ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;The Forgotten Ones&quot; -- The Economic Well-Being of Early Educators during COVID-19: Findings from the 2020 California Early Care and Education Workforce Study. Research Brief
Author: Powell, Anna
Date: 2022-02-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,Labor Force,COVID-19,Pandemics,Well Being,Economic Status,Health,Wages,Compensation (Remuneration),Hunger,Welfare Services,Educational Finance,Poverty,Housing,Futures (of Society),Anxiety,Federal Aid,State Aid

This report provides a closer look at the well-being of the early care and education (ECE) workforce in California, using data collected by the Center for the Study of Child Care Employment (CSCCE) through the 2020 California Early Care and Education Workforce Study. For decades, low levels of public investment in this sector have kept the ECE workforce--largely women of color and immigrant women--in a grim financial bind. During the first year of the pandemic, the majority of early educators continued to work in person--risking their health and that of their families--while K-12 schools closed for distance learning. This report reveals new details on the economic realities of life as an early educator during the COVID-19 public health crisis. [Additional funding for this paper was provided by the TIME'S UP Foundation and the Blue Shield of California Foundation.]
Taking Stock: How Standardized Test Reports Let Us Down under No Child Left Behind… and How We Can Fix What Is Wrong
Author: Zavitkovsky, Paul
Date: 2016-00-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Standardized Tests,Academic Achievement,Educational Trends,Educational Practices,Elementary Education,Minority Group Students,English Language Learners,Achievement Tests,National Competency Tests,College Entrance Examinations,Difficulty Level,Testing Problems,Reading Achievement,Mathematics Achievement,Poverty,Geographic Regions,Scores

This study clarifies achievement trends that occurred under NCLB and explains why NCLB reporting practices made those trends so hard to see. It concludes by describing important contributions that new PARCC exams can make and warns of new reporting problems that threaten to squander those contributions before they see the light of day.
Upstate/Downstate: Changing Patterns of Achievement, Demographics and School Effectiveness in Illinois Public Schools
Author: Zavitkovsky, Paul
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Academic Achievement,Demography,Student Characteristics,School Effectiveness,Educational Legislation,Federal Legislation,Adult Learning,Racial Factors,Family Income,Regional Characteristics,Differences,Educational Change

This report describes some surprising shifts in regional achievement patterns in Illinois public schools under NCLB. These shifts show worrisome declines in many communities that were not the original focus of NCLB, and promising growth in some communities where evidence presented shows changes in school effectiveness. What schools and districts do to improve their impact on student and adult learning played as powerful a role in local and regional achievement shifts as race and family income did.
Mixed Methods Research in Education
Author: Lakshmi, Y. Vijaya
Date: 2019-00-00
Type: Journal Articles
Subjects: Mixed Methods Research,Educational Research,Definitions,Research Design,Qualitative Research,Statistical Analysis

Mixed methods research is still an evolving area. However, it has various characteristics like &quot;paradigm pluralism&quot;, &quot;focus on research questions than the research design&quot; etc. Mixed methods research is not just one phase of a research but it enters into all stages of research process right from the stage of writing the theoretical framework to drawing inferences of the study. In the present paper an attempt is made to present about &quot;what is mixed methods research&quot;, &quot;when to use mixed methods research&quot;, &quot;what are its types&quot; and an attempt is also made to highlight some issues in mixed methods research.
Supporting Quality Improvement in Education and Care: Early Findings from the Quality Support Program
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Program Evaluation,Educational Quality,Early Childhood Education,Child Care,Educational Improvement,National Standards,Program Effectiveness

This document offers a summary of key findings and learnings from a preliminary evaluation of the Quality Support Program (QSP) by Australian Children's Education and Care Quality Authority (ACECQA). The QSP is an initiative of the NSW Department of Education Early Childhood Education Directorate (NSW DoE) involving the delivery by ACECQA of free tailored professional development and support to approved providers and service leaders of eligible long day care and family day care services across NSW. From the commencement of the QSP in March 2018 until May 2019 (the period covered by the preliminary evaluation), three 16-week rounds of support were provided to 142 eligible services. The main objective of the QSP is to improve the quality of participating services to the level of 'Meeting National Quality Standard (NQS)' or higher, and to improve participants' knowledge of and confidence in the 2018 NQS. Participants benefitted from resources, advice and one-on-one support to help improve on practice and prepare for their next quality assessment and rating (A&amp;R). The structure of each round of the QSP consisted of an introductory workshop, face-to-face service visits, support phone calls and emails, eLearning training, and bespoke resources.
Supporting Quality Improvement in Education and Care: Quality Support Program Stage Three -- Key Findings
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Educational Quality,Educational Improvement,Quality Assurance,Foreign Countries,Professional Development,Child Care,Early Childhood Education,Child Care Centers,Preschools,Coaching (Performance),Leadership

