ethanporcaro/eric-fulltext-meta huggingface dataset:
New Collaborations, New Approaches: Research for Improvement in Teacher Preparation
Author: DeMonte, Jenny
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Research,Educational Improvement,Research Design,Theory Practice Relationship,Research and Development,Cooperation,Preservice Teacher Education,Inservice Teacher Education,Program Improvement,Teacher Education Programs

Although there is a growing body of evidence designed to facilitate understanding of teacher preparation, the studies are not always useful to preparation providers because the outcomes emerge long after teacher candidates have left preparation programs. But many providers seek answers to questions about the arrangement of activities within their programs or the kinds of training their teacher candidates actually receive, and they want to learn about the impact of these activities on candidates before they finish training. In April 2017, the American Institutes for Research (AIR) brought together 35 researchers, teacher preparation providers, and school leaders to discuss what kind of research designs would help teacher preparation providers improve their programs. In October 2017, the participants reconvened to present interdisciplinary research study designs that would break ground on new ways to better prepare teachers. The innovative designs and the conversations they sparked represent the cutting edge of teacher preparation research. They also foreshadow what this new research-for-improvement approach can look like given appropriate resources, attention, and collaborative support. This report, which is based on the meeting, shares the projects that participants believe could help improve teacher preparation, describing each of the research designs presented as well as the challenges that might arise when conducting research in dynamic contexts.
New Jersey Kids Count 2016: A Statewide Profile of Child Well-Being
Author: Advocates for Children of New Jersey
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Well Being,Children,Family Characteristics,Child Health,Early Childhood Education,Child Care,Child Welfare,Adolescents,Young Adults,Immigrants,Age Differences,Racial Differences,Ethnic Groups,Birth,Grandparents,One Parent Family,Family Structure,Poverty,Family Income,Housing,Welfare Services,Food,Nutrition,Tax Credits,Enrollment,Attendance,Homeless People,Standardized Tests,Scores,Academic Achievement,Health Insurance,Diseases,Mental Health,Juvenile Justice,Substance Abuse,Delinquency,Violence,Infants,Death,Child Safety,Adoption,Foster Care,Demography,Low Income,High School Graduates,Graduation Rate,Dental Health,Early Parenthood,Sexually Transmitted Diseases,Child Abuse,Acquired Immunodeficiency Syndrome (AIDS),College Entrance Examinations,Special Education,Partnerships in Education,College Readiness,Career Readiness

This annual snapshot of child well-being is intended to inform policymakers and the public of the progress of and challenges to ensuring the health, welfare, and safety of all children. Following an introduction, this report contains seven sections: (1) The State of Children and Families, including data on births and family structure; (2) The State of Family Economics, including data on median family income, housing, and food security; (3) The State of Early Care and Education, including data on PK-12 enrollment, homeless students, and high school graduation rates and SATs; (4) The State of Child Health, including data on uninsured children, infant and child deaths, and child behavioral health; (5) The State of Child Protection, including data on abused and neglected children, safety in foster care, and adoptions; (6) The State of Teens and Young Adults, including data on youth in poverty, births to teens, and juvenile justice; and (7) The State of Immigrant Families, including data on foreign-born children and language among children in immigrant families. [For the 2015 report, see ED585532.]
Exploring Equity Issues: Bio-Social-Emotional Needs of Immigrant Students, with a Focus on Central Americans
Author: Hood, Beth
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Immigrants,Social Development,Emotional Development,Adjustment (to Environment),Trauma,Teacher Role,Student Needs,Coping,Hispanic American Students,Immigration,Violence,Child Health,Acculturation,Family Relationship,Cultural Relevance,Consciousness Raising,Classroom Environment

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper discusses social and emotional learning (SEL) and the special challenges faced by immigrant students in this area. For immigrant students, the challenge of SEL is compounded by their simultaneous navigation of social and academic displacement, trauma, and family reunification. The paper concludes with both school-wide and teacher strategies that respond to immigrant student needs.
Exploring Equity Issues: Equitable Access to Higher Education
Author: Hughes, Katherine L.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Student Diversity,Cultural Differences,Access to Education,Higher Education,Academic Persistence,Graduation,Educational Policy,At Risk Students,Barriers,Minority Group Students,Social Capital,College Readiness,College Preparation,College Applicants

