ethanporcaro/eric-fulltext-meta huggingface dataset:
Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation
Author: Nugroho, Dita
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Caregivers,Parents,Students with Disabilities,Inclusion,Guidelines,Educational Resources,Poverty,Partnerships in Education

Support from caregivers is critical for children's learning both at home and at school. However, the COVID-19 pandemic and disruption of education systems globally created additional expectations for parents to support their children's learning at home. This particularly affected the most marginalized children as the crises exacerbated already existing inequalities in education. This document introduces the approach and purpose of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. It presents lessons learned from proof-of-concept pilots in Armenia and Uzbekistan, followed by step-by-step guidelines on how to adopt and adapt the resources for education ministries and others who want to implement them in their education system. The Directory of Associations and Organizations to Support Caregivers of Children with Disabilities is a template to develop a directory of local associations, organizations and networks that exist to connect and support parents and caregivers of children with disabilities. [For &quot;Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities,&quot; see ED624392. For &quot;School Guide to Supporting Marginalized Families of Children with Disabilities,&quot; see ED624391. For &quot;Caregivers' Guide to Inclusive Education,&quot; see ED624390. For &quot;Directory of Resources to Support Caregivers of Children with Disability,&quot; see ED624411. For &quot;Workbook: Tools to Support Caregivers of Children with Disabilities,&quot; see ED624414.]
Implementation of Education Technology in Schools and Colleges. Research Report
Author: Department for Education (DfE) (United Kingdom)
Date: 2022-09-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Program Effectiveness,Technology Integration,Program Implementation,Progress Monitoring,Barriers,Foreign Countries,Elementary Secondary Education,Postsecondary Education,Administrator Attitudes,Teacher Attitudes,Educational Needs,Decision Making,Training

Due to significant developments in the use of education technology (EdTech) in schools and colleges since the COVID-19 pandemic, the Department for Education (DfE) has initiated a programme of research to understand what works in EdTech to establish a strong evidence base for effective use of technology and embed this across the school system, so that it is easy for schools and families to use the best products at the right time. The project aimed to develop an understanding of the key features or approaches that schools or colleges need to take to successfully implement and embed new technology. The findings of which will help the DfE to better advise schools and colleges on selecting the right technology for their setting. The research identified the key stages that schools and colleges considered to be important when implementing technology. Following a sequential and structured process, schools and colleges highlighted the importance of preparing for technology implementation (for example, identifying needs and sourcing appropriate EdTech), ahead of the implementation process itself. Alongside this, the feedback from schools and colleges highlighted training and support and monitoring processes as underpinning the planning and implementation process.
Workbook: Tools to Support Caregivers of Children with Disabilities
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Caregivers,Parents,Students with Disabilities,Educational Resources,Inclusion,Self Evaluation (Groups),Self Evaluation (Individuals),Parent Participation,Educational Needs,Individualized Education Programs,Student Characteristics,Student Interests,Advocacy

This document is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education, which also includes guides for caregivers, teachers and schools, as well as templates for directories of resources and organizations to be adapted for specific systems. This workbook contains tools to be used by caregivers, teachers and other school staff to apply and work through the steps presented in the guides. Based on proof-of-concept pilots in Armenia and Uzbekistan, the tools work best when they are used in collaboration between these different stakeholders. Completing the activities in the workbook will help to identify the specific challenges caregivers face as well as to identify solutions to address them. [For &quot;Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities,&quot; see ED624392. For &quot;School Guide to Supporting Marginalized Families of Children with Disabilities,&quot; see ED624391. For &quot;Caregivers' Guide to Inclusive Education,&quot; see ED624390. For &quot;Directory of Resources to Support Caregivers of Children with Disability,&quot; see ED624411. For &quot;Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation,&quot; see ED624412.]
Relationship of Peer Leadership Employment to Academic Outcomes in Texas Institutions of Higher Education. Policy Brief
Author: Buggs, Michelle
Date: 2014-12-00
Type: Reports - Research
Subjects: Colleges,Undergraduate Students,Academic Support Services,Student Participation,Academic Achievement,Peer Relationship,Leadership,Grade Point Average,Academic Persistence,Work Study Programs,Peer Teaching,Tutoring,Student Characteristics,Time Factors (Learning)

