ethanporcaro/eric-fulltext-meta huggingface dataset:
Setting a New Course: A Legal Guide to Operating Schools in the Pandemic Era
Author: National School Boards Association (NSBA)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Pandemics,COVID-19,Privacy,Guides,Kindergarten,Elementary Secondary Education,School Closing,Legal Problems,Public Health,Disease Control,School Districts,Students with Disabilities,English Language Learners,Distance Education,Health,Safety,Risk,In Person Learning,Equal Education,Educational Change,Collective Bargaining,Teacher Placement,State Policy,Contracts,State Aid,Educational Finance,Federal Aid,Federal Legislation,Racism,Learning Management Systems,School Administration

When K-12 school districts nationwide closed buildings and moved instruction online in the spring of 2020, American life changed. This guide identifies some of the legal issues school leaders should be considering as schools reopen in a world where the new coronavirus and the illness it causes, COVID-19, continue to be major public health concerns. Identified in this guide are the following areas where the operational shifts may increase schools' risk of legal liability and suggest issues for school leaders to consider as policies are developed to address those risks: (1) Health and Safety; (2) Funding; (3) Employment and Labor; (4) School District Operations; (5) Equity &amp; Discrimination; (6) Serving Students with Disabilities; (7) Serving English Learners; and (8) Virtual Platforms and Student Data Privacy. [For the Addendum to this guide, see ED626075.]
Employer&apos;s Expectations towards Digital Media and Storytelling Program Graduates (Case of Georgia)
Author: Osepashvili, Dali
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Employer Attitudes,Expectation,Journalism Education,Foreign Countries,Mass Media,Job Skills,Employment Qualifications,Labor Market,Multimedia Materials,Story Telling,Masters Programs

The goal of this paper is to show the results of the study conducted with the Georgian media employers in order to explore their attitudes toward journalism and mass communication programs graduates. The main hypothesis of research: There is a gap between Georgian journalism schools curricula and the media industry. The main question of research: What knowledge and skills is required by the media industry in the era of digital media and visual storytelling? This research is based on the qualitative approach. A semi-structured interview method is used for this study (n=14). The interviews were conducted with editors, producers and journalists, who have at least five-year experience of working in the media industry and especially in online journalism. This study was carried out from 1th September 2019 till January 2020. According to the results of this study, the Georgian media labor market is oversaturated with journalists and very rarely new vacancies are announced. Nevertheless, there is a lack of specialists with practical skills in the digital media and multimedia journalism. As revealed by this research, representatives of the media industry face some challenges related to multimedia reporting and confirmed the hypothesis about the gap between the industry and academia. According to the research findings, were identified employers expectations, which knowledge and practical skills should the digital media and storytelling program graduates possess. On the one hand, they should have deep and systemic knowledge about current trends in the digital media and methods of digital storytelling, practical skills for multimedia journalism and, on the other hand, they should be equipped with deep and systemic knowledge about leading theories of the mass communication, innovative forms and methods of research, as well as audience engagement. As a results of this study was defined a set of specific, practical skills, which are necessary to possess for the graduates of the digital media and visual storytelling programs. Based on the results of this applied research, according to the American model (sharing experience of Loyola University, Chicago), a new MA program of digital storytelling and communication will be prepared and implemented in Georgia at IBSU. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
Setting a New Course: A Legal Guide to Operating Schools in the Pandemic Era. Addendum
Author: National School Boards Association (NSBA)
Date: 2020-00-00
Type: Guides - Non-Classroom
Subjects: Legal Problems,School Districts,Kindergarten,Elementary Secondary Education,School Closing,Educational Change,Online Courses,Blended Learning,School Administration,Federal Government,Guidance,In Person Learning,Public Health,National Organizations,Disease Control,Hygiene,Safety,Risk,Diagnostic Tests,Social Differences,School Policy,Health

As school leaders faced school building closures and shifted to online and hybrid models of instruction, National School Boards Association (NSBA) issued its guide entitled, &quot;Setting a New Course: A Legal Guide to Operating Schools in the Pandemic Era&quot; (ED626073), to help schools navigate salient issues surrounding the pandemic. Nearly one year later, this appendix to the publication is intended to build on that guide by helping school leaders understand the latest federal guidance from the Centers for Disease Control and Prevention (CDC) and the U.S. Department of Education (ED).
Hispanic Serving Institution: Gender, Major, and Technology Influences on Academic Success
Author: Escaname, Rogelio
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Hispanic American Students,College Students,Colleges,Undergraduate Students,Sex,Majors (Students),Computer Use,Academic Achievement,Females,Criminals,Justice,Criminal Law,Law Enforcement,College Programs,Grade Point Average