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper discusses the inequities that exist with culturally and linguistically diverse students in regards to access to college, and to persistence and completion once enrolled. It also discusses policies and practices that can make a difference in helping our most vulnerable youth transition smoothly to college and earn a degree.
Exploring Equity Issues: Culturally Responsive Leaders
Author: Schlanger, Phoebe
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Student Diversity,Cultural Awareness,Cultural Differences,Equal Education,Teacher Role,Student Needs,Teacher Competencies,Case Studies,School Districts,Teacher Administrator Relationship,Trust (Psychology),Leadership Training,Instructional Leadership,Elementary Secondary Education

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper examines why it is important for educators to be culturally responsive leaders in order to address the needs of their culturally and linguistically diverse learners. Using one of CEE's case studies, it highlights several preconditions necessary for achieving this and outlines the Essential Elements of Cultural Competence.
Weighted and Unweighted Correlation Methods for Large-Scale Educational Assessment: wCorr Formulas. AIR--NAEP Working Paper No. 2018-01. NCES Data R Project Series #02
Author: Bailey, Paul
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Correlation,Educational Assessment,Measurement,Statistical Bias,Reliability,Computation,Mathematical Formulas

Correlation analysis has been used widely by researchers and analysts when analyzing large-scale assessment data. Limit research provided reliable methods to estimate various correlations and their standard errors with the complex sampling design and multiple plausible values taken into account. This report introduces the methodology used by the wCorr R package (Emad &amp; Bailey, 2017) for computing the Pearson, Spearman, polyserial, and polychoric correlations, with and without weights applied. The methodology treats tetrachoric correlation as a specific case of the polychoric correlation and biserial correlation as a specific case of the polyserial correlation. Simulation evidence is presented to show correctness of the methods, including an examination of the bias and consistency.
Exploring Equity Issues: Racial Identity, Academic Identity, and Academic Outcomes for Students of Color
Author: Rouland, Karmen
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Correlation,Identification (Psychology),Academic Achievement,Student Diversity,Theories,Teacher Role,Student Needs,Minority Group Students,Racial Bias,Culturally Relevant Education,Racial Identification

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this brief discusses the strong relationship between identity construction in academics and academic achievement. Educators can support students as they develop their identities and leverage it to improve academic outcomes. We provide research on identity theory and strategies educators can use in the classroom to meet the needs of their students.
Exploring Equity Issues: Health Equity--Equipping Educators to Take Action
Author: Glymph, Angela
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Health Promotion,Health Education,Help Seeking,Health Behavior,School Health Services,Skill Development,Daily Living Skills,Access to Health Care,Inclusion

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper offers startling statistics about health disparities and gives educators strategies on addressing them. Educators can play a critical role in addressing health resource gaps, inside and outside of the classroom. Many student health issues are preventable through education and awareness of available resources.
Exploring Equity Issues: Students Experiencing Homelessness in the Age of ESSA
Author: MAEC, Inc., Center for Education Equity (CEE)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Homeless People,Federal Legislation,Educational Legislation,Barriers,Educational Strategies,Access to Education,Identification,Student Placement,Conflict Resolution,Student Personnel Services,Best Practices,School Holding Power,Educational Policy,College Preparation

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper provides an overview of students experiencing homelessness in America's schools and some of the barriers to serving them. We discuss the McKinney-Vento Act, the primary piece of federal legislation dealing with the education of children and youth in homeless situations, and the newest amendments under ESSA [Every Student Succeeds Act]. Finally, we provide strategies for schools and districts to support students who are eligible for McKinney-Vento protections.
Serving English Language Learners in Higher Education: Unlocking the Potential
Author: Bergey, Rebecca
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: English Language Learners,Higher Education,Enrollment Trends,Student Diversity,Special Needs Students,Profiles,Student Characteristics,Foreign Students,Immigrants,Generational Differences,College Second Language Programs,English (Second Language),Educational Practices,Institutional Characteristics,Remedial Programs,Best Practices,Technology Integration,Teacher Effectiveness,Teacher Qualifications,Individualized Instruction,Classroom Techniques,Academic Support Services,Educational Opportunities

