ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 Research, Evaluation, and Data Agenda for Child Care and Early Education. Special Topics Paper. OPRE Report 2021-162
Author: Steber, Kate
Date: 2021-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Educational Research,Early Childhood Education,Child Care,School Closing,Equal Education,Educational Indicators,Program Evaluation,Educational Policy,State Policy,Enrollment,Educational Quality,Federal Aid,Federal Legislation,Educational Finance,Child Development,Family Involvement,Early Childhood Teachers,Job Layoff

The context for child care and early education (CCEE) changed rapidly in March 2020 as the global pandemic caused the closure of child care programs and schools, widespread job loss, and negative impacts on the broader economy and family life. Black and Latino families and families with lower income experienced disproportionately negative effects of the COVID-19 pandemic as a result of structural racism and a history of inequitable systems. Many of the negative impacts of the pandemic have directly impacted families' access to high-quality CCEE. As leaders in CCEE consider the implications of COVID-19 for children, families, policies, and programs, a research, evaluation, and data agenda that identifies key questions, research methods, and data needs will be a critical tool. This research, evaluation, and data agenda can (1) alert decision makers to racial and economic inequities in outcomes and promote tracking of key equity indicators, (2) encourage the development of new projects and data initiatives, (3) support the synthesis of information across projects, (4) identify key topics for consideration that may be otherwise overlooked, and (5) promote the application of knowledge to planning and development. The goal of this report is to get input on high priority questions that can inform the field's understanding of the pandemic's impact on the CCEE landscape, including children, families, CCEE programs, the CCEE workforce, and the broader system of agencies, local organizations, and institutes of higher education that support CCEE. The purpose of this work is to develop and revise a research, evaluation, and data agenda that can be used by a wide range of stakeholders (state administrators, policymakers, advocates, funders, etc.) to prioritize research questions that need to be addressed and identify potential data sources to answer these questions. [This report was produced through the Child Care and Early Education Policy Research and Analysis (CCEEPRA) project.]
Washington&apos;s Roadmap for Special Education Recovery Services: 2021 &amp; Beyond
Author: Washington Office of Superintendent of Public Instruction
Date: 2021-00-00
Type: Guides - General
Subjects: Individualized Education Programs,Students with Disabilities,Special Education,COVID-19,Pandemics,Well Being,Compensatory Education,Progress Monitoring,Transitional Programs,Student Needs,Needs Assessment

The purpose of this resource is to help Individualized Education Program (IEP) teams determine recovery services needed for students with disabilities due to the impact of COVID-19 and is supplemental to the Office of Superintendent of Public Instruction (OSPI) general education guidance. As a result of the pandemic, every student in Washington experienced unprecedented interruption to in-person learning. Many students did not make appropriate progress on pre-COVID IEP goals due to school facility closures, missed or delayed services, or barriers accessing remote instruction, despite efforts of school districts, educators, families, and students. School district special education director involvement is necessary for development and implementation of the district Academic and Student Well-being Plan. This guidance provides additional information specific to recovery services for students with IEPs. This guidance was adapted from a variety of sources, including previous OSPI guidance, and other state, federal, and technical assistance resources. References to the OSPI Special Education Q&amp;A are noted in parentheses. The contents of this document address: (1) Priorities for Recovery Services; (2) Defining Recovery Services; (3) Determining Recovery Services; (4) Documenting Recovery Services; (5) Additional Resources to Support Recovery Services; and (6) Appendix: Progress Monitoring (is the Key!).
Development of the Michigan Department of Education Multi-Tiered System of Supports Practice Profile
Author: Newell, E.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Evidence Based Practice,Definitions,Program Development,Program Implementation,Profiles,Standards

Practice profiles are a tool used to ensure practices are well-defined so that they can be taught, learned, used, and measured. This brief highlights how the Michigan Department of Education (MDE) engaged systematically and purposefully in the practice profile development process to clearly define Multi-Tiered System of Supports (MTSS), a research-based framework that attends to the academic and behavioral needs of students.
2020 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: State Standards,Achievement Tests,Governance,School Effectiveness,Institutional Evaluation,Educational Change,Institutional Mission,Charter Schools,Accountability,State Departments of Education,Educational Planning,COVID-19,Pandemics,Longitudinal Studies,Early Childhood Education,Distance Education,Reading Comprehension,Academic Achievement,Outcomes of Education,Compliance (Legal),Decision Making,Educational Indicators,Elementary Secondary Education,Social Studies

