ethanporcaro/eric-fulltext-meta huggingface dataset:
Time for a Game-Changing Summer, with Opportunity and Growth for All of America&apos;s Youth. Executive Summary. America after 3PM Summer
Author: Afterschool Alliance
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: After School Programs,Youth Programs,Summer Programs,Summer Schools,Student Participation,STEM Education,Parent Attitudes,Satisfaction,Daily Living Skills,Physical Activities,Outdoor Education,Socioeconomic Status,Costs,Barriers,Transportation,COVID-19,Pandemics,Educational Demand

For many students, the summer is a time for family vacations, new friendships, new adventures in camps and summer learning programs, or taking summer classes to catch up or get ahead in school. For some families, affordable summer programs and camps can be a lifeline, while other families who may not be able to afford summer programs or activities struggle because they lose access to free and reduced-price school meals or because parents are not able to take time off from work to care for their children. Until now, a complete picture of what summer looks like--who is engaged in enriching learning experiences and who is missing out on these opportunities--was obscured by a lack of data. The 2020 edition of America After 3PM is designed to build a better understanding of how young people are spending their summers and to dig deeper into the types of summer experiences children across America have. This executive summary presents highlights from &quot;Time for a Game-Changing Summer, with Opportunity and Growth for All of America's Youth,&quot; a report that reviews the America After 3PM summer 2019 findings. The full report also includes 2020 parent and provider summer survey data to shed light on what young people are experiencing during the pandemic. This data can be helpful as families, educators, and policymakers debate the best supports for young people after more than a year of pandemic conditions. [For the full report, see ED614122.]
Equity Metrics, Measures, and Analytic Approaches in Education Research
Author: Rosen, Rachel
Date: 2021-06-00
Type: Information Analyses
Subjects: Equal Education,Educational Research,Educational Assessment,Achievement Gap,Measurement Techniques

MDRC's Equity Collaborative researched ways that MDRC can more fully measure equity both as a condition and an outcome within studies that are focused on education. They reviewed literature about ways that other researchers, including some in other fields, have approached these questions. The review suggests that most measures used in social inequity research--including both qualitative and quantitative measures--perform a descriptive function and primarily illustrate differences between groups. Key resources the authors identified for measuring equity in education settings include a 2019 National Academy of Sciences report, &quot;Monitoring Educational Equity,&quot; and a 2018 UNESCO report, &quot;Measuring Educational Equity in Education.&quot; The tables presented in this report summarize examples of equity metrics, data displays, and statistics, from these and select other sources.
Time for a Game-Changing Summer, with Opportunity and Growth for All of America&apos;s Youth. America after 3PM Summer
Author: Afterschool Alliance
Date: 2021-05-00
Type: Reports - Research
Subjects: After School Programs,Youth Programs,Summer Programs,COVID-19,Pandemics,Student Participation,Enrichment,Satisfaction,Parent Attitudes,Parent Financial Contribution,National Surveys,STEM Education,Daily Living Skills,Physical Activities,Costs,Barriers,Summer Schools,Elementary School Students,Secondary School Students,Racial Differences,Socioeconomic Status,Outdoor Education,Transportation,Educational Demand

For many students, the summer is a time for family vacations, new friendships, new adventures in camps and summer learning programs, or taking summer classes to catch up or get ahead in school. For some families, affordable summer programs and camps can be a lifeline, while other families who may not be able to afford summer programs or activities struggle because they lose access to free and reduced-price school meals or because parents are not able to take time off from work to care for their children. Until now, a complete picture of what summer looks like was obscured by a lack of data. The 2020 edition of America After 3PM is designed to build a better understanding of how young people are spending their summers and to dig deeper into the types of summer experiences children across America have. This most recent national household survey of parents and guardians of school-age children includes responses from nearly 30,000 households regarding how their child or children were cared for during the summer of 2019. With the pandemic radically changing the landscape of summer 2020, as typical summer experiences were cancelled or changed to meet health and safety protocols, the Afterschool Alliance commissioned nationally representative follow-up surveys of parents and program providers to accompany America After 3PM data in order to learn how COVID-19 changed young people's summer experiences. &quot;Time for a Game-Changing Summer, with Opportunity and Growth for All of America's Youth&quot; reviews the America After 3PM summer 2019 findings, with 2020 parent and provider summer survey data included to shed light on what young people are experiencing during the pandemic. This data can be helpful as families, educators, and policymakers debate the best supports for young people after more than a year of pandemic conditions. Key findings from the study include: (1) Participation in summer programs soars as more than 9 in 10 parents report satisfaction; (2) Academic enrichment is important, but parents prioritize building connections, exploration, and being active in the summer; (3) Despite the increase in the number of families with a child in a summer program, there is high unmet demand during the 2019 summer and significant inequities; and (4) More parents than ever before support public funding for summer programs. [For the executive summary, see ED614120.]
&quot;Lessons from around the World&quot;: &quot;Raison D&apos;être&quot; and Achilles Heel of Comparative and International Education
Author: Wolhuter, Charl
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Comparative Education,International Education,Educational History,Educational Research,Professional Autonomy,Cultural Context,Teaching Methods,Educational Practices,Foreign Countries

