ethanporcaro/eric-fulltext-meta huggingface dataset:
Profile of State Data Capacity in 2019 and 2020: Statewide Longitudinal Data Systems (SLDS) Survey Descriptive Statistics. Stats in Brief. NCES 2022-051
Author: Meholick, Sarah
Date: 2023-04-00
Type: Reports - Research
Subjects: Longitudinal Studies,State Programs,State Policy,Data Collection,Federal Aid,Data Use,Elementary Secondary Education,Data Processing,Decision Making,Accountability,Automation

Statewide longitudinal data systems (SLDSs) can enable researchers, policymakers, and practitioners to identify and understand important relationships and trends across the education-to-workforce continuum. A well-developed SLDS can increase state and territory governments' ability to establish more informed and equitable policies, enable agency leaders to act more strategically, and help practitioners make more data-informed decisions. The SLDS Survey was created to capture information about the data capacity of states' and territories' SLDSs across these varying circumstances. In addition to inventorying information about whether a given data type, link, or use is in place, the SLDS Survey explores the development of SLDSs and their varying degrees of implementation. By providing standard measures for various aspects of data capacity, the SLDS Survey helps stakeholders understand and assess the ability of SLDSs to store, manage, link, and use key data types across the preschool through workforce (P-20W+) spectrum. This Statistics in Brief provides aggregate data from the 2019 and 2020 administrations of the SLDS Survey. The primary focus of the report is on the 2020 SLDS Survey with results specific to the 2019 SLDS Survey. This brief is structured to address the following four research questions: (1) What types of K-12 data are included in the statewide longitudinal data system (SLDS)?; (2) What is the capacity for linking K-12 student data in the SLDS to other data? How are the data linked?; (3) Are there data dictionaries published publicly? Are data aligned to the Common Education Data Standards (CEDS)?; and (4) How do states and territories use data for reporting and decision-making?
Tulsa Public Schools. Out-of-School Time Lighthouse
Author: AASA, The School Superintendent's Association
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Public Schools,After School Programs,Summer Programs,Models,Educational Quality,Holistic Approach,Program Descriptions

Tulsa (Okla.) Public Schools is a model for quality afterschool and summer out-of-school time. With pillars of capacity building, quality improvement of programs and creating a year-round engagement, its program structures have fostered familiarity, normalcy and whole-child support. TPS's education and out-of-school time values focus on the following: (1) Learning happening anytime, anywhere and beyond the walls of the schools; (2) Continuing to build a set of systems and structures that help all collaborate together to provide more of its students access to robust experiential, fun learning; and (3) Finding ways to expand and sustain learning beyond the school day. [The report is written in partnership with Tulsa Public Schools and The Opportunity Project.]
CLIR Fellowships in Data Curation: Cultivating Resilient Networks of Support for New Scholars. CLIR Publication No. 186
Author: Bishoff, Liz
Date: 2023-08-00
Type: Reports - Research
Subjects: Doctoral Degrees,Novices,Scholarship,Data,Information Management,Social Networks,Social Support Groups,Fellowships,Postdoctoral Education,Data Collection

Established in 2004, the Council on Library and Information Resources (CLIR) Postdoctoral Fellowship Program (program) had as its goal the recruitment, training, and creation of cohorts of new PhDs working within the library or cultural heritage digital environment to help manage, sustain, and generate valuable information in support of research and learning. With the data curation fellowships, introduced in 2012, the goal was for the fellows to &quot;contribute to a more sophisticated understanding of data curation and its often determining role in the conduct of scientific and social science research&quot; (Bishop and Williford 2019). This report: (1) discusses the methodology of the 2018-2022 assessment of the CLIR program; (2) provides an analytical review of prior program assessments; (3) identifies the types of data curated through the fellowships; (4) identifies differences in data curation across the different cohorts; (5) explores the challenges emerging from those curation activities; (6) identifies the impact of the fellows' work on their host organizations and communities; (7) assesses the impacts of the COVID-19 pandemic and contemporaneous social movement events on the fellows; and (8) identifies future priorities for the program.
A Framework for Foundational Literacy Skills Instruction for English Learners: Instructional Practice and Materials Considerations
Author: Council of the Great City Schools
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Reading Skills,Skill Development,Reading Instruction,Educational Needs,Emergent Literacy,Instructional Materials,Reading Comprehension,Bilingual Students,Language Acquisition,English (Second Language),Vocabulary Development,Instructional Design,Syllables,Phonemes,Knowledge Base for Teaching,Early Childhood Education

