ethanporcaro/eric-fulltext-meta huggingface dataset:
Due Process on Campus. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Civil Rights,Higher Education,Citizenship,Constitutional Law,Student Rights,Educational Policy

Due Process is the right to fair and objective process in judicial matters. This is a right recognized in the 5th and 14th amendments of the United States Constitution, which provides that no one should be &quot;be deprived of life, liberty, or property, without due process of law.&quot; In campus judicial proceedings, institutions should rely on policies and legal precedent to decide what order to follow and how to rule in cases with contested facts or contradicting statements. Nevertheless, there are instances where students' rights to due process is violated in various ways, from expelling students without notice or opportunity to be heard; a lack of opportunity for cross-examination in disciplinary hearings; and a biased or unqualified hearing panel acting as a judicial body. The James G. Martin Center for Academic Renewal (Martin Center) recommends that all colleges and universities provide full due process rights that are guaranteed through the United States judicial system, in order to provide justice and fairness to both the accuser and the accused. This should primarily be done in two ways. First, delegating serious felonies like sexual assault charges to appropriate authorities that are better qualified and prepared to carry out a thorough investigation without violating the rights of the accused. Universities are simply not capable of performing this high stakes legal task. Second, there must be a student equivalent of Miranda Rights. Specific recommendations for universities and policymakers are provided along with an annotated list of model legislation.
Affirmative Action. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Higher Education,College Admission,Minority Group Students,White Students,School Policy,Affirmative Action

Affirmative action is framed as a way to end discrimination and promote equality. However, it has led to unequal treatment of students on the basis of race, gender, economic status and national origin. This paper recommends steps that policymakers can take to protect education and academic merit. It also provides specific policy guidelines for legislators, university board members, faculty governing committees, and other higher education decision makers. A model university policy is cited from Wyoming Catholic College. Additionally, links to several studies and resources for further reading are provided.
Ensuring Freedom of Association on Campus. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Civil Rights,Freedom,Higher Education,Constitutional Law,Freedom of Speech,Religion,Educational Policy

Freedom of association is a fundamental right guaranteed by the first amendment. This encompasses the right of individuals to voluntarily join and leave groups, as well as the right of individuals to form groups to pursue common interests. This right makes it possible for people with diverse opinions to live peacefully in pluralistic communities and to come together with others who share their values, practices, culture, and beliefs. It protects students' rights to hold beliefs that may diverge from the school or the majority of students. It also means that people are free to associate and organize with others for a common cause. Protecting freedom of association on campuses ensures that students and student organizations can thrive. In this document, the James G. Martin Center for Academic Renewal (Martin Center) recommends steps that legislatures, university boards, and faculty governing committees can take to protect freedom of association on campus. Model university policies, recommendations for policymakers, and links to model legislation and further reading are also included.
Research Highlights in Education and Science 2020
Author: Idin, Sahin, Ed.
Date: 2020-12-00
Type: Collected Works - General
Subjects: Educational Research,Instruction,Learning,Educational Technology,STEM Education,Art Education,Students with Disabilities,Learning Disabilities,Active Learning,Educational Quality,Higher Education,Mathematics Education,Teacher Characteristics,21st Century Skills,Teacher Education,Distance Education,COVID-19,Pandemics,Flipped Classroom,Academically Gifted,Gifted Education,Secondary School Students,Music Education,Engineering Education,Foreign Countries,Educational Theories

&quot;Research Highlights in Education and Science&quot; is published annually from the selected papers invited by the editors. This edition includes 3 section and 12 papers from the fields of Education. All submissions are reviewed by at least two international reviewers. The purpose of the book is to provide the readers with the opportunity of a scholarly refereed publication in the field of education. &quot;Research Highlights in Education and Science&quot; is published by ISRES Publishing.
Earnings Gaps Based on Gender and Education in Kentucky. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Salary Wage Differentials,Gender Differences,Educational Attainment,Academic Degrees,Age Differences

Earnings comparisons between full-time male and female workers consistently show that women earn less over a lifetime than their male counterparts. In 2019, the U.S. Census Bureau reported that women made $.82 for every $1.00 earned by men. This research brief examines the disparities in median lifetime earnings of Kentuckians based on educational attainment and gender. It relies on data from the 2016-18 American Community Survey related to full-time workers, ages 25-64, with at least a high school diploma. It is the second of three research briefs on lifetime earnings in Kentucky. [For the first research brief in this series, see ED611815.]
Higher Education Drives up Earnings for Kentucky Graduates. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: College Graduates,Income,Outcomes of Education,Educational Attainment