The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): The G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. Specifically, the study focused on selected and trained G-Force peer mentors and AHE peer tutors at Texas institutions of higher education as compared to students awarded work-study through the Texas Higher Education Coordinating Board. The study aimed to measure the differences among the three groups in terms of program GPA and persistence as well as the relationship between the outcome variables and program association. The results found that while there were differences among the three groups in program GPA and persistence, there was no relationship between being a part of the AHE, G-Force, or work-study program and whether a student received a high GPA while in the program or persisted toward graduation.
Learning from the Pandemic: An Analysis of Wisconsin Districts&apos; Requests for Hours of Instruction Flexibility
Author: Carroll, Molly
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: School Districts,School Schedules,Time Factors (Learning),Pandemics,COVID-19,Emergency Programs,School Closing,Educational Policy

During the 2020-21 school year, Wisconsin districts applied to the Department of Public Instruction for waivers to respond to the evolving public health pandemic. This analysis, which focuses on districts utilizing Hours of Instruction and Length of School Day flexibilities, was designed to take stock of what was learned during this unusual year and to uncover possible new innovations. In June of 2021, the text of 110 waiver applications was analyzed for key themes. While some districts submitted waivers preemptively in anticipation of a need, others sought flexibility in response to urgent circumstances. As a result, original waiver language may not have reflected the strategies ultimately used. To better understand district experiences, districts were surveyed and interviewed during July of 2021. WMCC also did a brief web scan of innovative ideas from across the country to provide additional context for this analysis.
Scan of Wisconsin School District Learning Plans in Spring 2020
Author: Good, Annalee
Date: 2020-06-00
Type: Reports - Research
Subjects: School Districts,Educational Planning,COVID-19,Pandemics,Elementary Secondary Education,School Closing,Distance Education,Content Analysis

The COVID-19 pandemic has forced school districts and state education agencies (SEAs) across the country to pivot abruptly to universal K12 remote learning. In Wisconsin, Emergency Order #1 required all public and private schools in the state to close as of March 18th, 2020 and remain closed through the end of the school year. The effort to contain the spread of COVID-19 while also maintaining continuity of learning for students meant districts and schools had to quickly, in the span of 8-10 days, develop and implement remote learning plans. The purpose of this initial scan was to take a systematic snapshot of the development of remote learning plans in school districts in Wisconsin during the Spring of 2020. The primary intent is to identify promising practices that emerged within the context of COVID-19 to share these practices with school districts (LEAs) and to inform how the Department of Public Instruction (DPI) might target assistance and resources moving forward. An additional purpose of this scan was to recognize promising practices that ensure equitable and high-quality learning opportunities for students in future remote learning circumstances. The scan is not intended to be used to identify and call out specific districts, but instead as a formative learning tool to improve plans and SEA support structures.
Selected Characteristics of Principals and Assistant Principals in Wisconsin Public Schools, 1999-00 to 2019-20
Author: Carl, Bradley
Date: 2022-03-00
Type: Reports - Research
Subjects: Administrator Characteristics,Principals,Assistant Principals,Public Schools,Trend Analysis,Geographic Location,Gender Differences,Racial Differences,Employment Experience

This policy brief is one in a series which examines selected topics related to Wisconsin's educator workforce. This brief presents a descriptive profile of Wisconsin's principal and assistant principal labor force over the past 20 years in terms of key attributes such as counts of both types of administrators, selected demographic characteristics (including gender, race/ethnicity, age, and years of experience), and distribution across locale type (urban, suburban, town, rural) and region of the state. Specific questions this brief addresses are as follows: (1) How has the number of principals and assistant principals working in Wisconsin public schools changed over the past two decades, and how does this compare to trends in student enrollment; (2) How has the distribution of Wisconsin principals and assistant principals by locale type and region of the state (including the state's largest districts) changed over the past two decades; and (3) How have selected characteristics of Wisconsin's principals and assistant principals changed over time? [For &quot;Selected Characteristics of Teachers in Wisconsin Public Schools, 1999-00 to 2020-21,&quot; see ED624420.]
Selected Characteristics of Teachers in Wisconsin Public Schools, 1999-00 to 2020-21
Author: Carl, Bradley
Date: 2022-03-00
Type: Reports - Research
Subjects: Teacher Characteristics,Public School Teachers,Trend Analysis,Geographic Location,Intellectual Disciplines,Teacher Student Ratio