The aim of this paper is to tease out the caveats in the much vogue exercise of drawing lessons from foreign systems of education -- the theme of this book, with the final objective that this will point to the parameters appropriate for the discourse and for the reader when reflecting on the topics touched upon in this book. The paper commences with a survey of the historical evolution of the field of Comparative and International Education, demonstrating how the motivation for extracting &quot;lessons&quot; from other education systems has been a key feature of the field, and increasingly so in contemporary times. The caveats to exercise, related to the salience and complexity of context, to the nature of the act of education, and to the undermining of the professional autonomy of the teacher are then pointed out. These parameters should be respected in any discourse on taking education lessons from around the world. At the same time, these parameters present scholars of Comparative and International Education an opportunity to prove their value in the twenty-first century world. [For the complete Volume 19 proceedings, see ED613922.]
Think Forward New England: Profiles of Innovation. Common Ground High School
Author: Waite, Chelsea
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: High Schools,Student Attitudes,Educational Philosophy,Charter Schools,Agricultural Production,Food,Change Agents,High School Students,Service Learning,Profiles,Innovation,Feedback (Response),Learning Experience,Student Participation,Decision Making,Models,Educational Strategies,Social Justice,Educational Principles,Pandemics,COVID-19,Personal Autonomy,Educational Innovation,Teaching Methods

Common Ground High School in New Haven, Connecticut, has made student voice and leadership not only a philosophy, but a universal principle. The single-site charter school sits on 20 acres of land and houses an urban farm that produces more than 10,000 pounds of local food each year. Students are encouraged to become local changemakers by serving the community and driving their own educational experience. This profile of Common Ground from CRPE and the Christensen Institute details the school's practices that have proven successful, how they have adapted in the face of the pandemic, and how other school communities can begin conversations about wielding student voice and agency to innovate. Other schools can consider these questions based on Common Ground's model: (1) What systems might high schools establish to encourage, solicit, and act on student feedback?; (2) What learn-and-earn models might high schools create to engage students in rigorous learning experiences that also give back to the community?; and (3) What strategies might high schools employ to shift toward a culture that values student. voice?
Generation COVID: Emerging Work and Education Inequalities. A CEP COVID-19 Analysis. Paper No. 011
Author: Major, Lee Elliot
Date: 2020-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Foreign Countries,Social Mobility,Equal Education,Outcomes of Education,Economic Factors,Educational Trends,National Surveys,Labor Market,Job Layoff,Unemployment,College Students,Socioeconomic Status,Private Schools,School Schedules,Tutoring

The purpose of this brief paper is to present initial findings from the recently collected London School of Economics and Political Science-Centre for Economic Performance (LSE-CEP) Social Mobility survey, which was undertaken as part of the UK Research and Innovation (UKRI) project 'Generation COVID and Social Mobility: Evidence and Policy'. These are the first results from a project that is producing a detailed assessment of COVID-19's impact on education and economic inequalities and offering an assessment for the longer term consequences for social mobility in the UK. Alongside the survey findings, the authors have also analysed economic and education outcomes of individuals in April 2020 in the Understanding Society (USoc) national household panel data. Before the pandemic, younger generations were already facing declining absolute social mobility and real wage decline (Elliot Major and Machin, 2018, 2020a). Education inequalities were also widening. Here new findings are presented on inequalities in the workplace and the classroom that have emerged following the pandemic.
A Guidebook for Military Families: Eligibility Criteria for SNAP; Women, Infants, and Children; and the Subsidized School Lunch Program
Author: Golfin, Peggy
Date: 2019-04-00
Type: Guides - General
Subjects: Guides,Military Personnel,Family (Sociological Unit),Eligibility,Federal Programs,Nutrition,Lunch Programs,Low Income Groups

