ethanporcaro/eric-fulltext-meta huggingface dataset:
Promoting Equity for Undocumented Students in Postsecondary Education. Updated
Author: Geiman, J.
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Immigrants,Eligibility,Undocumented Immigrants,Barriers,Access to Education,Federal Legislation,Federal Aid,COVID-19,Pandemics,Community Colleges,Equal Education,Student Financial Aid,Grants,Tuition,College Attendance,Minority Group Students,Institutional Characteristics,Citizenship,Civil Rights,Debt (Financial),Educational Policy,College Students

Immigrant students, including Dreamers, face significant barriers in accessing a postsecondary education and have faced increased hardship as a result of the pandemic with little access to additional supports. As part of the ongoing negotiations of the Build Back Better Act, the America's College Promise program, which would have guaranteed two years of free community college to all, will not be included in the final bill. However, Congress is still considering several proposals that would increase funding for postsecondary education and provide support for immigrant students. Critical among these is expanded eligibility for federal student aid including Pell Grants to students eligible for the Deferred Action for Childhood Arrival (DACA) program, and Temporary Protected Status (TPS) and Deferred Enforced Departure (DED) through 2030, while also increasing the Pell amount by $500 and including undocumented immigrants in tuition assistance grants to minority-serving institutions. In this article, the Center for Law and Social Policy (CLASP) calls on Congress to defend the funding for postsecondary education, as well as pass a pathway to citizenship for Dreamers and other undocumented immigrants who are critical to the country's future. In addition, they have detailed a number of other factors that Congress should consider to support undocumented students.
Guide to Accelerate Public Access to Research Data
Author: Association of Public and Land-grant Universities (APLU)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Access to Information,Data,Universities,Information Management,Program Implementation,Program Development

This Guide provides universities with a road map to initiate or bolster current efforts to create a robust system for ensuring effective public access to high-quality research data. The Guide aims to assist universities and their senior administrators in crafting consistent and uniform approaches to all aspects of research data management and sharing (i.e., data stewardship) on their campuses. The authors also hope the Guide will facilitate development of standard research data stewardship practices at Association of American Universities (AAU) and Association of Public and Land-grant Universities (APLU) member campuses that will promote compatibility and interoperability among institutions and ensure that institutions are able to retain academic control over their research results and associated data products. The Guide can also help federal research agencies and other government partners understand how universities are ensuring sponsored research is accessible. The Guide is divided into three sections: (1) framing an initiative to accelerate public access to research data; (2) establishing the priority and planning structures for implementing the initiative; and (3) implementation areas to consider in developing the plan. Beginning with the argument for embracing rigorous sharing of research data, the Guide outlines a series of recommendations and initial action steps for building and implementing a robust approach to supporting public access to research data. Additional resources and examples from campuses that have begun to build their systems are provided, along with questions to assess progress for each of the recommendations.
School-Age Child Care: Overlooked and Under-Resourced. Fact Sheet
Author: Fortner, Alyssa
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Child Care,Financial Support,Employed Parents,Federal Aid,Block Grants,Federal Legislation,COVID-19,Pandemics,Minority Group Children

The COVID-19 pandemic has demonstrated how critical child care is for families while also highlighting and exacerbating the existing inequities in the sector. Even as schools are beginning to reopen, continued investment in school-age care is essential to meet families' needs and address the long-standing inequities that children, families, and providers have faced. To ensure that parents--especially mothers--who wish to work can remain or return to the workforce, the nation must strengthen the infrastructure of the child care sector, including school-age child care, through public investment. Fortunately, Congress and the administration are beginning to address these significant, long-overlooked needs with numerous viable and meaningful proposals now on the table including options that would have a tremendous, positive impact on school-age children's access to care. Policymakers must continue making large-scale investments in the sector to ensure that all children, including school-age children, can access the care they need. By prioritizing significant investments in child care, policymakers can secure a strong economic recovery and support establishing an infrastructure that creates a more equitable, sustainable child care system.
Budget Reconciliation Must Support a Quality Education for All Students
Author: Harris, Khalilah M.
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Budgets,Educational Finance,Federal Aid,Federal Legislation,Educational Policy,Equal Education,Child Care,Elementary Secondary Education,Higher Education,Family Needs,Health Services,Access to Health Care