Studies have consistently shown that postsecondary education positively affects earnings; however, outcomes vary greatly depending on the degree type and the student's gender and race/ethnicity. This is the first of three research briefs examining differences in lifetime earnings in Kentucky across six levels of educational attainment, from a high school diploma to a terminal degree.
Dual Credit and Academics: Assessing Outcomes for Low-Income and URM Students. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2021-01-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Minority Group Students,Disproportionate Representation,Low Income Students,Academic Persistence,Grade Point Average,Educational Benefits,College Freshmen,Undergraduate Students

This research brief examines the impact of dual credit participation on second-year persistence and first-year GPA among low-income and underrepresented minority (URM) students. The brief also explores whether dual credit opportunities help close outcome gaps affecting these student groups. Low-income is defined by a student's federal Pell grant status, and underrepresented minority students include those who identify as American-Indian or Alaska Native, Black or African-American, Hispanic or Latinx, Native Hawaiian or other Pacific Islander, or two or more races. In this data sample, only 6.8% of dual enrollment participants were URM and low-income students, 4.7% were URM and non-low-income, 32% were non-URM and low-income, and 56.5% were non-URM and non-low-income. Low-income, non-URM students benefited the most from dual credit enrollment, followed by low-income URM students. Additionally, dual credit experiences show particular promise in helping reduce outcome gaps for low-income and URM students. This is the sixth of six research briefs on dual credit in Kentucky.
Dual Credit Outcomes: A Breakdown by Income. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2020-12-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Low Income Students,Public Colleges,Undergraduate Students,College Freshmen,Grade Point Average,Educational Benefits,Academic Persistence

This research brief examines the effect of dual credit participation on second-year persistence and first-year GPA at Kentucky public four-year universities, broken down by income. It is the fifth of six research briefs exploring the effects of dual credit on postsecondary outcomes.
Benefits of Dual Credit for Underrepresented Minority Students. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2020-11-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Minority Group Students,Disproportionate Representation,Academic Persistence,Undergraduate Students,Grade Point Average,White Students,Asian American Students,Racial Differences,Educational Benefits

This brief examines the varied effects of dual credit on second-year persistence and first-year GPA for underrepresented minority undergraduate students (URM), compared to white or Asian, non-Hispanic undergraduate students. The first brief (ED611821) showed a substantial gap in dual credit between URM and non-URM students, and this brief provides further evidence to support the need for increased URM student participation in dual credit. In this data sample, only 11.4% of participants were URM, compared to 88.6% who were white or Asian. This is the fourth of six research briefs on dual credit in Kentucky.
Dual Credit Outcomes: A Breakdown by Gender. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2020-11-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Gender Differences,Undergraduate Students,Academic Persistence,Grade Point Average,College Freshmen,Educational Benefits

This research brief examines the impact of dual credit participation on second-year persistence and first-year GPA, broken down by gender. It also explores whether dual credit courses can help narrow the gap in outcomes between female and male students. The first brief in this series (ED611821) already revealed a gap in dual credit participation between females and males. In this data sample, 60.5% of participants were female, while 39.5% were male. Dual credit courses provide benefits for both female and male students, and a greater public investment in dual credit would likely improve second-year persistence and academic performance for students overall. Dual credit also shows promise in helping address historic gender inequalities along with new and emerging gaps in outcomes. This is the third of six research briefs on dual credit in Kentucky.
Dual Credit in Kentucky: Effects on Persistence and GPA. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2020-10-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Grade Point Average,Academic Persistence,College Freshmen,Undergraduate Students

In Kentucky, the number of high school students participating in dual credit programs is on the rise, increasing the need for research to explore the effects of dual credit on postsecondary academic outcomes. This research brief focuses on two areas: second-year persistence and first-year grade point average (GPA) in college. The study shows that a dual credit experience not only boosts academic performance during a student's first year of college, it also improves the likelihood that students will continue for a second year. This is the second of six research briefs on dual credit in Kentucky.
Dual Credit in Kentucky: A Profile of Participants. Research Brief
Author: Kentucky Council on Postsecondary Education
Date: 2020-09-00
Type: Reports - Research
Subjects: Dual Enrollment,High School Students,Minority Group Students,Disproportionate Representation,Gender Differences,Low Income Students,Public Colleges,Student Characteristics