The 2019-20 Fordham Sponsorship Annual Report provides insight into our sponsorship work during the year and the performance of our sponsored schools. In a typical year, performance includes state academic test outcomes, financial measures and operations and governance measures. Due to the cancellation of state testing last spring, you'll see that we primarily report on the non-academic measures. We are also pleased to highlight the excellent work of our colleagues on Fordham's policy and research teams both in Ohio and nationally. We appreciate all of the hard work that the boards, leadership and staff at each of our sponsored schools did last year - and continue to do currently - amid stressful and constantly changing conditions. We are grateful to have the opportunity to support them. [For the 2019 report, see ED605999.]
2021 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,COVID-19,Pandemics,State Standards,Achievement Tests,Academic Achievement,Educational Policy,School Effectiveness,Institutional Evaluation,Charter Schools,Accountability,Philanthropic Foundations,State Departments of Education,Institutional Mission,Elementary Secondary Education,Educational Planning,Governance,Educational Indicators,Institutional Characteristics,Compliance (Legal)

The 2020-21 Fordham Sponsorship Annual Report provides insight into our sponsorship work during the last school year, one of the most challenging imaginable for schools, students, and families. As expected, student outcomes on 2020-21 state assessments were lower across all schools last year, but other traditional academic outcome data were once again not reported by the State of Ohio due to the COVID pandemic. We also provide as much non-academic data as we can to fully express the vital work to serve students which is ongoing in our portfolio of schools. The report also highlights the excellent work of our policy and research colleagues at the Thomas B. Fordham Institute, and includes summaries of some of our most impactful research during the past year. We are grateful to have the opportunity to support the boards, school leaders, and staff members in each of our sponsored schools, and we extend our deep thanks to them for their steadfast dedication to their students and families. [For the 2020 report, see ED616335.]
The United States Should Recognize and Support Caregiving Youth. Social Policy Report. Volume 34, Number 2
Author: Armstrong-Carter, Emma
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Middle School Students,High School Students,Caregivers,Well Being,Health Behavior,National Surveys,Risk,Incidence,Public Policy,Youth Programs,Intervention,Social Support Groups,Nonprofit Organizations

In the United States, more than 5.4 million children and adolescents under age 18 provide care for family members who are aging or have chronic illness, disability, or other health conditions that require assistance. In this policy report, we describe youth's care for the family, and highlight the increasing prevalence, global challenges, and uneven successes of measurement and categorization. We briefly summarize research on how caregiving affects youth's academic, social, and emotional well-being. Next, we present novel, emerging evidence from the public school-based 2019 Youth Risk Behavior Survey for the State of Florida, which suggests that as many as 24% of middle school students and 16% of high school students provide at least some care to the family on a regular basis. Drawing on this evidence, we discuss targeted social programs which have been shown to promote the well-being of caregiving youth outside of the United States, as well as a 13-year-old school-based intervention in The School District of Palm Beach County, Florida. We conclude with specific recommendations for a path toward recognizing and supporting caregiving youth via policy and practice in the United States. Our aim is to increase the awareness and feasibility of identifying and supporting caregiving youth and their families via government-organized data collection and targeted social policies.
Student Mobility in the B.C. Public Post-Secondary System. STP Research Results
Author: Heslop, Joanne
Date: 2021-11-08
Type: Reports - Research
Subjects: Student Mobility,Longitudinal Studies,Foreign Countries,Higher Education,Educational Trends,Trend Analysis,Geographic Regions,Institutional Characteristics,Stopouts,College Attendance,Bachelors Degrees,Foreign Students,Student Characteristics,College Transfer Students,Universities,Educational Attainment,Public Colleges

This report features selected research findings on student mobility in the British Columbia (B.C) public post-secondary system, using data from the most recent annual Student Transitions Project (STP) submission from Fall of 2020. All B.C. postsecondary registrants in B.C.'s 25 public post-secondary institutions from 2002/2003 to Fall 2020 are included. This study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and post-secondary institutions. There are two parts to this report. Part I focuses on results from the legacy year-over-year student mobility model that the STP has continues to expand and analyze biannually. Part II, beginning on page 33, provides a sample of findings from a new cohort-based longitudinal mobility model, currently being developed by the STP to augment the understanding of student mobility among selected student cohorts over a multi-year period. [For the 2019 version, see ED601233.]
SEN Support: Findings from a Qualitative Study. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-12-00
Type: Reports - Research
Subjects: Foreign Countries,Special Education,Special Needs Students,Students with Disabilities,Needs Assessment,Elementary School Students,Secondary School Students,Student Needs,Identification,Intervention,Specialists,Program Evaluation,Information Dissemination