The COVID-19 pandemic has taken a huge toll on people across the country, including children of all ages. As the new school year gets underway, it is important that state and local policymakers provide a range of supports for students that prioritize learning above politics. To ensure students continue learning and succeeding no matter where or how schooling happens this academic year, state and local policymakers should use funds from the $1.9 trillion American Rescue Plan (ARP) Act to meet the economic, health, academic, and social-emotional needs of children, families, and educators. But this is just the start of what is necessary for communities to recover. Federal policymakers must also take action by continuing to make investments and pass policies that will help the United States emerge from the pandemic with stronger long-term policies in place. This report lays out a series of specific policy recommendations that would improve opportunities for education systems to disrupt inequities exacerbated by COVID-19. The Center for American Progress recommends that federal, state, and local governments use ARP funds and funding from the budget reconciliation package to: (1) Build a stronger child care system that is affordable, accessible, and high quality; (2) Reimagine K-12 education to better support students and families; (3) Reinvest in a higher education system that works for everyone; (4) Meet families' basic housing, nutrition and health care needs while creating long-term family economic security; and (5) Strengthen, expand, and promote access to affordable quality physical and behavioral health care.
A Framework for Understanding Federal-State Partnerships for Higher Education
Author: Natow, Rebecca S.
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: Federal State Relationship,Educational Policy,Policy Formation,Partnerships in Education,Higher Education,Educational Finance,Administrative Organization,Costs,State Aid,Student Financial Aid,Federal Aid,Government Role,Classification,College Role,Grants,COVID-19,Federal Legislation,Pandemics,Governance

Broadly conceptualized, federal-state partnerships refer to collaborations between the federal government and states to create or implement policy. In the higher education policy arena, such partnerships have the potential to transform how higher education is funded and regulated, making college more affordable and more accessible to a larger number of students. To prompt states to invest more of their own dollars in higher education--and thereby reduce the cost burden for students--federal policy can provide funding for states to increase their financial investments in higher education. Federal-state partnerships have become a fairly common topic in conversations about college affordability and the federal government's role in higher education. Yet the academic literature lacks a broader conceptual analysis of how federal-state partnerships function in the higher education policy arena. The purpose of this analysis is to understand the forms and functions of federal-state partnerships in higher education policy and to advance a typology of such partnerships. This analysis also considers the roles that local governments and higher education institutions have played in federal-state partnerships, as they are important policy actors in the sector.
How to Ensure Equitable Access to Great Teaching: A Proposal for Targeted Grants for Educational Excellence
Author: Fiddiman, Bayliss
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Quality,Access to Education,Outcomes of Education,Federal Programs,Teacher Recruitment,Teacher Effectiveness,School Districts,Teacher Persistence,Grants,Disadvantaged Schools,Intervention,Teacher Expectations of Students,Best Practices,Evidence Based Practice,Program Evaluation,Elementary Secondary Education,Teaching Conditions

Every child deserves access to a quality education, and teaching is a core determinant of students' educational experience. Quality teaching is correlated with better learning outcomes, increased student achievement, and higher salaries and other benefits in adulthood. In this report, the Center for American Progress proposes a new federal competitive grant program--the Targeted Grants for Educational Excellence program--to directly address inequitable access to great teaching across the country. This program would provide districtwide or school-based grants to improve the working conditions that influence teacher recruitment, retention, and quality in the nation's highest-need K-12 schools. This report details the Targeted Grants for Educational Excellence program. It synthesizes the research-supported strategies and interventions that schools and districts would be required to implement under the program in order to improve recruitment and retention of high-quality teachers in schools with the highest levels of teacher turnover.
Structural Supports to Promote Teacher Well-Being. Brief No. 19
Author: Santoro, Doris A.
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Teaching Conditions,Well Being,Teacher Burnout,Job Satisfaction,COVID-19,Pandemics,Teacher Morale,Coping,School Culture,Social Justice,Racial Bias,Administrator Role,Participative Decision Making,Trauma,Stress Variables,Stress Management,Barriers,Depression (Psychology),Anxiety,Access to Health Care,Trust (Psychology),Interpersonal Communication