This report presents key findings from the first three years of the Quality Support Program (QSP). The QSP is an initiative involving the delivery by Australian Children's Education and Care Quality Authority (ACECQA) of free tailored professional development and support to approved providers and service leaders of eligible services across New South Wales (NSW), implemented in four stages. The objectives of the QSP are to improve the quality of participating services so they receive a rating of Meeting National Quality Standard (NQS) or higher, and to improve participants' knowledge of and confidence in the NQS. Participants were provided with bespoke resources; a QSP facilitator to answer questions, discuss improvement priorities and prompt critical reflection; and one-on-one targeted tailored support with continuous quality improvement. The structure of each QSP round consisted of an introductory workshop, provision of eLearning modules and other resources, service visits, support phone calls, video calls, and emails. Workshops and service visits were conducted in-person in Stages One and Two and mostly online in Stage Three due to COVID-19 restrictions. Different service types presented with different contexts and support needs. The QSP drew on the insights of participants to produce service-type specific resources.
Student Reports of Bullying: Results from the 2019 School Crime Supplement to the National Crime Victimization Survey. Web Tables. NCES 2022-031
Author: Burns, Erin
Date: 2022-06-00
Type: Reports - Research
Subjects: Bullying,Crime,Victims,Comparative Analysis,Violence,School Safety,Weapons,National Surveys,Secondary School Students,Student Attitudes,Gender Differences,Ethnicity,Instructional Program Divisions,Family Income,Student Characteristics,Private Schools,Census Figures,Public Schools,Institutional Characteristics,Correlation,Juvenile Gangs,Drug Use,Drinking,Antisocial Behavior,School Security,Language Usage,Item Analysis,Student Participation,Catholic Schools,Geographic Regions

The tables in this report include data from the 2019 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). These tables show the extent to which students, ages 12 through 18, with different characteristics report being bullied, including estimates by student sex, race/ethnicity, grade, and household income. The U.S. Census Bureau (Census) appended additional data from the 2017-18 Common Core of Data (CCD) and the 2017-18 Private School Universe Survey (PSS) to the SCS data to show the extent to which bullying victimization is reported by students in schools with different characteristics. The SCS tables show the relationship between reported bullying victimization and other crime-related variables, such as reported presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; and personal fear of attack or harm, avoidance behaviors, fighting, and weapon carrying at school. The 2019 SCS included an embedded, randomized, split-sample experiment to compare two versions of an updated series of questions on bullying and to test changes in wording for several additional items in sections assessing student participation in activities, availability of drugs at school, and gang presence at school.
U.S. Education in the Time of COVID
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Academic Achievement,Educational Opportunities,Kindergarten,Elementary Secondary Education,In Person Learning,Educational Change,Higher Education,Information Technology,Technical Assistance,Academic Support Services,School Personnel,Economic Factors,School Closing,Distance Education,Enrollment Trends,Access to Computers,Access to Education,Public Schools,Internet,Teacher Student Ratio,Student Financial Aid,Declining Enrollment

The National Center for Education Statistics (NCES) has gathered highlights from a variety of data sources to provide a composite, high-level view of the complex American education landscape since the onset of the pandemic. In this first installment of the pandemic data hub, NCES provides findings related to: (1) changes in in-person instruction that have occurred over the last 2 years at both the elementary/secondary level and the postsecondary level; (2) technology assistance that K-12 schools have provided to students and families; (3) social and academic support that K-12 schools have offered; (4) changes in school staffing that have occurred at K-12 schools; and (5) economic and social impacts on postsecondary students. In subsequent installments, NCES will explore key findings related to how the pandemic has potentially impacted achievement and opportunities to learn.
Vocational Education and Training as a Life Jacket: Cedefop&apos;s Work on VET Supporting Social Inclusion of Young NEETs. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Out of School Youth,Unemployment,Foreign Countries,Vocational Education,Program Descriptions,Dropouts,Educational Attainment,Intervention,Inclusion