Enrollment in high school dual credit has risen 75% in the last five years, but participation has not increased equally among all demographic categories. This brief examines the underrepresented minority, gender, and income status of dual credit participants who subsequently enrolled in a Kentucky public university between 2014-17. This is the first of six research briefs on dual credit in Kentucky.
Summer Learning in Early Childhood: Opportunities for Investing in Equity
Author: Sengal, Amena
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Summer Programs,Preschool Education,Preschool Children,Equal Education,Access to Education,Child Development,School Readiness,Minority Group Students,Bilingual Students,Barriers,Outcomes of Education

As the availability of high-quality, center-based prekindergarten (pre-K) has increased, so too has the attention given to children's learning experiences in the summer between pre-K and kindergarten. Investment in summer learning programs may help sustain the effects of pre-K and also boost the outcomes of children who don't enroll in a formal early learning program. However, access to summer learning varies greatly. Historically underserved groups such as children from low-income families--particularly children of color and dual language learners--are among the most disadvantaged when it comes to accessing quality summer programs. Allowed to continue, such disparities may undermine the impact of publicly funded pre-K on the learning and development of children over time. This brief offers a summary of recent findings by MDRC regarding the lack of access to summer learning. It examines how inequitable access in early childhood affects children's development and readiness for kindergarten. It then summarizes operational lessons from MDRC's work reviewing a range of programs across the country. The brief concludes by identifying lessons from the findings that can guide the additional research and technical assistance needed to ensure that equity-focused investments in summer learning pay off for children from underserved groups. [This report was prepared by the Expanding Children's Early Learning (ExCEL) Initiative.]
COVID-19 Considerations for Reopening Schools: Alternative Learning Design Strategies
Author: Kentucky Department of Education
Date: 2020-06-08
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Districts,Public Schools,School Closing,Teaching Methods,Distance Education,Educational Planning,Blended Learning,Online Courses,Technology Integration,Parent School Relationship,Computer Mediated Communication,Instructional Design,Elementary Secondary Education,Virtual Schools,School Schedules,Faculty Development

The Kentucky Department of Education (KDE) recommends that districts consider a variety of alternative models, strategies and schedules for the reopening of public schools for fall 2020. Designing and planning early will be key to a successful reopening. Each school district may have a customized plan for reopening that best fits its students, teachers and community. Customized district-by-district digital, distance and remote learning plans should help determine how best to invest the variety of local, state and federal funds available to support learning (e.g. education technology infrastructures and supports, staffing allocations, professional learning). This report presents 4 strategies that are considerations for alternative learning experiences: (1) Scheduled Rotation; (2) Synchronous Opt-In Hybrid; (3) Combination; and (4) Online and Virtual School. Alternative learning plan strategy suggestions for digital, distance and remote learning are presented, along with a glossary of terms.
What Happens after the Program Ends? A Synthesis of Post-Program Effects in Higher Education. Issue Focus
Author: Weiss, Michael J.
Date: 2021-03-00
Type: Reports - Research
Subjects: Outcomes of Education,Higher Education,College Credits,Program Evaluation,Randomized Controlled Trials,Program Termination,Program Effectiveness,College Programs

Some education programs' early positive effects disappear over time. Other programs have unanticipated positive long-term effects. Foundations warn of the dangers of putting too much weight on in-program effects, which, they say, often fade after a program ends. This Issue Focus tackles the topic of post-program effects in postsecondary education. Are in-program effects--that is, the effects observed while the program was active--maintained once the program ends? Do they grow and improve? Or do they fade out? This investigation capitalizes on two decades of rigorous program evaluations conducted by MDRC, including approximately 25 postsecondary programs, to consider those questions. The Higher Education Randomized Controlled Trials (THE RCT) draw from a database of student-level data from 31 MDRC projects, sampling 67,400 stu­dents. The results of THE RCT are striking: During the year after these programs ended, effects on academic progress were consistently maintained. There is no evidence of discernible fade-out, which provides encouraging information about the lasting value of many postsecondary programs and the value of evidence collected from them. There was also no evidence of post-program growth, perhaps prompting the need to develop programs that equip students for success over the long term.
COVID-19 Considerations for Reopening Schools: Facilities and Logistics
Author: Kentucky Department of Education
Date: 2020-06-29
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,School Schedules,School Safety,Disease Control,Hygiene,Sanitation,Space Utilization,School Security,Administrator Role,Maintenance,Emergency Programs,Crisis Management,Transportation,Educational Environment,Dining Facilities,Classrooms,Climate Control,Weather,Natural Disasters,Playgrounds,School Buildings