The 13th Quadrennial Review of Military Compensation's (QRMC)'s Presidential charter directed the QRMC to &quot;survey the usage of Supplemental Nutrition Assistance Program (SNAP) benefits, as well as any other supplemental sources of income or support you deem significant, by military members on active service and their families, and consider the results of the review in assessing the adequacy of overall military compensation.&quot; This guidebook describes basic eligibility criteria for SNAP; Women, Infants, and Children Program (WIC); and the subsidized school lunch program. It also contains information about how servicemember pay is treated for eligibility purposes. [This report was written by CNA's Resources and Force Readiness Division (RFR).]
Labour Market Shocks during the COVID-19 Pandemic: Inequalities and Child Outcomes. COVID-19 Analysis Series. No. 015
Author: Hupkau, Claudia
Date: 2020-12-00
Type: Reports - Research
Subjects: Labor Market,COVID-19,Pandemics,Employed Parents,Foreign Countries,Income,Parent Child Relationship,Economic Impact,School Closing,Mothers,Fathers,Mental Health,Money Management

We study the effect of negative labour market shocks borne by parents during the COVID-19 crisis on resource and time investments in children and the channels through which negative labour market shocks experienced by parents might affect children. Using data collected in the UK before and during the pandemic, we show that fathers and mothers that were already disadvantaged were more likely to have suffered negative earnings and employment shocks. These shocks had an immediate intergenerational impact: Children whose fathers reported an earnings drop to zero are significantly less likely to have received additional paid learning resources compared to similar children whose fathers did not experience a drop in earnings. Potentially offsetting this, they received about 30 more mins of parental help with schoolwork per day. Parental mental health is negatively affected when they experience earnings losses, and fathers who experience a full loss in earnings were less likely to quarrel or talk about things that matter with their kids than fathers who did not suffer earnings drops. The interactions between labour market shocks, parental investments and school closures are likely to have important implications for future inequality. [This report was funded by the IZA Collaborative Research Grant.]
Addressing Education Inequality with a Next Generation of Community Schools: A Blueprint for Mayors, States, and the Federal Government. Executive Summary
Author: Brookings Institution, Center for Universal Education
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Equal Education,COVID-19,Pandemics,Student Needs,Community Schools,Stakeholders,Educational Policy,Capacity Building,Educational Research,Program Effectiveness,Sustainability,Racial Differences,Ethnicity,Minority Group Students,Graduation Rate,Poverty,Attendance,Neighborhoods,Geographic Location,School Districts,Holistic Approach,Partnerships in Education,At Risk Students,Educational Improvement,Family Involvement,Elementary Secondary Education,College Readiness,Educational Innovation,Program Implementation,Government Role,Intervention,Student Development,Hunger,Local Government,Technical Assistance,Educational Legislation,Federal Legislation,Access to Education,Grants,Federal Aid,Federal Government,State Government

In the report, &quot;Addressing Education Inequality with a Next Generation of Community Schools: A Blueprint for Mayors, States, and the Federal Government&quot; (ED614128) the Brookings Institution's Task Force on Next Generation Community Schools recommends the transformation of U.S. schools into community schools. This executive summary of the report describes community schools, provides seven reasons why a next generation of community schools can address education inequality and lay the foundation for 21st century teaching and learning, and concludes with four recommendations to scale next generation community schools nationally. [This report was written by the Brookings Institution's Task Force on Next Generation Community Schools.]
How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date
Author: West, Martin R.
Date: 2021-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Academic Achievement,Mental Health,Well Being,Students with Disabilities,Student Evaluation,Scores,Distance Education,School Closing