The following research will assist in better understanding if gender, major, and technology use influences success rates among the Latino-ethnic undergraduate students in a Hispanic Serving Institution. The site chosen to be studied was located in a southern region of Texas and in a highly impoverished area. A previously administered instrument was administered after permission to use the instrument was sought out and granted. The Kolmogorov-Smirnov test was utilized due to its assumption requirements. A convenient sample was created. Findings indicate more females, criminal justice majors, who used technology at higher rates, had higher grade point averages. PSPP posed a limitation and future researchers should seek out mixed methods to better understand the variables that influence success rates among Latino-ethnic students in college. Specifically, how technology assists with success rates, how gender influences success rates, and how and why criminal justice majors have higher success rates in higher education institutions. [For the complete volume, &quot;Proceedings of International Conference on Social and Education Sciences (IConSES) (Chicago, Illinois, October 15-18, 2020). Volume 1,&quot; see ED626033.]
The Alternative Teacher Certification Sector outside Higher Education. 2022 Update
Author: King, Jacqueline E.
Date: 2022-06-00
Type: Reports - Evaluative
Subjects: Alternative Teacher Certification,Kindergarten,Elementary Secondary Education,Nontraditional Education,Organizations (Groups),Race,Gender Differences,Ethnicity,Enrollment Trends,Private Sector,Program Descriptions

There are long-standing educator shortages in particular subject areas and localities. Recent teacher polls and reports from states and localities indicate that the COVID-19 pandemic has broadened and deepened these shortages. At the same time, enrollment in teacher preparation programs has fallen. These trends have led state policymakers, pre-K to 12 schools, and an array of other organizations to look to nontraditional models for preparing teachers, including alternative certification programs. Alternative certification programs typically provide individuals who already have a bachelor's degree with a pathway to certification that does not require them to obtain another degree. In these programs, candidates can become a &quot;teacher of record&quot;--taking responsibility for leading a class and often teaching without direct supervision--before completing all their certification requirements. These programs can be run by institutions of higher education (IHEs) or by other organizations. Therefore, in 2020, the Center for American Progress conducted an analysis to identify the types of organizations sponsoring these programs, the role of for-profit organizations in the sector, the states in which these programs operate, and how enrollment varies by race and/or ethnicity and gender. This report provides an updated analysis and adds historical context by examining sector trends since 2010. [For the 2020 report, &quot;An Overview of the Alternative Teacher Certification Sector Outside of Higher Education,&quot; see ED615834.]
Balancing Act: How States Can Address Local Wealth Inequity in Education Finance
Author: Dammu, Indira
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Educational Finance,Educational Equity (Finance),State Aid,Public Schools,Elementary Secondary Education,Resource Allocation,State Policy,Funding Formulas,School Districts,Taxes

The vast majority of funds for pre-K through grade 12 public schools in the United States -- nearly $800 billion or over 90% -- come from state and local funding sources. States, not school districts, are obligated to ensure that all students have access to the resources they need to succeed. States can take steps to reduce disparities between districts based on their property wealth. This brief outlines three broad ways that states can allocate state and local revenue more equitably, as well as examples from states that have enacted these policies. The three policy approaches are as follows: (1) Accurately calculating and incorporating measures of local wealth into funding formulas; (2) Allocating additional funding to less wealthy districts; and (3) Exerting state control over property tax policy.
Common Ground: How Public K-12 Schools Are Navigating Pandemic Disruptions and Political Trends
Author: Rotherham, Andrew J.
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Public Schools,Political Influences,Enrollment,Academic Achievement,Discipline,Weapons,School Safety,Race,Racism,LGBTQ People,Civil Rights,Educational Change,National Competency Tests,Current Events

This document is the first of a semi-annual &quot;stocktaking&quot; publication to analyze various political trends impacting education and young people. Bellwether hopes to help the field separate signal from noise and provide context around various issues and trends affecting the sector. The impact of COVID-19 school closures on schools and students, which are only starting to be understood, was an obvious starting place for the first project. But while the pandemic has dominated attention for the past several years, it is not the only issue in American life. Other issues are stressing Americans, such as mass shootings, inflation, mental health needs, and racism, to name a few. Because schools are institutions that transfer culture and norms and one of the last public venues where Americans regularly come together, schools are often battlegrounds for society's various debates. In this report, the authors focus on six issues related to pandemic disruptions and broader cultural debates: (1) School Enrollment; (2) Student Achievement; (3) Student Discipline; (4) Guns and School Safety; (5) Race and Racism; and (6) LGBT Rights. Each topic begins with an overview of the data and research at a societal level, then takes a closer look at how it is affecting the education sector and how schools are navigating it. The goal is to provide a clear fact base for discussion about complicated issues.
Supporting Transitions in Migrant and Seasonal Head Start. OPRE Report 2022-229
Author: Lin, Van-Kim
Date: 2022-09-00
Type: Reports - Evaluative
Subjects: Federal Programs,Low Income Students,Social Services,Migrant Education,Transitional Programs,Young Children,Early Childhood Education,Kindergarten,School Readiness,Educational Cooperation,Migrants

