter schools that did not receive CSP awards and compared closure rates for these two groups. GAO analyzed CSP awards data to describe funding levels for charter schools that closed or never opened. GAO reviewed relevant federal laws, regulations, and documents and interviewed federal, state, and national education organization officials. GAO incorporated technical comments from Education as appropriate.
Export Controls: Enforcement Agencies Should Better Leverage Information to Target Efforts Involving U.S. Universities. Report to Congressional Requesters. GAO-22-105727
Author: Gianopoulos, Kimberly
Date: 2022-06-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Universities,College Students,Foreign Students,International Trade,Information Security,Federal Government,Public Agencies,Risk Assessment,Risk Management,Federal Legislation,Technology Transfer

Over 2 million foreign students and scholars studied at U.S. universities in 2019, in many cases contributing to U.S. research. The U.S. government implements export controls to, among other things, mitigate the risk of foreign students and scholars obtaining controlled and sensitive information that could benefit foreign adversaries. The Government Accountability Office (GAO) was asked to review agencies' efforts to address risks associated with foreign students and scholars who may seek to evade export control regulations. This report examines the extent to which agencies are assessing universities' risk of unauthorized deemed exports to prioritize outreach. GAO reviewed related laws and regulations; analyzed agency data; and interviewed agency officials in Washington, D.C., and 15 U.S. field offices. GAO based its selection of these offices on their proximity to research universities, their geographic dispersion, and other agencies' field office locations.
K-12 Education: Teachers Generally Responded Positively to Professional Learning at DOD Schools. Report to Congressional Committees. GAO-22-105464
Author: Nowicki, Jacqueline M.
Date: 2022-07-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Military Personnel,Military Schools,Military Training,Military Service,Professional Education,Teacher Surveys,Teacher Attitudes,Program Implementation,Barriers,College Readiness,Career Readiness,Academic Standards,Elementary School Teachers,Secondary School Teachers,Elementary Secondary Education

Senate Report 117-39 and House Report 117-118 include provisions for Government Accountability Office (GAO) to assess professional learning at the Department of Defense Education Activity (DODEA) schools. This report describes: DODEA's professional learning approach, results of DODEA teacher surveys, and how DODEA has addressed barriers teachers anticipated when implementing professional learning in the classroom. GAO analyzed about 130,000 closed-ended responses from DODEA's professional learning teacher surveys that covered summer 2018 through the end of 2021, the most recent period available. GAO also analyzed a nongeneralizable sample of open-ended survey comments on anticipated implementation barriers for the 2021-2022 school year, the most recent period available. In addition, GAO reviewed relevant federal laws, regulations, and agency guidance, and interviewed agency officials. GAO held four discussion groups with DODEA officials, which were selected for their familiarity with professional learning at DODEA, and held a separate civilian discussion group with professional learning specialists familiar with DODEA's professional learning standards.
Higher Education: VA Could Improve Support for Veterans Pursuing STEM Degrees. Report to Congressional Committees. GAO-22-105326
Author: Emrey-Arras, Melissa
Date: 2022-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Veterans Education,Veterans,STEM Education,Barriers,Scholarships,Colleges,Program Administration,Educational Research,Student Experience,Academic Support Services

This report examines: (1) the extent to which veterans pursue STEM degrees using Veterans Affairs (VA) education benefits; (2) challenges these veterans face in obtaining a STEM degree; and (3) how VA administers the Rogers STEM scholarship. The US Government Accountability Office (GAO) analyzed VA administrative data and interviewed officials from VA and veterans service organizations, as well as officials and student veterans at selected colleges. GAO randomly selected five colleges for interviews from a list of 20 colleges with the highest numbers of Rogers STEM scholarship recipients. GAO also reviewed relevant literature and VA documents and processes.
Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)
Author: Arnbjörnsdóttir, Birna, Ed.
Date: 2022-12-12
Type: Books
Subjects: Learning Analytics,Computer Assisted Instruction,Intelligent Tutoring Systems,Learning Experience,Videoconferencing,Conferences (Gatherings),Indo European Languages,Foreign Countries,Technology Uses in Education,Audio Equipment,Computer Software,Teaching Methods,Learning Processes

The 2022 EUROCALL conference was held in Reykjavik on 17-19 August 2022 as a fully online event hosted by the Vigdís Finnbogadóttir Institute for Foreign Languages, the University of Iceland, and the Árni Magnússon Institute for Icelandic Studies. The conference theme was &quot;Intelligent CALL, granular systems and learner data.&quot; This theme reflects the newest developments in the field of technology for language learning. Subfields such as natural language processing and machine learning not only enable smoother spoken and written communication between human learners and computers, but also offer ways in which language learning can be tailored to the needs of individual learners. By adding components of automatic speech recognition, text-to-speech systems, automatic feedback mechanisms, and tracking systems monitoring learners' progress and their use of tools, applications are becoming better targeted. All of this is used to optimise the learning experience of individual learners. This volume includes 66 short papers by some of the EUROCALL 2022 presenters and it offers a combination of research studies and theoretical papers reflecting the subthemes of the conference. The articles are ordered alphabetically. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]
Four Practical Challenges for High School Computer Science
Author: Bruno, Paul
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: High Schools,Computer Science Education,Equal Education,Teacher Supply and Demand,Curriculum Development,Accountability,Barriers,Access to Education,Access to Computers