English learners (ELs) are one of America's fastest-growing student groups, and their numbers are most concentrated in the country's Great Cities. In addition, the academic needs of these school children are complex and varied, especially as they are developing knowledge of multiple language systems. This document is continued evidence of how urban school leaders are working to ensure success for all our students. Considering recent concerns about the reading proficiency levels of students across the country and discussions about best practices to support foundational literacy skills development, the Council has developed a vision for foundational literacy skills instruction that meets the complex needs of English learners. This document provides a review of general and EL-specific research on early literacy, drawing from both to define a vision for foundational literacy skills instruction for ELs. The document outlines a framework for foundational literacy skills instruction around six principles to ensure that ELs develop the necessary literacy skills to engage with complex text in all subject areas successfully. Finally, the document also presents criteria by which school administrators and teachers can determine whether instructional materials for foundational literacy skills instruction are conducive to meeting the needs of English learners.
High School Counselor Meetings about College, College Attendance, and Parental Education. Data Point. NCES 2023-097
Author: Adam, Tara
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: High School Students,Grade 9,School Counselors,College Attendance,Parent Background,Educational Attainment,Incidence,Meetings

This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether high school students met with counselors about college and if meetings varied by parental education. It also describes whether students attended college and if attendance varied by whether students met with a counselor about college.
Data 101: A Briefing Book for Policymakers on Education to Workforce Data
Author: Data Quality Campaign (DQC)
Date: 2021-03-31
Type: Guides - Non-Classroom
Subjects: Educational Policy,Labor Force,Data,Schools,Postsecondary Education,Academic Achievement,Achievement Gains,Outcomes of Education,Trend Analysis,Education Work Relationship,State Policy,Decision Making,School Effectiveness,Teacher Education,Educational Quality

Data is a critical part of policy conversations in every state. This briefing book is meant to bring the reader up to speed on 12 of the most pressing topics about the schools and postsecondary and workforce options in each state: (1) Student data helps improve student achievement; (2) Postsecondary data provides insights about students, schools, and outcomes; (3) Workforce data helps identify trends and inform decisions about the future; (4) State longitudinal data systems help answer questions and drive systemic change, economic mobility, and student success; (5) Data governance policies maximize investments in state data systems; (6) Student data must be kept private and secure; (7) Student growth data provides a more equitable picture of student and school performance; (8) Data generates the evidence that state and system leaders need to make decisions; (9) State report cards provide the public information about student and school performance; (10) Data empowers teachers and parents with information to better support learning; (11) Educator preparation programs need data to improve teacher training and quality; and (12) Teachers must be equipped with the skills to understand and use data effectively. The following information is included for each topic: (1) A basic overview of the topic; (2) Why it matters; (3) The &quot;state of play&quot; on the latest progress in that area; (4) Recommendations to take action; and (5) Additional resources to help build your understanding of data topics and policies.
Online Assessment of Primary Students&apos; Cognitive, Psychomotor, and Affective Domains: Practices from Urban and Rural Primary Schools in Indonesia
Author: Karta, I. Wayan
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Rural Schools,Urban Schools,Elementary School Students,Student Evaluation,Computer Assisted Testing,Grade 4,Grade 5,Online Courses,Test Validity,Cognitive Ability,Psychomotor Skills,Affective Behavior,Observation,Computer Mediated Communication,Criterion Referenced Tests

This study intends to describe assessment strategies for young students' online learning. The participants in this descriptive qualitative study were 15 primary school principals and 35 teachers teaching Years 4 and 5 in urban and rural schools on the island of Lombok, West Nusa Tenggara Province, who volunteered their participation after undergoing comparable procedures. Using operational concepts of assessment of learning for online learning, class observation, and interview were organized. The content and structure validity of the measures were evaluated in accordance with the developmental periods of young learners. The findings showed that the teachers assessed the primary students' cognitive, psychomotor, and affective domains interactively during the online class meetings, in their portfolio, and through attitude direct observation. Several assessment strategies were advocated to circumvent the shortcomings of online learning. A criterion-referenced evaluation was used to conduct the analysis. The theoretical implications of the findings suggest that the various assessment procedures adopted have decreased the negative washback of online exams; however, further research is required to determine the consistency of the outcomes of online tests with other types of evaluation.
Mathematics Education across Cultures. Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (42nd, Mazatlán, Mexico and Online, May 27-June 6, 2021)
Author: Sacristán, Ana Isabel, Ed.
Date: 2020-12-00
Type: Collected Works - Proceedings
Subjects: Mathematics Education,Teaching Methods,Cultural Differences,Educational Research,Foreign Countries,Language Usage,Ethnicity,Gender Differences,Ability,Institutional Characteristics,School Culture,Educational Technology,Electronic Learning,Interdisciplinary Approach,STEM Education,Art Education,Algebra,Number Concepts,Curriculum,Evaluation,Equal Education,Geometry,Measurement,Instructional Leadership,Pedagogical Content Knowledge,Mathematical Models,Calculus,Statistics,Probability,Student Experience,Student Characteristics,Teacher Education,Instruction,Research Methodology