This policy brief is one in a series which examines selected topics related to Wisconsin's educator workforce. The goal of this brief is to present a descriptive profile of Wisconsin's teacher labor force over the past 20 years in terms of key attributes such as overall numbers of teachers, what they teach, and where they teach, and selected demographic characteristics (including gender, race/ethnicity, age, and years of experience). Specific questions this brief addresses are as follows: (1) How has the number of teaching staff in Wisconsin public schools changed over the past two decades, and how does this compare to trends in student enrollment; (2) How has the distribution of Wisconsin teachers across area of teaching assignment, geographic locale type (including the state's largest districts), and region of the state changed over the past two decades; and (3) How have selected characteristics of Wisconsin's teaching force (gender, race/ethnicity, age, years of experience, and highest degree held) changed over time? [For &quot;Selected Characteristics of Principals and Assistant Principals in Wisconsin Public Schools, 1999-00 to 2019-20,&quot; see ED624419.]
Five Recommendations for Community Colleges to Equitably Implement Early Alert Systems
Author: Ositelu, Monique O.
Date: 2022-10-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,At Risk Students,Racism,Program Effectiveness,College Faculty,Teacher Attitudes,Student Needs,Data Analysis,COVID-19,Pandemics,Barriers,Labeling (of Persons),Purchasing,Teacher Role

Since the existing literature on the impact of early alert systems (EAS) focuses on four-year institutions, we lack widespread understanding of EAS effectiveness for community college students. In addition, very few studies evaluate racial equity implications for EAS, which makes it challenging for community college leaders to translate results to a college context that offers diverse types of sub-baccalaureate credentials and serves more students of color, low-income, non-residential, and working students than the four-year sector. For the research that does exist in a community college context, the findings are inconsistent and inconclusive. To fill this knowledge gap, we talked with community college leaders, third-party EAS vendors, and experts in the field to understand the challenges surrounding system design/configuration, implementation, use, and perceived effectiveness of EAS at community colleges. We emphasize the importance of mitigating racial discrimination and labeling when using these systems. From our interviews, we identify five of the most common reasons many EAS do not live up to their potential in rendering improved student success and offer five recommendations on how to equitably address those issues. Our report focuses on the early alert feature as a component of a case management system that many community colleges adopt.
Extended Opportunities Programs and Services (EOPS) Impact Study 2.0: 2010-2019. Technical Report
Author: Reyes, Marcela
Date: 2022-08-00
Type: Reports - Research
Subjects: Community Colleges,Academic Achievement,Outcomes of Education,Disadvantaged,Academic Support Services,Student Needs,Educational Research,Student Characteristics,Control Groups,Academic Persistence,Context Effect,Transfer Rates (College),Transitional Programs

The California Community Colleges (CCC) launched Extended Opportunity Programs and Services (EOPS) after the passage of SB164 (1969). Colleges leverage their EOPS funding to offer academic, career, and personal counseling; financial resources; and services &quot;over and above&quot; traditional campus supports. This latest research builds on the 2012 study that compared the outcomes of over 64,000 EOPS participants enrolled at 972 colleges between fall 2004 and fall 2007 to a statistically equivalent group of non-EOPS students enrolled at the same colleges during that time. This study is divided into two phases: Phase 1 investigates who participated in EOPS over a recent 10-year period (fall 2010 through spring 2019) and how their involvement impacted several metrics (fall 2021). Phase 2 delves into what aspects of EOPS lead to educational improvements for participants through student and practitioner focus groups and interviews (spring 2022). This technical report summarizes Phase 1 results from the EOPS Impact Study 2.0. It offers program stakeholders an updated understanding of EOPS program impact on student outcomes to determine both its continued value and areas of opportunity for improvement. Stakeholders include EOPS administrators; college deans and directors; institutional research, planning, and effectiveness (IRPE) professionals; and policymakers. The report begins with a brief overview of the Phase 1 methodology, then turns quickly to the results. It first looks at who participates in EOPS and then assesses program impact using a series of metrics, including one- and two-year persistence; units earned and Grade Point Average (GPA) in the first academic year; transfer-level English and math completion rates; certificate and degree completion; and transfer achievement. It concludes with a summary of implications and next steps. [This research was funded by the California Community Colleges Extended Opportunity Programs and Services Association (CCCEOPSA).]
2022-23 Tuition and Fees at Virginia State-Supported Colleges and Universities
Author: Zheng, Yan
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Undergraduate Students,In State Students,Tuition,Fees,State Aid,Paying for College,Out of State Students,Financial Support,Graduate Students,Institutional Characteristics,Colleges,Community Colleges,Geographic Location,Income,Costs,Grants,Student Financial Aid