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does the research say about structural supports that enable teacher well-being? In order to answer this question, the brief breaks down the issue into three points: (1) Burnout and demoralization are meaningfully different forms of work dissatisfaction that each affect teachers' ability to do their jobs and influence decisions to remain in the profession; (2) System and school conditions contribute to or buffer against demoralization and burnout in ways that directly affect the lives of both teachers and students; and (3) Evidence is growing that the pandemic has increased demoralization and burnout among many teachers. Based on these points, the brief provides six strategies to consider and two strategies to avoid. [This brief was co-prepared by Bowdoin College.]
Closing Advanced Coursework Equity Gaps for All Students
Author: Chatterji, Roby
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Advanced Placement Programs,High School Students,Minority Group Students,Bias,Access to Education,Barriers,Disproportionate Representation,Equal Education,Advanced Courses

Advanced coursework opportunities provide high school students with the chance, in theory, to earn college credit while they are still in high school. Common examples of advanced coursework opportunities include Advanced Placement (AP) courses, dual or concurrent enrollment in classes that count for both high school and college credit, and International Baccalaureate (IB) courses and early college high school models. No national data set exists to show how all students are doing in different types of advanced coursework. Due to that limitation, this report examines the patterns of which high school students are enrolling and succeeding in AP classes based on the availability of AP courses offered at their schools. National data from the Civil Rights Data Collection show that students who are Black, Indigenous, and other non-Black people of color (BIPOC) are not enrolled in AP courses at rates comparable to their white and Asian peers and experience less success when they are--and the analysis for this report finds this to be true even when they attend schools with similar levels of AP course availability. Additionally, the enrollment and success gaps in AP courses for these students either persist or become even more pronounced in schools that are offering high numbers of AP courses. This report's analysis also highlights a variety of strategies and layers of support that states and districts across the country are employing to improve equity gaps for high school students in AP participation and performance.
Building High-Quality School Counseling Programs to Ensure Student Success. Brief No. 21
Author: Savitz-Romer, Mandy
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: School Counseling,Elementary Secondary Education,COVID-19,Pandemics,Student Needs,Access to Health Care,Mental Health,School Counselors,Computer Mediated Communication,Program Development,Postsecondary Education,Social Development,Emotional Development,Well Being,Counseling Effectiveness,At Risk Students,Minority Group Students,Achievement,Counseling Techniques,Student Diversity,Cultural Relevance,Counselor Role

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools and districts ensure that all students benefit from school counseling programs? In order to answer this question, the brief breaks down the issue into three points: (1) Access to school counselors improves academic outcomes, social-emotional development, and postsecondary enrollment; (2) The students who could benefit the most from counselors typically have the least access to them; and (3) During COVID-19, virtual work and added non-counseling duties have further limited students' access to school counselors while student needs have accumulated. Based on these points, the brief provides four strategies to consider and three strategies to avoid.
Understanding Cross-Systems Transitions from Head Start to Kindergarten: A Review of the Knowledge Base and a Theory of Change. OPRE Report 2021-128
Author: Ehrlich, Stacy B.
Date: 2021-09-00
Type: Reports - Research
Subjects: Preschool Education,Kindergarten,Developmental Continuity,Coordination,Student Needs,Educational Strategies,Barriers,Preschool Teachers,Faculty Development,Educational Policy,Alignment (Education),Educational Administration,Educational Legislation,Elementary Secondary Education,Federal Legislation,Disadvantaged Youth

Transitions between two educational settings can bring about new experiences and expectations for children and their families. In the early care and education (ECE) context, when children transition from Head Start to kindergarten, they are confronted with different places, people, activities, and relationships. This transition also occurs between two distinct educational systems, with differing and often contradictory governance structures, philosophies, and accountability metrics. To date, much of what is known about supporting children's transition to kindergarten narrowly attends to practices provided by ECE programs and kindergarten teachers, with little attention to the organizational conditions that support or hinder those practices. To promote ongoing learning and build upon early successes fostered by Head Start, both ECE providers and K-12 local education agencies (LEAs) must consider each other's roles and coordinate their efforts through alignment of transition goals, approaches, and practices. This report summarizes a review of the literature, highlights key informant perspectives, and presents a theory of change for transition strategies and coordinated transition practices intended to support teachers, families, and children moving between systems. [This report was prepared with the National P-3 Center.]
How Students Can Help Build Better Education Policy
Author: Jeffrey, Ashley
Date: 2021-07-22
Type: Reports - Evaluative
Subjects: Educational Policy,Policy Formation,Governance,Student Role,State Boards of Education,Student Participation,Student Attitudes,Low Income Students,Disadvantaged,Public Policy,Participative Decision Making,Meetings,Inclusion,Internship Programs,Foreign Countries,Budgets,Grants,Comparative Education,Public Agencies,Government School Relationship,Kindergarten,Elementary Secondary Education