These proceedings are a written record of the research presented at the 42nd annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) held in Mazatlán, Mexico, virtually beginning May 27, 2021 and in-person June 2-6, 2021. The conference was originally scheduled to take place October 14-18, 2020; it was postponed, due to the COVID pandemic. In accordance with the major goals of PME-NA that include promoting international contacts and stimulating interdisciplinary research, the theme was proposed as &quot;Entre Culturas/Across Cultures&quot;. The goal of the theme was an academic exchange that would reflect the ample diversity of ways of teaching and learning of mathematics, and of the tools and communities involved in mathematics education; as well as an exploration of how the differences in cultures imply a need to consider how research results can be taken into account in varying contexts. The papers comprise 80 Research Reports, 190 Brief Reports, 147 Poster Presentations, 10 Working Groups, 2 Research Colloquia, and Plenary and special lectures. The program also includes a special tribute to Eugenio Filloy and a tribute to the PME-NA members who were affected by the COVID-19 pandemic. [These proceedings were produced with Cinvestav (Centro de Investigación y de Estudios Avanzados del IPN), México and AMIUTEM (Asociación Mexicana de Investigadores del Uso de Tecnología en Educación Matemática, A.C.), México. Individual papers are indexed in ERIC.]
Fostering Family Financial Literacy via an Interactive Learning Game: An Evaluation Study of &quot;Cha-Ching! Money Adventures&quot;
Author: Tally, William
Date: 2022-05-00
Type: Reports - Research
Subjects: Financial Literacy,Game Based Learning,Interaction,Video Games,Program Evaluation,Foreign Countries,Elementary School Students,Grade 4,Program Effectiveness,Learner Engagement,Play,Student Attitudes,Parent Child Relationship,Pretests Posttests

Since 2012, the Prudence Foundation has been working to address the gap in financial literacy in developing nations by creating and distributing financial literacy media and curricula targeting 7- to 10-year-olds in Asia and, more recently, Africa. &quot;Cha-Ching!&quot; is a multipronged learning initiative that reaches children, teachers, and parents in schools and at home through broadcast TV, digital and print curriculum, and web-based videos and interactives. The core of &quot;Cha-Ching!&quot; is an animated cartoon series featuring characters and songs that introduce children to basic concepts like earning, saving, spending, and donating. Built to accompany the cartoon series are a school based curriculum, a website with activities and materials for parents and children at home, and, now, a new interactive learning game, &quot;Cha-Ching! Money Adventures.&quot; In January 2022, Education Development Center researchers conducted an evaluation study of &quot;Cha-Ching! Money Adventures&quot; to determine its appeal and effectiveness for eight- to nine-year-olds playing the learning game at home. Prior to beginning game play, all students completed a 24-item test of Basic Financial Literacy. At the conclusion of game play, typically three to four weeks later, students completed the same 24-item test and answered questions about their experience of the games and the context of home play. The research found that: (1) &quot;Cha-Ching! Money Adventures&quot; is effective in improving children's knowledge of the core financial literacy concepts; (2) &quot;Cha-Ching! Money Adventures&quot; is highly appealing to eight- and nine-year-olds; and (3) &quot;Cha-Ching!&quot; fostered family conversations about money. [For the executive summary, see ED629886.]
Fostering Family Financial Literacy via an Interactive Learning Game: An Evaluation Study of &quot;Cha-Ching! Money Adventures.&quot; Executive Summary
Author: Tally, William
Date: 2022-05-00
Type: Reports - Descriptive
Subjects: Financial Literacy,Game Based Learning,Interaction,Video Games,Program Evaluation,Foreign Countries,Elementary School Students,Grade 4,Program Effectiveness,Learner Engagement,Play,Student Attitudes,Parent Child Relationship,Pretests Posttests

This report shares findings from EDC's evaluation study of &quot;Cha-Ching Money Adventures.&quot; &quot;Cha-Ching&quot; is an interactive learning game that introduces 7- to 10-year-olds to fundamental financial concepts and fosters family dialogue about financial decisions. The authors found that the game was engaging for eight- and nine-year-old children and measurably improved their financial literacy. [For the full report, see ED629885.]
Supporting Girls&apos; Transitions from School to Higher Education and Work. Literature Review
Author: Amenya, Donvan
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Females,Disadvantaged,Transitional Programs,Barriers,Higher Education,Poverty,Skill Development,Intervention,Adjustment (to Environment),Dropouts,Basic Skills,Job Training,Internship Programs,Information Technology,Job Skills,Vocational Education,Self Esteem,Youth