This report is part of a series that aims to provide a definitive account of the best available evidence on how the COVID-19 pandemic has affected America's students. The series is part of a broader effort, the Evidence Project, which brings together researchers and policymakers to advance solutions-oriented analysis of the K-12 response to the COVID-19 pandemic. Determining how the pandemic and associated disruptions to schooling have affected the development of students' foundational academic skills is critical. Yet gauging the academic impacts of the pandemic is hard: its disruptions to schooling also disrupted the assessment systems used to monitor students' progress. Annual state tests were cancelled in spring 2020 in all states. Even where interim assessments continued, many students did not participate--and those who did not participate are likely to be the same students who experienced the greatest impact from the pandemic. Finally, changes in the mode of administration (e.g., more students taking tests from their homes) raise questions about the validity of the data and their comparability to prior years. Despite these challenges, a body of evidence is emerging that sheds partial light on what has happened to student achievement overall and for demographic subgroups. In June 2021, the Center on Reinventing Public Education (CRPE) gathered a panel of 10 experts in education policy and assessment to review the available evidence on the pandemic's impact on students' academic skills. This report summarizes the evidence on how the pandemic and the converging social events of 2020 and 2021 affected K-12 students' academic progress.
How Has the Pandemic Affected Students&apos; Social-Emotional Well-Being? A Review of the Evidence to Date
Author: Hamilton, Laura
Date: 2021-08-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Interpersonal Relationship,Well Being,Stress Variables,Mental Health,Social Development,Emotional Development,Social Emotional Learning,Distance Education,At Risk Students,Anxiety,Suicide,Student Needs,Students with Disabilities,Elementary Secondary Education,Urban Schools,Rural Schools,Suburban Schools,Barriers,Student Diversity,Educational Innovation,Community Involvement,Evaluation Methods

The pandemic affected the lives and social-emotional experiences of every student to some extent. Along with the unprecedented closures of schools across the country in March 2020, virtually all social activities ceased. Students were cut off from their teachers, with uneven access to live instruction and hands-on, collaborative learning. There were few opportunities to see friends in person or engage in extracurricular activities. At the same time, many students also were contending with the pandemic's frightening impacts on their family's health and welfare, such as illness, the death of a relative or neighbor, and economic hardship. Some students also took on new responsibilities to care for younger siblings or contribute to family finances. In June of 2021, the Center on Reinventing Public Education (CRPE) gathered a panel of eight experts in child development, adolescent mental health, and social-emotional learning to assess and reflect on new research exploring the pandemic's effects on student well-being, social-emotional development, and ability to learn. The main findings of the report reveal widespread impacts on students' mental health, while the effects of the pandemic on social-emotional development are less understood. More than anything, the panel felt that the pandemic revealed how inadequately students' mental health and social-emotional development are met in normal times. The review also uncovered an urgent need for more effective social-emotional learning opportunities and innovative approaches to expand student supports. This calls for an integrated and responsive system of education and tailored supports, one that can flexibly meet each individual student's highly variable needs on an immense, post-pandemic scale.
Gender-Based Violence in Primary Schools: Kenya. Echidna Global Scholar Alumni Brief Series
Author: Otieno, Mary
Date: 2020-12-00
Type: Reports - Research
Subjects: Foreign Countries,Violence,Gender Discrimination,Childrens Rights,Females,Elementary School Students,Sexual Abuse,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Incidence,Emotional Response,Public Policy,Safety,Bullying,Sexual Harassment,Computer Mediated Communication,Social Media,Risk,Teacher Role,Parent Role,Educational Environment,Cultural Influences,Social Influences,Interpersonal Communication,Coping,Intervention,Victims

School-related gender-based violence (SRGBV) is one of the worst manifestations of gender discrimination and violates a wide range of children's rights. Education is critical in empowering and transforming the lives of young people, especially girls, yet widespread gender-based violence (GBV) in and around schools seriously undermines the achievement of high-quality, inclusive, and equitable education for all children. The prevalence of multiple types of violence against children, both within and outside Kenyan schools, continues to be a major concern. The 2019 Kenya Violence Against Children Survey (VACS) found that 49 percent of girls and 48 percent of boys aged 13-17 years had experienced physical violence, and 11 percent of girls and 4 percent of boys indicated that they had experienced sexual violence. This Kenya country study is part of a larger, four-country study of SRGBV that includes Jamaica (ED610693), Kenya, Malawi (ED614033), and Nigeria (ED610741). The study was informed by the GBV situation globally as well as in the study countries specifically. The Kenya country study systematically documents the voices of girls and boys in primary schools to establish the prevalence of and possible factors leading to SRGBV, determines country response options to challenges, and identifies possible interventions toward minimizing SRGBV. The study design was descriptive and explanatory in nature, using a sample of 638 students in primary schools (grades 4-8) and 117 teachers from 4 of the 47 counties in Kenya using the Krejcie and Morgan (1970) sampling technique. Data were collected using desk review, survey, focus group discussion, and mapping exercises conducted with students. The results of this study show the magnitude and forms of prevalence of SRGBV among primary school students as well as the students' emotional expressions of these experiences--causing girls and also boys aged 10-13 years to be afraid to report or share GBV challenges because the abusers are their family members, teachers, neighbors, and friends.