While students comprise the largest population of educational stakeholders in the United States, they are rarely included in education governance at any level. Although they are among those most affected by education policy choices, they are often left out of education policy decision-making. As of 2019, only 23 states included student members on their state Board of Education, which sets school policy. The majority of those students were nonvoting members, so their influence at the state level was limited. When it comes to education policymaking at the federal level, the U.S. Department of Education uses a few strategies to incorporate student input. When it is sought, student input often comes through anecdotal stories shared at roundtables or from internships or other student outreach initiatives. Importantly, students from low-income communities and other marginalized backgrounds should have a seat at the policymaking table because these are the very students whom federal policies purport to help. This issue brief discusses the importance of community-centered policymaking and outlines how the Education Department can most effectively incorporate student voice into its policymaking processes.
Artificial Intelligence. Future of Testing in Education
Author: Jimenez, Laura
Date: 2021-12-16
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Test Use,Test Anxiety,Test Construction,Standardized Tests,Equal Education,Futures (of Society),Evaluation Research,Test Bias,Learning Analytics,Barriers,Educational Benefits,Computer Assisted Testing,Formative Evaluation,Diagnostic Tests

Despite the often-negative discussion about testing in schools, assessments are a necessary and useful tool in the teaching and learning process. This is especially true when it comes to diagnostic and formative assessments, which give teachers real-time direction for what students need to learn to master course content. It is this space where the advancements of technology can particularly benefit teaching and learning, as there is growing recognition in the field of psychology that tests help students learn. Sometimes called the testing effect, this theory suggests that low-stakes quizzes help students gain knowledge--and improve instruction. Advancements in technology have led to new developments in the field, such as stealth assessments, that reduce some of the stress students may experience around assessments. This approach makes testing more ubiquitous and useful for teachers because the methods are woven into the fabric of learning and are invisible to students. But to get to a place where all teachers have access to such tests, there needs to be greater investment in testing research and development that results in better systems of diagnostic and formative assessments. This issue brief reviews developments in artificial intelligence (AI) and the types of advancements in diagnostic and formative testing it makes possible. This issue brief ends with recommendations for how the federal government can invest in testing research and development. This report is part two in a series about the future of testing in America's schools. Part one &quot;Effective and Equitable Assessment Systems. Future of Testing in Education&quot; (ED617053) presents a theory of action that assessments should play in schools. Part three &quot;The Way Forward for State Standardized Tests. Future of Testing in Education&quot; (ED617055) looks at assessment designs that can improve large-scale standardized tests.
Effective and Equitable Assessment Systems. Future of Testing in Education
Author: Jimenez, Laura
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Elementary Secondary Education,Futures (of Society),Computer Assisted Testing,Standardized Tests,Test Format,Teaching Methods,Learning Processes,Educational Assessment,Test Use,Educational History,Testing

Assessments are a way for stakeholders in education to understand what students know and can do. They can take many forms, including but not limited to paper and pencil or computer-adaptive formats. However, assessments do not have to be tests in the traditional sense at all; rather, they can be carried out through teacher observations of students or portfolios of students' work. Regardless of form, when assessments are well designed and a component of a system of teaching and learning that includes high-quality instruction and materials, they are part of the solution and not a source of the problem. Thus, debates on whether or not to assess students fail to create a worthwhile discussion about testing in schools and how to make assessments better. This report presents a theory of action that assessments should play in schools. This report is part one in a series about the future of testing in America's schools. Part two &quot;Artificial Intelligence. Future of Testing in Education&quot; (ED617052) reviews advancements in technology, with a focus on artificial intelligence that can powerfully drive learning in real time. Part three &quot;The Way Forward for State Standardized Tests. Future of Testing in Education&quot; (ED617055) looks at assessment designs that can improve large-scale standardized tests.