Difficulty transitioning from school to higher education or work remains one of the key barriers facing girls in disadvantaged contexts, with far-reaching implications for their futures and wellbeing. In this report, the first in a three-year research project on girls' transitions into higher education or work, we seek to understand the challenges facing these girls and highlight promising interventions to support their transitions -- including in challenging contexts where marginalisation persists. Transition from school to higher education and work is a fundamentally important phase that determines individuals' future trajectories and livelihoods. This is particularly a pivotal period for girls in resource-constrained settings, where poverty and gender inequality intersect. This report moves beyond recent quantitative studies on gender-related barriers to school participation and learning to explore the wider evidence base on girls' education to identify: (1) the key skills necessary for transition; and (2) the interventions needed to make effective transitions happen. Looking at transition from the lens of a complete schooling cycle, the report also provides lessons for policymakers, particularly highlighting the need for effective transition to be supported across education systems in an integrated way, rather than through isolated individual programmes. Key findings: (1) the barriers to girls' transition are complex, multifaceted, and often reinforce each other. Multi-sectoral interventions that target overlapping vulnerabilities have been shown to have a positive impact in supporting girls' transitions; (2) in contexts where disadvantaged girls drop out of school or are unable to develop foundational skills, literacy and numeracy catch-up programs should be integrated into vocational and life skills training, to offer girls a second chance to develop the core skills; (3) to ensure girls are effectively prepared to transition into work, vocational training and on-the-job training or internships could be combined. This would provide opportunities for learning transferable skills alongside applying skills acquired by training in work contexts; and (4) integration of ICT in training programmes holds promise for building girls' skills and confidence in navigating an increasingly digital world.
Distance Education for Teacher Training: Modes, Models, and Methods
Author: Burns, Mary
Date: 2023-00-00
Type: Guides - General
Subjects: Distance Education,Teacher Education,Models,Online Courses,COVID-19,Pandemics,Technology Uses in Education,Educational Technology,Teacher Qualifications,Audio Equipment,Video Technology,Television,Multimedia Materials,Multimedia Instruction,Electronic Learning,Blended Learning,Web 2.0 Technologies,Computer Oriented Programs,Handheld Devices,Laptop Computers,Teacher Effectiveness,Faculty Development,Student Centered Learning,Instructional Design,Curriculum Development,Teaching Skills,Coaching (Performance),Mentors,Teacher Evaluation,Program Evaluation,Quality Assurance

This publication is the new edition of EDC's popular 2011 guide by the same name, completely revised to include lessons learned over the last decade, including the massive move to online learning during the COVID-19 global pandemic. Drawing on data from 188 countries and nearly 700 publications, this comprehensive guide explores distance education technologies and approaches for pre- and in-service educators, offering the most detailed, global, and up-to-date information on new technologies and on the inputs that are most valuable to ensure that distance education results in meaningful teacher learning.
What States Can Do to Support Districts through the COVID Recovery Window to Accelerate Student Learning
Author: Rodriguez, Ventura
Date: 2023-03-24
Type: Reports - Descriptive
Subjects: State School District Relationship,COVID-19,Pandemics,Achievement Gains,Elementary Secondary Education,Emergency Programs,Federal Aid,Grants,Evidence Based Practice,Educational Finance,State Aid,State Legislation

The fourth school year impacted by the pandemic is more than halfway complete, and school district leaders across the country are working hard to invest remaining ESSER dollars strategically to support learning recovery. With the ESSER spending window closing soon, however, many leaders are spending funds to meet the deadline, rather than continuing to deliberately invest in the evidence-based practices that students need most and that promote long-term sustainability. Fortunately, state legislatures and state education agencies have the power to provide districts and schools with the resources and time they need to ensure students fully recover from pandemic-related disruption. By providing targeted guidance and enacting statutory and regulatory changes, states can--and should--empower districts with more flexible, strategic spending. This brief report looks at the following questions: (1) Why Do Districts Need More Support?; and (2) What Can States Do to Support Districts--Now and Beyond ESSER?
Retaining Principals to Reduce Teacher Attrition: How Leaders Can Support Principals to Mitigate the Turnover Cycle
Author: Education Resource Strategies (ERS)
Date: 2023-05-23
Type: Reports - Descriptive
Subjects: Faculty Mobility,Principals,Labor Turnover,Teacher Shortage,Administrator Role,Leadership,Cooperation,Faculty Workload,Salaries

Highly effective principals are critical to their school systems, contributing to both student outcomes and teacher retention. But despite some stabilization during the pandemic, teacher and principal turnover rates are rising again at the district and school levels, especially at high-need schools. And our recent original research underscores an overlooked cyclical effect impacting teachers and students alike: When principals leave their schools, teachers are more likely to leave, as well. But when principals get effective support from their district office--including around attracting and retaining highly effective teachers--they're less likely to leave their school, which can stabilize teacher turnover rates and improve student outcomes and experiences. Our latest brief outlines four key supports that district leaders can provide to principals, mitigating the turnover cycle and boosting both principal and teacher retention.