ethanporcaro/eric-fulltext-meta huggingface dataset:
Trends in Student Social-Emotional Learning: Evidence from the CORE Districts. Working Paper
Author: West, Martin R.
Date: 2018-05-00
Type: Reports - Research
Subjects: Educational Trends,Social Development,Emotional Development,Self Concept,Self Efficacy,Self Management,Social Cognition,Elementary School Students,Secondary School Students,Gender Differences,Racial Differences,Socioeconomic Status,Economically Disadvantaged,Urban Schools,School Districts,White Students,African American Students,Hispanic American Students,Asian American Students,Scores,Predictor Variables,Attendance,Suspension

Mounting evidence demonstrates that social-emotional skills are important for students' academic and life success, yet we have limited evidence on how these skills develop over time and how this development varies across student subgroups. In this study, we use the first large-scale panel survey of social-emotional learning (SEL) to describe how four SEL constructs--growth-mindset, self-efficacy, self-management, and social awareness--develop from Grade 4 to Grade 12, and how these trends vary by gender, socioeconomic status, and race/ethnicity. Our results are based on self-report student surveys administered in the 2014-15 and 2015-16 school years to roughly 400,000 students within the CORE districts, a network of urban school districts in California. We simulate cohort trends for students continuously enrolled in six districts within CORE by adding the mean change at each grade level observed among students surveyed in both years to the mean scores of Grade 8 students in 2015-16. We find that, with the exception of growth mindset, social-emotional skills do not increase monotonically as students move through school. Self-efficacy, social awareness, and to a lesser degree self-management decrease after Grade 6. Trends in SEL also vary by subgroup. Female students report higher self-management and social awareness than boys, but their self-efficacy drops sharply relative to boys in middle and high school. Economically disadvantaged students report lower levels of each social-emotional construct, but gaps in self-management, growth mindset, and self-efficacy narrow in high school. White students report higher levels of social-emotional skills than African American and Latinx students; Asian students report levels of self-management similar to White students but exhibit declining self-efficacy over time. While our findings cannot be generalized beyond the California districts we study, the scope and scale of our data far exceeds anything in the extant literature. [For a related report, see ED591084.]
Predicting College Success: How Do Different High School Assessments Measure Up?
Author: Kurlaender, Michal
Date: 2018-03-00
Type: Reports - Research
Subjects: Standardized Tests,Common Core State Standards,Student Evaluation,College Readiness,Predictor Variables,Academic Achievement,High School Students,Grade 11,Cohort Analysis,Outcomes of Education,Racial Differences,Socioeconomic Status,College Entrance Examinations,Grade Point Average

In 2014, the state of California implemented the California Assessment of Student Performance and Progress (CAASPP) in order to align state assessment and accountability policies with the newly adopted Common Core State Standards (CCSS). At the heart of the new performance and accountability system is the Smarter Balanced Assessment. The Smarter Balanced Assessment is designed to evaluate a student's full range of college- and career-readiness as defined by the CCSS. Three years after the implementation of the Smarter Balanced Assessment, we can now begin to analyze how well the assessments predict college readiness. In addition, we can investigate how the Smarter Balanced Assessments measure up to other commonly used assessments for predicting college success. In this research brief, we describe early college outcomes for the 2014-15 cohort of California 11th graders, the first cohort of 11th grade Smarter Balanced Assessment takers. Specifically, we explain how well the Smarter Balanced Assessment, high school grade point average (HSGPA), and SAT predict first-year college outcomes for students enrolled in the California State University (CSU) system. We similarly explain outcomes for students enrolled in the University of California, Davis (UCD). We also report how the relationship between these assessments and early college outcomes differ by key student subgroups (race/ethnicity and socioeconomic disadvantage).
Enacting Social-Emotional Learning: Lessons from &quot;Outlier Schools&quot; in California&apos;s CORE Districts
Author: Hough, Heather
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Middle Schools,Urban Schools,Educational Practices,Educational Strategies

Social-emotional learning refers to the beliefs, attitudes, personality traits, and behaviors that students need to succeed in school and life. Our study looks closely at ten &quot;outlier schools&quot; in California's CORE districts whose students report strong social-emotional learning outcomes compared to other, similar middle schools. This brief--based on a longer technical report--describes the surprising breadth and variety of social-emotional learning practices found in these outlier schools, as well as commonalities in their approaches and implementation challenges that some are facing. Our findings offer ideas and lessons learned that may benefit other schools and districts seeking to implement social-emotional learning at scale. [For the related technical report, see ED591088.]
Enacting Social-Emotional Learning: Practices and Supports Employed in CORE Districts and Schools
Author: Marsh, Julie A.
Date: 2018-04-19
Type: Reports - Research
Subjects: Social Development,Emotional Development,Middle Schools,Educational Practices,School Districts,African American Students,Hispanic American Students,Educational Strategies