Migrant and Seasonal Head Start (MSHS) programs uniquely support the frequent transitions, including the transition to kindergarten, that children in migrant and seasonal families may experience. Lessons learned from how MSHS programs support transitions may have implications for MSHS and other federally funded early care and education (ECE) programs. This brief discusses children and families served by MSHS, details on MSHS centers, and transition practices offered in MSHS centers. Data for this brief come from the 2017 Migrant and Seasonal Head Start Study dataset. [This report was produced as part of the Head Start to Kindergarten (HS2K) Transitions Project and was produced with the National P-3 Center.]
Effective Implementation Cohort: Cohort Wide Learning Plan
Author: Ward, Caryn S.
Date: 2022-08-00
Type: Reports - Research
Subjects: Cohort Analysis,Middle School Students,Middle School Mathematics,Mathematics Curriculum,Evidence Based Practice,Minority Group Students,Low Income Students,Program Implementation,Curriculum Development,Grouping (Instructional Purposes),English Language Learners,Readiness,Program Effectiveness,Program Evaluation,Educational Indicators,Partnerships in Education

The overall aim of the Effective Implementation Cohort (EIC) investment is to increase district capacity to implement a high-quality middle years math curriculum as part of a Coherent Instructional System (CIS) to accelerate learning for students who are experiencing poverty, Black, Latino/a, and/or English Learner (EL)-Designated (&quot;priority students&quot;). As a Learning Partner, NIRN seeks to support partnerships between Providers and Local Education Agencies (LEAs) in their implementation and measurement efforts, as well as to collect and study data to answer the investment's learning questions within the cohort wide learning agenda. Implementation support activities and data collection, analysis, and reporting activities for the cohort wide learning agenda will be guided by the Cohort's learning questions and theory of action grounded in implementation science.
Reconnecting Students to Educational Pathways: Learning from the Communities in Schools Reengagement Coordinator Initiative
Author: Haider, Zeest
Date: 2023-01-00
Type: Reports - Research
Subjects: Dropouts,High School Students,Grade 11,Grade 12,Dropout Prevention,Program Implementation,Program Evaluation,Learner Engagement,Student Motivation,Family Influence,Mental Health,Educational Strategies,Outreach Programs,Reentry Students

When students drop out of high school there are substantial social and economic consequences that can persist throughout their lives. They are more likely to be unemployed, to become teenage parents, to become involved in the criminal justice system, and to suffer a lifetime of low wages. Dropout rates soared during the COVID-19 pandemic as schools struggled to adapt and keep students engaged. During the 2021-2022 school year, Communities In Schools® (CIS®) introduced the Reengagement Coordinator (RC) Initiative, with the goal of reengaging high school students (particularly eleventh and twelfth grade students) who did not reenroll in school or were chronically absent. CIS partnered with MDRC in 2021 to conduct a qualitative evaluation of the implementation of the RC Initiative. The evaluation set out to answer key questions related to the reasons for students' disengagement, how RCs identified students, which strategies were most effective, and the potential pathways for reengagement. This brief summarizes the main findings and shares takeaways and considerations for practitioners in schools and other organizations who are looking to work with and reengage disengaged students or create a dedicated position to reengage students. [This research project received funding from Blue Meridian Partners.]
Uptake and Results in the Extended Project Qualification 2008-2015. Statistics Report Series No. 101
Author: Gill, Tim
Date: 2016-03-00
Type: Reports - Research
Subjects: Secondary School Students,Exit Examinations,Independent Study,Student Projects,Student Characteristics,Grades (Scholastic),Academic Achievement,Institutional Characteristics,Low Income Students,Qualifications,Academic Education,Foreign Countries,Databases,Comparative Analysis,Course Selection (Students),Gender Differences,Longitudinal Studies,Student Records