High schools in California--and around the country--increasingly offer computer science (CS) and often would like to expand CS offerings further. However, these expansions pose a number of challenges for administrators and policymakers, especially if they are going to happen effectively and equitably. We consider four of the most pressing challenges for CS expansions: (a) staffing issues, including equitable access to CS teachers; (b) curricular capacity; (c) school accountability pressure; and (d) equitable access to CS coursework. For each challenge, we discuss what the research tells us about what is already happening as well as potential solutions going forward.
Summit Learning Teacher Feedback Study: Review of Key Findings from Spring 2021 Data Collection
Author: Project Tomorrow
Date: 2021-06-00
Type: Reports - Research
Subjects: Feedback (Response),Teacher Surveys,Teacher Attitudes,Program Evaluation,Teaching Experience,Educational Innovation,Values,Elementary School Teachers,Middle School Teachers,High School Teachers,Teaching Methods,Teacher Effectiveness,Mentors,Faculty Development,Technology Uses in Education

Project Tomorrow® designed and implemented an online survey in spring 2021 to collect both quantitative and qualitative feedback from Summit Learning teachers nationwide. The goal with the data collection effort was to better understand teachers' lived experiences with Summit Learning and how Summit Learning benefits both teachers and students. The survey included questions about teachers' views on mentoring, the impact of Habits of Success, the Summit Learning platform, project-based learning, and technology use within the classroom. Teachers' overall satisfaction with Summit Learning was also polled. Survey question types included multiple choice items, Likert scales and open-ended narrative responses. This resulting report provides a snapshot view of the key findings from the Teacher Feedback Study and is organized to address the following key components: (1) Profile of teacher respondents; (2) Teachers' views on the value of Summit Learning; (3) Teachers' views on supporting teaching and learning innovations; and (4) Summary of the key findings. [Prepared on behalf of Gradient Learning.]
A Mixed-Methods Study of Secondary Student and Teacher Attitudes towards Mobile Education Apps in Lagos
Author: Krochinak, Sarah
Date: 2022-00-00
Type: Journal Articles
Subjects: Secondary School Students,Secondary School Teachers,Teacher Attitudes,Student Attitudes,Telecommunications,Handheld Devices,Technology Integration,Computer Software,Case Studies,Audio Equipment,Goal Orientation,Barriers,Technology Uses in Education,Student Needs,Foreign Countries,Learning Management Systems,Technological Literacy

With the advent of smartphones, laptops, and other various portable devices, the ability to incorporate technology into the classroom has increased dramatically in the last few decades. This study evaluates the perceptions and attitudes of both students and teachers in relation to mobile apps that assist in classroom learning. The research used a mixed-methods approach that collected demographic information and conducted qualitative interviews to determine the perceptions of mobile apps to students and teachers. Cross-sectional data was collected from participants and analyzed for associations. 43 students and 6 teachers were recruited and interviewed. The participants were asked about their thoughts on mobile educational apps, and their interviews were audio recorded and transcribed. Inductive thematic analysis was used to analyze the data and 5 themes were identified for students: barriers to educational app adoption, barriers to continued use of education apps, tracking progress, tracking of progress, and goal setting. For teachers, themes identified included factors to mobile app use, and criteria used for mobile app selection. These findings may provide school boards and scientists with insights on how to best develop educational apps to fit the needs of students.
2019 Annual State Report on Preschool Children with Disabilities in Ohio: State Fiscal Year 2018 (July 1, 2017 - June 30, 2018)
Author: Ohio Department of Education
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Preschool Children,Students with Disabilities,Special Education,Developmental Delays,Speech Impairments,Language Impairments,Autism Spectrum Disorders,Multiple Disabilities,Preschool Education

Ohio's public schools provide special education services to children with disabilities as early as preschool. Every year, the Ohio Department of Education reports the number of preschool children who received state-funded special education services during the previous year. The 2017-2018 school year had an overall increase of 721 (1 percent) preschool-age children receiving special education services compared to the prior year. Developmental Delay and Speech or Language Impairment are the most common disability categories among preschool-age children. More than 76 percent (16,612) of children served in preschool special education receive services under one of these two eligibility categories. Included in this year's report are the preschool-age recipients of the Autism Scholarship. [For the 2018 report, see ED594752.]