Young people not in employment, education or training (NEETs) are absent both from the labour market and the education sector, thus facing a high risk of professional, digital and social exclusion. Analyses of the impact of the COVID-19 pandemic show that, in spite of EU countries' bold response to this crisis protecting jobs, businesses and livelihoods, yet again, young people were hardest hit by its effects. This is why young NEETs have continued to be a top policy priority at national and EU levels. The concept of NEETs as an individual risk group (e.g. compared to early leavers from education or long-term unemployed adults) emerged in the aftermath of the 2008 financial crisis, which had a devastating effect on young people's employment in the EU. This report looks at Cedefop's work on vocational education and training (VET) in supporting the social inclusion of young NEETs.
2022 Equal Employment Opportunity (EEO)/Diversity Best Practices Handbook
Author: California Community Colleges, Chancellor's Office
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Equal Opportunities (Jobs),Community Colleges,Personnel Selection,Organizational Culture,Organizational Change,Equal Education,Educational Opportunities,Academic Achievement,Role,Diversity (Faculty),College Administration,School Personnel,Best Practices,College Faculty,Diversity,Inclusion,Internship Programs,School Districts,Faculty Development

The 2022 Equal Employment Opportunity (EEO) Handbook is a tool to advance the cultural transformation of the largest system of public higher education and one of the largest employers in California. The updated handbook is the cumulative effort of decades of courageous and intentional leadership to ensure equitable student educational opportunity and success. This handbook affirms the role of EEO in student success and the shared institutional responsibility of every member of a community college district and campus, to uphold EEO policies, procedures and practices. Increasing diversity in faculty, staff, and administrators centers around the hiring process. Each phase of the hiring process has opportunities to inject practices that affect the diversity outcomes of new employees. The EEO/Diversity practices are categorized in three areas: Pre-Hiring, Hiring and Post-Hiring.
2022 State of the System Report: Equity for Every Student
Author: California Community Colleges, Chancellor's Office
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Credentials,College Transfer Students,Academic Achievement,Achievement Gap,Goal Orientation,College Credits,Majors (Students),Two Year College Students,Equal Education,Funding Formulas,Geographic Regions

Even in this endemic period, the California Community Colleges continues to make progress toward meeting its Vision for Success goals, established nearly five years ago to set a path to increase certificate and degree attainment, improve transfer and close equity gaps. This report details the goals outlined in the system's Vision for Success and shows that since 2016-17, the number of students receiving credentials has increased by 27%; transfer to California State University and the University of California increased by 4% from last year; and the number of students earning an Associate Degree for Transfer increased 7.6% over the past year. While there has been improvement in outcomes for all students over the timeframe of the Vision for Success, equity and regional gaps remain and, in some cases, widened over the past year. The Board of Governors recently established a regulatory framework for colleges to incorporate Diversity, Equity, Inclusion and Accessibility competencies and criteria in performance evaluations and faculty tenure review as well as changes to how policing is done on college campuses. The colleges have also focused attention on meeting students' basic needs, such as housing and food insecurity. The colleges plan to align policy and student support through the Guided Pathways framework, which is critical to serving students. [For the 2021 report, see ED622377.]
2021 State of the System Report
Author: California Community Colleges, Chancellor's Office
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Credentials,College Transfer Students,Academic Achievement,Achievement Gap,Goal Orientation,College Credits,Majors (Students),Two Year College Students,Equal Education,Funding Formulas,Geographic Regions

The past year has been a test like no other for the California Community Colleges' students, faculty and staff, serving up pain and loss due to the COVID-19 pandemic and racial injustice. Yet despite these challenges they continue to show progress toward meeting goals of the system's Vision for Success, which sets a path to increase certificate and degree attainment, to improve transfer and to close equity gaps. Key policy initiatives contributing to this progress include systemwide adoption of the Guided Pathways framework and ongoing implementation of a new system for placement of incoming students that ended flawed standardized testing that inaccurately placed many students in remedial rather than transfer-level coursework. The report highlights the progress toward the goals outlined in the California Community Colleges &quot;Call To Action,&quot; which promotes leadership and action in addressing structural barriers to student equity. [For the 2020 report, see ED622378.]
2020 State of the System Report
Author: California Community Colleges, Chancellor's Office
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Credentials,College Transfer Students,Academic Achievement,Achievement Gap,Goal Orientation,College Credits,Majors (Students),Two Year College Students,Equal Education,Funding Formulas,Geographic Regions

At the conclusion of an academic year upended by pandemic and wrenching racial injustice, the California Community Colleges takes pride in what it has accomplished while committing to action that will result in lasting change. This year the colleges brought the largest higher education system in the country from offering less than a quarter its instruction online to nearly all online in a matter of weeks. The 2020 State of the System report details the goals outlined in the system's Vision for Success and shows the number of community college students who earn college credentials increased by 20% over the past two years, meeting one of six goals outlined in the Vision for Success ahead of schedule. The report also highlights colleges are making progress toward meeting the other goals, which includes narrowing the achievement gaps among students of color and those who live in poorer regions of our state. [For the 2019 report, see ED622379.]
2019 State of the System Report
Author: California Community Colleges, Chancellor's Office
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Credentials,College Transfer Students,Academic Achievement,Achievement Gap,Goal Orientation,College Credits,Majors (Students),Two Year College Students,Equal Education,Funding Formulas,Geographic Regions