There is a growing consensus in education that schools can and should attend to students' social-emotional development. Emerging research and popular texts indicate that students' mindsets, beliefs, dispositions, emotions, and behaviors can advance outcomes such as college readiness, career success, mental health, and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students' social-emotional skills. This report seeks to fill this gap by examining the social-emotional learning (SEL) practices in one network of California school districts--the CORE districts--that are working together to measure and improve SEL. We focus on schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. To support the sharing of promising practices in this emerging field, we investigate how district and school leaders and educators interpret SEL and support it in and outside of the school day. [For the related brief, see ED591087.]
School Effects on Social-Emotional Learning: Findings from the First Large-Scale Panel Survey of Students. Working Paper
Author: Loeb, Susanna
Date: 2018-05-00
Type: Reports - Research
Subjects: Social Development,Emotional Development,Academic Achievement,Self Efficacy,Outcomes of Education,Student Attitudes,Student Surveys,Value Added Models,Self Management,Institutional Characteristics,Error of Measurement,Attribution Theory,Interpersonal Competence,Mathematics Achievement,Language Arts,Elementary School Students,Middle School Students,English

Measures of school-level growth in student outcomes are common tools used to assess the impacts of schools. The vast majority of these measures are based on standardized tests, even though emerging evidence demonstrates the importance of social-emotional skills (SEL). This paper uses the first large-scale panel surveys of students on SEL to produce and evaluate school-level value-added measures by grade for growth mindset, self-efficacy, self-management, and social awareness. We find substantive differences across schools in SEL growth, of magnitudes similar to those for academic achievement. This result suggests that schools might contribute to students' SEL. However, we also find that the models are not as well specified for SEL as they are for achievement gains, raising the possibility that the estimated school effects include school-level measurement error and potential omitted variables bias. In addition, the across-school variance in the average level of the SEL measures is proportionally much smaller than for academic measures, which would not be expected if substantial impacts of schools on SEL outcomes persisted over time. These findings recommend caution in interpreting measures as the causal impacts of schools on SEL, though they also do not rule out important school effects.
The Network Solution: How Rural District Networks Can Drive Continuous Improvement
Author: Timar, Thomas
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Rural Schools,Networks,School Districts,Elementary Secondary Education,Educational Improvement,Cost Effectiveness,Best Practices,Instructional Materials,Faculty Development,Cooperation,Common Core State Standards,Meetings,Program Descriptions,Technical Assistance,School Visitation,Collegiality,Mathematics Instruction,Formative Evaluation,Teacher Collaboration,Strategic Planning,Videoconferencing

Rural school districts face unique challenges in procuring funds, recruiting staff, and obtaining high-quality technical assistance. This environment creates problems in identifying high-quality instructional materials and implementing best practices. A collaborative learning network can address these challenges by providing access to professional development, collaborative time with peer districts, and economies of scale. This report discusses rural networks, specifically Pivot Learning's Rural Professional Learning Network, can cost-effectively provide expertise and build a professional culture.
Towards a Common Vision of Continuous Improvement for California. Technical Report. Getting Down to Facts II
Author: Grunow, Alicia
Date: 2018-09-00
Type: Reports - Research
Subjects: Educational Improvement,Educational Quality,School Effectiveness,Educational Policy,Data,Information Utilization,State Policy,Educational Innovation,Accountability,Educational Change

Under emerging policy structures in California, the responsibility for school improvement is increasingly placed upon local school districts, with County Offices of Education (COEs) playing a critical support role. In this system, districts are responsible for school improvement, with counties in charge of ensuring quality across districts and providing feedback and support where necessary. Underlying this major policy shift is the idea that local leaders are in the best position to drive real educational improvement and ensure quality across multiple schools and contexts. While a continuous improvement approach involves many changes to the way educational systems work, strategic data use is central to effective implementation. Although there is wide agreement that data are critical to the state's policy vision, many questions remain: What does it look like to use data for improvement in California's context? What data are needed, by whom, and for what purpose, at various levels of the education system? And what can we learn from innovative practice in our state? This paper provides a framework for how data use for improvement is different from data use for accountability and how data should be used by actors at different levels of the system and shares lessons from the CORE Data Collaborative about how data can be used for.
Ohio Promise: Equitable Free College
Author: Jackson, Victoria
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Grants,College Attendance,State Programs,Student Financial Aid,Access to Education,Low Income Students,Females,Minority Group Students,Parents,Adult Students,Tuition,Fees,College Admission,Costs,Paying for College,Public Colleges,Scholarships