As districts contemplate how to safely reopen schools for the coming year, it is important that each facility that is used to carry out the mission of the district be maintained to provide a safe and healthy environment. This maintenance involves cleaning and sanitization, modifications supporting social distancing, modification of movement patterns for both vehicular and foot traffic and building security. District administrators should designate a working group of maintenance and custodial staff to assess any additional needs and request resources to provide a safe environment for students and staff. All normal inspections and maintenance functions must be completed as well. General recommendations from the U.S. Centers for Disease Control and Prevention (CDC) for cleaning and disinfecting may be found on the CDC's website. This document provides the following additional considerations and recommendations for districts to contemplate as reopening plans for individual school sites and ancillary buildings are developed: (1) Cleaning and Sanitization; (2) Facility Utilization; (3) Building Systems; (4) Emergency Response Drills; (5) Vehicular Traffic Control; and (6) Drop-Off and Dismissal. A sample site inventory worksheet and sample custodial checklist are included.
COVID-19 Considerations for Reopening Schools: Food Service Operations -- USDA School Meal Programs
Author: Kentucky Department of Education
Date: 2020-06-22
Type: Guides - Non-Classroom
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Food Service,Planning,Nutrition,Food,Dietetics,Accessibility (for Disabled),Students with Disabilities,Safety,Family School Relationship,Information Dissemination,Disease Control,Space Utilization,Sanitation,School Personnel,Hygiene,Staff Development,School Policy

As districts in Kentucky look forward to the start of the 2020-2021 school year, food service staff need to begin planning for necessary adjustments to food service. Multiple scenarios are being considered for the upcoming school year. There have been many questions about how best to accomplish this amid the COVID-19 pandemic and the unknown circumstances that likely will exist in the fall. The guidance presented in this report will assist schools and districts in their planning for the delivery of food services during the 2020-2021 school year.
Trigger Warnings. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Emotional Response,Trauma,Higher Education,Safety,Educational Policy

A trigger warning is an early notification of any subject matter which might be considered traumatizing for the audience. It has been particularly common in university lectures and reading lists, and is either issued verbally prior to lectures or presentations, or is part of the syllabus. Trigger warnings have been enormously controversial. According to some estimates, around 51% of academics use trigger warnings. Some universities have begun to require that faculty use trigger warnings before they present potentially sensitive material. Trigger warnings do not seem to help, but rather increase students' anxieties. They also lead to what many psychologists have warned, to a culture of &quot;safetyism&quot; and coddling of the mind. In sum, &quot;Trigger Warning&quot; policies, though well meaning, have failed in study after study, have proven to be largely ineffective and in some cases harmful, and come with a host of negative externalities. This report recommends that universities take steps to limit the use of trigger warnings.
The Scarcity of Interleaved Practice in Mathematics Textbooks
Author: Rohrer, Doug
Date: 2020-00-00
Type: Reports - Research
Subjects: Mathematics Education,Problem Solving,Mathematics Tests,Assignments,Textbook Content,Scores,Learning Strategies

A typical mathematics assignment consists of a block of problems devoted to the same topic, yet several classroom-based randomized controlled trials have found that students obtain higher test scores when most practice problems are mixed with different kinds of problems -- a format known as interleaved practice. Interleaving prevents students from safely assuming that each practice problem relates to the same skill or concept as the previous problem, thus forcing them to choose an appropriate strategy on the basis of the problem itself. Yet despite the efficacy of interleaved practice, blocked practice predominates most mathematics textbooks. As an illustration, we examined 13,505 practice problems in six representative mathematics texts and found that only 9.7% of the problems were interleaved. This translates to only one or two interleaved problems per school day. In brief, strong evidence suggests that students benefit from heavy doses of interleaved practice, yet most mathematics texts provide scarcely any. [This paper was published in &quot;Educational Psychology Review&quot; v32 p873-883 2020 (EJ1263191).]