The term 'SEN Support' describes the actions taken to support pupils and students in mainstream settings who have been identified as having special educational needs and disabilities (SEND), but who do not have an education, health and care (EHC) plan. Pupils receiving SEN support comprise just over 12% of all pupils in England. This report presents findings from a qualitative study conducted with mainstream primary and secondary school leaders and teachers to explore their approaches to identifying the needs of pupils receiving SEN support, how they meet these needs, and how they evaluate the effectiveness of the support provided. This study details findings from a qualitative study exploring mainstream primary and secondary school leaders' and teachers' approaches to: (1) identifying pupils that may have SEN support needs; (2) meeting the needs of pupils receiving SEN support; and (3) evaluating whether those needs have been met. The findings are based on 60 interviews conducted from March -- May 2021 with 15 primary teachers, 15 primary leaders, 15 secondary teachers and 15 secondary leaders, sampled from the Department for Education's (DfE's) Panel Study of Leaders and Teachers.
Integrating Improvement and Implementation Sciences to Enhance Educational Outcomes
Author: McColskey-Leary, Collin
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Program Implementation,Program Improvement,Differences,Evidence Based Practice,Educational Improvement,Intervention,Educational Quality,Educational Practices,Case Studies

Regardless of sector, implementation science and improvement science are used to support and improve the implementation and scale-up of evidence-based programs and practices. This brief highlights similarities and differences between implementation science and improvement science, as well as how they can be used together to support programs and practices aiming to improve outcomes for children, students, families, communities, and other stakeholders. Included is a flow chart to assist teams in thinking through how to integrate improvement efforts into &quot;Active Implementation.&quot;
Data Appendix to &quot;Kids&apos; Share 2021: Report on Federal Expenditures on Children through 2020 and Future Projections&quot;
Author: Daly, Hannah
Date: 2021-11-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Federal Programs,Income,Nutrition,Housing,Tax Credits,Child Health,Social Services,Child Care,Early Childhood Education,Elementary Secondary Education,Training,Federal Legislation,COVID-19,Pandemics,Block Grants,Grants,Health Insurance,Low Income Groups,Family Programs,Welfare Services,Public Policy

This appendix describes the data and methodology used to estimate federal program and tax expenditures on children in &quot;Kids' Share 2021: Report on Federal Expenditures on Children through 2020 and Future Projections&quot; (ED616306). The following contents are included in this appendix: (1) Introduction; (2) Summary Table of Multipliers and Expenditures in 2018; (3)Income Security Programs; (4) Nutrition Programs; (5) Housing Programs; (6) Tax Programs; (7) Health Programs; (8) Social Services Programs; (9) Early Care and Education Programs; (10) Education Programs; (11) Training Programs; (12) Works Consulted; and (13) Acknowledgments.
Strengthening Student Aid in New Jersey: How Can New Jersey Increase Transparency in TAG Award Amounts across Colleges?
Author: Baum, Sandy
Date: 2021-09-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,State Aid,Grants,Eligibility,College Students,Self Supporting Students,Low Income Students,Access to Information

New Jersey's state grant program delivers the highest level of need-based aid per student in the country. And the state's major grant program, the Tuition Aid Grant (TAG), funds all eligible students, rather than excluding students when the funding runs out. But different levels of grant aid for enrollment in different institutions within sectors, combined with a confidential need analysis formula, make it difficult for students to predict how much support they will receive. Large differences in award levels create tensions among higher education institutions both within and across the public and private sectors.
Prevent Referrals in Higher Education: Approaches and Practices. Research Report
Author: Higton, John
Date: 2021-11-00
Type: Reports - Research
Subjects: Federal Legislation,Terrorism,Prevention,Higher Education,Foreign Countries,Risk Assessment,Referral,College Programs,Decision Making,School Responsibility

The Counter Terrorism and Security Act 2015 requires Relevant Higher Education Bodies (RHEBs) to have due regard to the need to protect people from being drawn into terrorism: the 'Prevent Duty'. Prevent covers all forms of radicalisation that could draw people into terrorism. The Department for Education (DfE) commissioned CFE Research to undertake research in the autumn of 2019 to explore the Prevent decision-making processes used by relevant Higher Education Bodies (RHEBs or institutions) and whether approaches lead to consistent, high quality referrals and appropriate responses to risk. Interviews were conducted between November 2020 and April 2021. Twenty-five Prevent/Safeguarding leads were interviewed across 25 RHEBs and 12 other staff across five RHEBs within the 25. Findings will help the department and stakeholders to support the higher education sector to meet their duties with regard to Prevent.
Student Transitions Project (STP): Transitions of B.C. High School Graduates into B.C. Public Post-Secondary Education. STP Research Results
Author: Heslop, Joanne
Date: 2021-06-25
Type: Reports - Research
Subjects: Foreign Countries,Transitional Programs,High School Graduates,College Bound Students,Postsecondary Education,Grade 12,Enrollment Trends,Enrollment Rate,School Holding Power,Public Colleges,Student Characteristics,Regional Characteristics,Grade Point Average,Grades (Scholastic),In State Students,Out of State Students,College Students,Canada Natives,High Achievement,Outcomes of Education,Student Mobility,COVID-19,Pandemics