The Appropriation Act directs the State Council of Higher Education for Virginia (SCHEV) to submit an annual report to the Governor and the chairs of the House Appropriations and Senate Finance and Appropriations Committees documenting the annual change in total charges for tuition and fees approved by the boards of visitors at Virginia public institutions of higher education (Item 4-2.01.b.4.b). Once funding costs and needs are assessed and the institutions know the amount of state funding available, the boards of visitors determine tuition and fees according to their respective mission and market. This report focuses on tuition and fees for in-state undergraduates and provides a summary of the following four items: (1) Tuition and fees for the 2022-23 academic year; (2) State funding and tuition and fee trends; (3) Tuition and fee comparisons to other states; and (4) Pathways to increase affordability beyond tuition and fees. The appendices compare changes in tuition and fees for in-state undergraduate, out-of-state undergraduate, in-state graduate, out-of-state graduate, in-state first professional and out-of-state first professional students. [For the 2022-23 report, see ED619371.]
Predictive Validity of High School Grade Point Average before and after AB 705
Author: Fagioli, Loris
Date: 2022-09-00
Type: Reports - Research
Subjects: Predictive Validity,Community Colleges,High School Students,Grade Point Average,Student Placement,Two Year College Students,Grades (Scholastic),English Instruction,Mathematics Instruction,State Legislation

Implementation of AB 705 in fall 2019 required California community colleges to use high school grade point average (HSGPA) as the main measure of placement and maximize the likelihood of students being placed into transfer-level English and math courses. Since that time, research has shown that with the vast increase in access to transfer-level courses, the one-year completion rate of these courses (i.e., throughput) also increased. These completion outcomes exceeded prior throughput rates when students largely began in basic skills coursework. However, as throughput increased for all student groups, course success rates decreased at varying rates across colleges, causing some concern about the validity of high school transcript data as a predictor of success in transfer-level English and math courses. To further explore this issue, The RP Group's Multiple Measures Assessment Project (MMAP) research team examined the validity of HSGPA in predicting course grades in students' first community college course in either English or math when that course was at transfer level. The following brief reviews the methodology and highlights key findings and conclusions. Graphical displays of the results are included in the brief, while the full results of each model are included in the appendix. As this summary demonstrates, strong evidence continues to support HSGPA as a valid measure for community college placement into transfer-level English and math.
Unlocking Acceleration: How below Grade-Level Work Is Holding Students Back in Literacy
Author: TNTP
Date: 2022-08-00
Type: Reports - Research
Subjects: Teachers,Instructional Program Divisions,Remedial Instruction,Acceleration (Education),Pandemics,COVID-19,Literacy Education,Disadvantaged,Power Structure,Achievement Gains,Poverty

Schools are working urgently to help students catch back up to grade level in the wake of the pandemic. But that can only happen if students get consistent opportunities to do grade-level work. Our previous research has shown that when students fall behind, providing access to grade level work with appropriate support (learning acceleration) is the best way to help them catch up--and that delaying access to grade-level work (remediation) practically guarantees they will fall even farther behind. But are students getting enough opportunities to do grade-level work? We partnered with ReadWorks, a free digital literacy resource used by more than 75,000 schools, to analyze trends in teachers' use of grade-level assignments on the platform. What we found was troubling: (1) Students are spending even more time on below grade-level work than they were before the pandemic; (2) Students were just as successful on grade-level work as they were on below grade-level work; (3) Students in schools serving more students experiencing poverty were assigned the most below grade-level work; and (4) In schools serving more students in poverty, students got less access to grade-level work even when they'd already shown they can master it. These findings suggest that inequities in access to grade-level work that existed before the pandemic have only deepened, and that most school systems are not yet implementing real learning acceleration strategies. But they also offer a clear path forward, providing the latest evidence that all students can succeed on grade-level work when given the chance--and that learning acceleration should be a centerpiece of academic recovery efforts in the wake of COVID-19. [To learn more about implementing a learning acceleration strategy, see &quot;Learning Acceleration for All: Planning for the Next Three to Five Years&quot; (ED615445).]