Ohio has a world-class network of public colleges. However, the state lags behind the nation in college attainment. Recognizing that the state must improve these numbers, Ohio policymakers have committed to a goal of 65 percent college attainment by 2025. Despite the state's attainment goal, Ohio does not have a college promise program. The Ohio College Opportunity Grant (OCOG) is the state's sole need-based aid grant. OCOG is too underfunded to make college affordable for moderate-income students and leaves many students completely out. Ohio is at a turning point. The state needs to reform OCOG to better serve Ohio's long-term education and workforce development goals and the state must confront the ongoing affordability crisis. Ohio can do both by targeting intensive need-based aid to make college affordable for low-income students, who are disproportionately women, people of color, parents, and working adults. Robust need-based aid is critical part of a strong college access and completion policy. The Ohio Promise would transform Ohio from an under-educated state into one where more people have the education they need to thrive in the economy. [For the executive summary, see ED591094.]
Expanding Vouchers Chips Away at Public Schools
Author: Jackson, Victoria
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Educational Vouchers,Public Schools,Public Education,Educational Finance,State Aid,Private Schools,Eligibility,State Legislation,Educational Legislation,School Choice,Low Income Students

Strong public schools are the backbone of strong communities. A good public school system can be a city's biggest draw. An underperforming public school often marks a city's decline. Public education is perhaps the most crucial investment government can make. Although most Ohioans are educated in public schools, since the 1990s state policymakers have steadily funneled resources to private schools through vouchers, despite evidence that public school students perform better. Key findings from this report include: (1) Despite traditional public schools struggling to recover funding since the recession, voucher program spending increased by 352 percent since 2008; (2) Program eligibility has increased by adding programs that allow more students to use vouchers; (3) Senate Bill 85 would create the &quot;Opportunity Scholarship&quot;, which could cost 6.4 times as much annually as the voucher programs it would replace; and (4) The 2018-2019 House budget increases funding the Educational Choice Program (EdChoice) Expansion voucher by 57 percent over the 2016-17 budget.
Ohio Promise: Equitable Free College. Executive Summary
Author: Jackson, Victoria
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Educational Attainment,Grants,College Attendance,State Programs,Student Financial Aid,Access to Education,Low Income Students,Females,Minority Group Students,Parents,Adult Students,Tuition,Fees,College Admission,Costs,Paying for College,Public Colleges,Scholarships

Ohio has a world-class network of public colleges. However, the state lags behind the nation in college attainment. Recognizing that the state must improve these numbers, Ohio policymakers have committed to a goal of 65 percent college attainment by 2025. Despite the state's attainment goal, Ohio does not have a college promise program. The Ohio College Opportunity Grant (OCOG) is the state's sole need-based aid grant. OCOG is too underfunded to make college affordable for moderate-income students and leaves many students completely out. Ohio is at a turning point. The state needs to reform OCOG to better serve Ohio's long-term education and workforce development goals and the state must confront the ongoing affordability crisis. Ohio can do both by targeting intensive need-based aid to make college affordable for low-income students, who are disproportionately women, people of color, parents, and working adults. Robust need-based aid is critical part of a strong college access and completion policy. The Ohio Promise would transform Ohio from an under-educated state into one where more people have the education they need to thrive in the economy. [For the full report, see ED591092.]
Postsecondary Enrollment before, during, and since the Great Recession. Population Characteristics. Current Population Reports. P20-580
Author: Schmidt, Erik P.
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Enrollment,Economic Climate,Unemployment,Undergraduate Students,Graduate Students,Gender Differences,Racial Differences,Age Differences,Two Year Colleges,Hispanic American Students,White Students,Asian American Students,African American Students,College Graduates,Dropouts,Enrollment Trends