This newsletter provides highlights of the latest research from the Student Transitions Project (STP), with a focus on the first transitions of B.C. grade 12 graduates into B.C. public post-secondary education. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and post-secondary institutions. This report presents a series of research questions and answers, beginning with brief responses to each question, followed by a more detailed explanation and visual analysis in the Research Results section of the report. [The Ministry of Education, the Ministry of Advanced Education and Skills Training, and the B.C. public post-secondary institutions collaborated in this research.]
The Curriculum Programme Pilot. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-05-00
Type: Reports - Research
Subjects: Foreign Countries,National Curriculum,Curriculum Implementation,Pilot Projects,Fidelity,Program Effectiveness,Teacher Attitudes,Faculty Workload,Learner Engagement,Academic Achievement,Elementary Secondary Education,Elementary School Teachers,Secondary School Teachers,Curriculum Development,Elementary School Students,Secondary School Students

In January 2018, the Department for Education (DfE) committed £7.7 million over five years to the Curriculum Fund, to help teachers deliver the more challenging National Curriculum introduced in 2014, while reducing the workload associated with curriculum planning and resourcing. As part of the Curriculum Fund, the DfE set up the curriculum programme pilot, a £2.4m grant allocated to piloting complete curriculum programmes. These are packages of resources designed for teachers to deliver a National Curriculum subject across a key stage. Eleven lead schools successfully applied to run two-term pilots, with seven being funded from January 2019 and four from April 2019. Two of the April start lead schools delayed delivery of their curriculum programmes in participating schools until September 2019. This report presents the final findings of the research. [CooperGibson Research (CGR) was commissioned to carry out a study and prepared this report.]
Using Complete Curriculum Programmes for Remote Education. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2021-05-00
Type: Reports - Research
Subjects: Foreign Countries,National Curriculum,Curriculum Implementation,Fidelity,Program Effectiveness,Curriculum Development,Distance Education,COVID-19,Pandemics,School Closing,Faculty Workload,Barriers,Secondary Schools

In 2018, the Department for Education (DfE) launched the Curriculum Fund, to help teachers deliver the more challenging National Curriculum introduced in 2014, while reducing the workload associated with curriculum planning and resourcing. As part of the Curriculum Fund, the DfE set up the curriculum programme pilot, a £2.4m grant allocated to piloting complete curriculum programmes (CCPs). These are packages of resources designed for teachers to deliver a National Curriculum subject across a key stage. Eleven lead schools successfully applied to run two-term pilots, with seven being funded from January 2019 and four from April 2019. The pilot was used to fund lead schools to work with a minimum of six schools in which to test and refine their existing curriculum programmes (referred to as participating schools), and to gather evidence on how those programmes improve pupil outcomes and reduce teacher workload. This report explores with a small sample of schools involved in the pilot, how they had used CCPs during the COVID-19 lockdown (when schools were closed between March and June 2020) and how they continue to use them for students isolating and learning at home. [For the findings of the pilot study, &quot;The Curriculum Programme Pilot,&quot; see ED616350. CooperGibson Research (CGR) was commissioned to carry out the study and prepared this report.]
The State of State Standards for Civics and U.S. History in 2021
Author: Stern, Jeremy A.
Date: 2021-06-00
Type: Reports - Research
Subjects: State Standards,Civics,Citizenship Education,History Instruction,United States History,Educational Quality,Elementary Secondary Education,Educational Assessment,Profiles

This report evaluates the quality of the K-12 civics and U.S. History standards adopted by the fifty states and the District of Columbia as of May 1, 2021, based on their content, rigor, clarity, and organization. Reviews were conducted by a bipartisan team of veteran educators and subject-matter experts with deep knowledge of civics and U.S. History. Some key findings are as follows: (1) Five jurisdictions (Alabama, California, Massachusetts, Tennessee, and the District of Columbia) were rated &quot;exemplary&quot; in both subjects; (2) Another ten states were rated &quot;good&quot; in both subjects; (3) Fifteen states were rated &quot;mediocre&quot; in at least one subject; and (4) Twenty states were rated &quot;inadequate&quot; in both subjects. The great purpose of civics and U.S. history education is to provide a common framework for resolving our differences even as we respect them--that is, to manage peacefully and constructively the eternal balancing and rebalancing of &quot;pluribus&quot; and &quot;unum.&quot; This report is one step in that direction. [Foreword written by David Griffith and Chester E. Finn, Jr. This report was written with Amber M. Northern.]