This report presents a descriptive analysis of uptake and results in the Extended Project Qualification (EPQ), between 2007/08 and 2014/15. The EPQ is a level 3 stand-alone qualification taken by sixth form students. It involves undertaking a substantial project in an area of personal interest, where the outcome can range from writing a dissertation or report to putting on a performance or organising an event. In recent years the EPQ has seen substantial increases in entries, perhaps partly because it is seen as good preparation for university study and is now included in offers by some higher education institutions. Therefore it is of interest to consider which groups of students are taking EPQ and how they perform. Prior to 2007/08 the numbers of students taking EPQ were very small. The data for the analysis was taken from the National Pupil Database (NPD). This is a database held by the Department for Education, consisting of results for all students in all qualifications and subjects in schools and colleges in England, as well as pupil and school background characteristics such as age, gender, ethnicity and level of deprivation. Students taking EPQ do so as part of their sixth form studies so the Key Stage 5 (KS5) extract of the NPD was used.
Uptake and Results in the Extended Project Qualification. Research Report
Author: Gill, Tim
Date: 2022-10-03
Type: Reports - Research
Subjects: Secondary School Students,Exit Examinations,Independent Study,Student Projects,Student Characteristics,Grades (Scholastic),Academic Achievement,Dropouts,Foreign Countries,Institutional Characteristics,Correlation,Databases,Student Records,Special Needs Students,Gender Differences,Ethnicity,Native Language,Course Selection (Students),Disadvantaged,Comparative Analysis

The Extended Project Qualification (EPQ) is available for students to take in Key Stage 5 (KS5) alongside other qualifications, such as A levels. It differs from most other academic qualifications at KS5 in that it is not examined, but instead involves students undertaking an in-depth project in an area of their choosing. Students are required to plan the project, research and analyse sources of information, write up their analysis, draw conclusions and produce an evaluation of the processes involved. As such, it is promoted by exam boards as providing the skills required for university study or for work. A previous Statistics Report from Cambridge Assessment (Gill, 2016) investigated the uptake of EPQ in 2014/15 by various students' background characteristics such as school type, prior attainment or deprivation. It also looked at the number of A levels taken by EPQ students, most popular A level subjects taken, and correlations between EPQ grade and A level grades. The EPQ is a popular qualification which has had increased uptake in recent years. Between 2008 and 2016, the number of students taking it increased from 1,706 to 38,548 (He &amp; Black, 2018). It is therefore of interest to take an updated look at the background characteristics of students who take the EPQ and how its grades relate to grades in A level subjects. [For the 2016 report, &quot;Uptake and Results in the Extended Project Qualification 2008-2015. Statistics Report Series No. 101,&quot; see ED626087.]
Facilitating Kindergarten Transitions: The Role of Memoranda of Understanding (MOUs) between Head Start and Local Education Agencies. Research Brief. OPRE Report 2022-235
Author: Cook, Kyle DeMeo
Date: 2022-09-00
Type: Reports - Research
Subjects: Federal Programs,Low Income Students,Social Services,Kindergarten,Transitional Programs,Public Schools,School Districts,Cooperation,Partnerships in Education,Contracts,Language Usage,Written Language

The analyses presented here are part of a larger project, &quot;Understanding Children's Transitions from Head Start to Kindergarten&quot; (HS2K), a joint research venture between NORC at the University of Chicago, Child Trends, and the National P-3 Center at University of Colorado Denver, with funding from the U.S. Administration for Children and Families' Office of Planning, Research, and Evaluation. This secondary data analysis supports other project activities, including a review of the knowledge base, case studies, instrument development, and other secondary data analyses. The HS2K research team analyzed 23 MOUs from 10 Head Start programs that participated in the Office of Head Start &amp; Public Schools Collaboration Demonstration Project (CDP). This 2020 initiative brought together many early childhood partners and staff across Head Start and public-school systems to improve collaboration and coordination on kindergarten transitions. These MOUs, a federal legislative requirement for both Head Start and Title I funded public-school systems, are written expressions of these partnerships that can shed light on the perspectives, policies, professional supports, and practices that influence kindergarten transition experiences. (1) Although kindergarten transitions were not the explicit primary focus of the MOUs, these documents often included detailed descriptions of partnerships across two systems that attempted to align expectations, resource allocations, and key activities; (2) When MOUs explicitly mentioned kindergarten transitions, there were three federal policy requirements often noted: (1) creating cross-system communication channels; (2) developing family collaboration and involvement practices; and (3) transferring, sharing, and obtaining student records and data; (3) Findings suggest that relatively few MOUs currently contain explicit references to kindergarten transition perspectives, policies, professional supports, or practices. Yet, MOUs remain an important potential vehicle by which to align transition-related activities with key legislation, statutes, and requirements, and create collaboration and communication structures. This brief provides examples of MOU language that may support aligned transition activities; and (4) There is an opportunity for HS programs and LEA administrators to think more collectively about and articulate joint policies, perspectives, practices and professional supports that support the kindergarten transition. However, there is also an opportunity for more specific federal and state guidance to programs and schools on what should be included in MOUs. [This report was prepared with the National P-3 Center.]