Education is highly valued in the United States as a means to acquire skills and experience that allow individuals to realize greater earnings over the course of their working lives. The value placed on education is evidenced by the fact that 89 percent of people 25 years and older have completed high school, and 60 percent have studied beyond the high school level. The value placed on education is also seen in the increase in college enrollment over time, from 2.4 million students in 1955 to 19.1 million students in 2015. While enrollment has increased over the long run, enrollment has increased and decreased within this long-term increase. This report provides an overview of postsecondary enrollment during one of these periods, covering the years preceding and since the Great Recession of 2007 to 2009, using data collected in the Current Population Survey (CPS). It examines the postsecondary enrollment of the adult population by demographic and social characteristics, such as age, sex, and race and Hispanic origin.
Summer Learning - A Smart Investment for California School Districts. PACE Continuous Improvement Brief 01-18
Author: Perry, Mary
Date: 2018-01-00
Type: Reports - Research
Subjects: Educational Improvement,Achievement Gap,Summer Programs,Low Income,Academic Achievement,Educational Quality,Funding Formulas,School Districts,Learning Experience,Lesson Plans,Learning Activities,Educational Objectives,Achievement Gains,Learner Engagement,Faculty Development,Budgets,Partnerships in Education,Educational Resources,Elementary Secondary Education

Summer learning loss contributes significantly to the achievement gap between low income students and their more affluent peers. That makes high quality summer learning programs a smart investment for school districts concerned about success for all students. Such investments have become easier thanks to the flexibility built into the Local Control Funding Formula (LCFF). The most promising programs are not traditional summer school. Instead, they look and feel like summer camp while incorporating learning goals aligned with district priorities. Summer learning programs: (1) Offer an innovative approach for engaging young people and inspiring a love of learning throughout the year; (2) Include camp experiences such as chants; and rituals, cabins and teams, games and sports, and experiments and experiences; and (3) Integrate intentional learning goals, lesson plans, and evaluations of learning into an engaging program environment.
Report to Congress on the Final Head Start Program Designation Renewal System
Author: Administration for Children, Youth, and Families (DHHS), Office of Head Start
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Disadvantaged Youth,Federal Legislation,Educational Legislation,Educational Quality,Standards,Program Improvement,Grants,Educational Finance,Federal Aid

Head Start is the largest federal investment in early childhood education, serving nearly one million of our nation's most vulnerable young children and their families. It is the federal government's responsibility to make sure that these children and families get the highest quality services possible. Section 641(c)(1) of the Head Start Act requires the Secretary of the U.S. Department of Health and Human Services (HHS) to develop and implement a system for designation renewal (e.g., Designation Renewal System or DRS) to determine if a Head Start agency is delivering a high-quality and comprehensive Head Start program that meets the educational, health, nutritional, and social needs of the children and families it serves, and meets program and financial management requirements and standards described in section 641A(a)(1) of the Act. The final rule detailing the DRS was published on November 9, 2011 and was developed after consideration of public comments received in response to the Notice of Proposed Rulemaking (NPRM) issued September 22, 2010, in the Federal Register [75 FR 57704]. The final rule makes structural changes in Head Start that will drive significant improvements in program quality. Specifically, for the first time in the history of Head Start, individual grantees whose programs fall short of certain standards will be required to compete with other organizations to continue receiving funding. Funds will be awarded to the organization that demonstrates it can best meet the needs of Head Start children and families.
&quot;60x30TX&quot; Progress Report
Author: Texas Higher Education Coordinating Board
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Planning,Educational Attainment,Statewide Planning,Futures (of Society),Stakeholders,Educational Objectives,African American Students,Hispanic American Students,Gender Differences,Certification,Academic Degrees,College Graduates,College Attendance,Student Financial Aid,Trend Analysis,Educational Trends,Disadvantaged,Males,Employment Potential

Twelve years remain in the &quot;60x30TX&quot; higher education plan for Texas. The overarching goal of the plan is for 60 percent of young adult Texans, ages 25-34, to have a certificate or degree by 2030. This is the third &quot;60x30TX&quot; progress report issued by the THECB. It provides breakouts and explanations of the &quot;60x30TX&quot; metrics and displays goals and targets through 2030. In addition, this report summarizes Texas Higher Education Coordinating Board activities or initiatives that are supporting and helping to achieve the goals and targets listed in &quot;60x30TX.&quot; This report shows Texas is beginning to make progress toward its goals and is seeing early signs of improvement. Statewide, higher education stakeholders, however, must continue to set the stage for success, to help Texas ensure a good future for those who will soon enter the workforce and for the millions that will inherit our successes. [For the 2017 report, see ED581785.]