As the largest system of higher education in the nation, the California Community Colleges is uniquely positioned to help residents of all backgrounds improve their social and economic mobility and build a better future for themselves and their families. The 115 colleges serve more than 2.1 million students annually and transfer nearly 80,000 each year to the University of California and California State University systems while providing hundreds of thousands more with a skills-based, career education needed to secure good-paying jobs. The 2019 State of the System report details the goals outlined in the California Community Colleges system's Vision for Success and shows modest improvement in the number of students earning a credential, transferring to a UC or CSU and going on to be employed in their field of study. This report also highlights key programs and policy changes that will help the system's 115 colleges continue to move towards implementing the Vision so that all California community college students can achieve their higher educational goals.
Effect of COVID-19 Stay-at-Home Restrictions on Parent Reported Symptom Severity and Adaptive Functioning of Youth with ASD
Author: Lopata, Christopher
Date: 2021-07-24
Type: Reports - Research
Subjects: COVID-19,Pandemics,Autism Spectrum Disorders,Comorbidity,Symptoms (Individual Disorders),Severity (of Disability),Social Adjustment,Interpersonal Competence,Children,Adolescents,School Closing,Parent Attitudes,Caregiver Attitudes,Family Environment,Behavior Patterns,Child Behavior,Rating Scales,Check Lists,Intelligence Tests

This study assessed the potential short-term effects of COVID-19 stay-at-home restrictions on ratings of ASD and comorbid symptoms severity and adaptive functioning of 69 youth, ages 8-16 years with ASD without intellectual disability. Parent/caregiver ratings were being collected in fall and spring over approximately two years when the restrictions were imposed four months prior to the final data collection point. Results indicated no significant changes in parent/caregiver ratings of ASD symptom severity, comorbid symptoms severity, social skills, or adaptive behaviors following the stay-at-home restrictions and little variability across the four data collection points. Although findings suggested minimal short-term effects on these symptoms and adaptive skills, ongoing monitoring is needed to assess longer-term impacts. [This paper was published in &quot;Journal of Developmental and Physical Disabilities&quot; v34 p459-470 2022.]
Face-to-Face vs. Online Behavioral Parent Training for Young Children At-Risk for ADHD: Treatment Engagement and Outcomes
Author: DuPaul, George J.
Date: 2018-00-00
Type: Reports - Research
Subjects: In Person Learning,Attention Deficit Hyperactivity Disorder,Attendance,At Risk Students,Parent Education,Symptoms (Individual Disorders),Parent Child Relationship,Correlation,Program Effectiveness,Comparative Analysis,Intervention,Child Behavior,Conceptual Tempo,Knowledge Level,Outcomes of Education,Prediction,Self Control,Behavior Problems,Behavior Change,Psychological Patterns,Online Courses,Rating Scales,Preschool Children,Parent Attitudes

Objective: Attention-deficit/hyperactivity disorder (ADHD) is associated with significant challenges in child functioning. Although behavioral parent training (BPT) can reduce ADHD symptoms, factors associated with traditional face-to-face (F2F) delivery results in only about half of families receiving BPT. The purpose of this pilot randomized controlled trial was to examine parent engagement and program acceptability of F2F and online BPT as well as the efficacy of both formats relative to a waitlist control (WLC) group. Method: Participants were 47 families with preschool children (30 boys, 17 girls) who were between the ages of 3-0 to 5-11 years old who were identified at-risk for ADHD. Children were randomly assigned to F2F or online BPT or to WLC; parents in the two treatment conditions received 10 sessions of BPT. Assessment data for all groups were collected at pre-, mid-, and post-treatment. Results: Both intervention formats resulted in high attendance (M=80%), significantly improved parent knowledge of interventions, treatment implementation fidelity, and child behavior (reduced restlessness and impulsivity, improved self-control, affect, and mood) compared with WLC. However, parents in the F2F group reported significantly higher acceptability ratings than parents in the online group. Conclusions: Findings indicate a streamlined BPT delivered online or F2F results in high levels of engagement, acceptability, as well as parent treatment knowledge and fidelity. Online BPT is associated with similar efficacious outcomes with F2F BPT, suggesting the need for further research to determine variables that predict greater acceptability for and adoption of this format. [This paper was published in &quot;Journal of Clinical Child and Adolescent Psychology&quot; v47 suppl 1 pS369-S383 2018.]