As the United States becomes increasingly more diverse, there will be more demand for a workforce that can navigate languages and cultures. English Language Learners (ELLs) are uniquely positioned to meet this demand and are eager to do so, but colleges and universities will need to prepare them adequately for the tasks ahead and find innovative ways to unlock their potential. This paper describes recent increases in the number of ELLs in higher education, details the diverse needs of this population, and lays out important considerations for the colleges and universities that serve them.
How Learning Happens: Supporting Students&apos; Social, Emotional, and Academic Development. An Interim Report
Author: Aspen Institute, National Commission on Social, Emotional, & Academic Development (NCSEAD)
Date: 2018-01-23
Type: Reports - Descriptive
Subjects: Student Development,Social Development,Emotional Development,Academic Ability,Student Needs,Learning,Student Attitudes,Interpersonal Relationship,Student Participation,Educational Practices,Educational Policy,Educational Environment

Launched to &quot;advance a new vision for what constitutes success for our schools and our students,&quot; the National Commission on Social, Emotional, and Academic Development (NCSEAD) began their work by listening to students who shared their thoughts on how they learn best. The young people were clear and unequivocal: They want positive relationships with educators and peers who enhance their sense of belonging in the school community. They want to know that the adults in their schools trust them and care about them, and they want to have meaningful choices and opportunities to make their goals a reality. Those insights--along with others raised in subsequent conversations with students, educators, youth-development professionals, researchers, and civic and business leaders--are guiding the Commission's work. The goal is to develop recommendations in practice, policy, and research that help schools comprehensively support their students. This National Commission's Interim Report captures the Commission's key takeaways and lessons learned to date, raises the questions they are continuing to ponder, and ends with an invitation for a broad array of stakeholders to engage with the Commission in 2018. Drawing on diverse voices from across the Commission, this report is a milestone in the Commission's collective effort to engage communities nationwide in supporting students' comprehensive development.
Pursuing Social and Emotional Development through a Racial Equity Lens: 5 Strategies for System Leaders to Take Action
Author: Aspen Institute, Education & Society Program
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Leadership Responsibility,Racial Bias,Equal Education,Social Justice,Teamwork,Interdisciplinary Approach,Group Discussion,Family Involvement,Community Involvement,Student Participation,Boards of Education,Educational Policy,Social Development,Emotional Development,Academic Achievement,Principals,Professional Development

To support proactive leadership, the Aspen Institute Education &amp; Society Program proposes five potential strategies system leaders can use to implement the ideas proposed in the &quot;Call to Action&quot; and, ultimately, to pursue social, emotional, and academic development (SEAD) through a racial equity lens. The strategies discussed in this paper include: (1) Sponsor a text-based discussion with the system leadership team; (2) Organize and engage in discussions with students, families, caregivers, and community members to hear how they are experiencing these issues in school, using the &quot;Call to Action&quot; as a framework; (3) Host a working session with the board of education and use the &quot;Call to Action&quot; to update policies; (4) Utilize a cross-disciplinary team to audit existing practices and programs with respect to race and SEAD using the &quot;Call to Action&quot; as a framework; and (5) Share the &quot;Call to Action&quot; with principals and school leadership teams to use in professional learning communities and/or text-based discussions at the school level. [For &quot;Pursuing Social and Emotional Development through a Racial Equity Lens: A Call to Action,&quot; see ED585618.]
Barriers and Bias: The Status of Women in Leadership
Author: Hill, Catherine
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Females,Women Administrators,Barriers,Gender Bias,Gender Differences,Intervention,Masculinity,Administrator Characteristics,Business,Educational Administration,Politics,Gender Discrimination,Sex Stereotypes,Networks,Mentors,Personnel Selection,Role Models,Employers,Role,Policy Formation

Despite women's impressive gains in education and the workplace over the past 50 years, men greatly outnumber women in leadership, especially in top positions. From corporate boardrooms to the halls of Congress, from universities to the courts, from religious institutions to philanthropic organizations, men are simply much more likely than women to be leaders. The report examines the environment in which leadership unfolds--in the classroom, in the workplace, and in politics. The academic and popular literature on women's leadership is vast and continuously growing. As a result, it is beyond the scope of this report to offer an exhaustive review. Instead, the authors identify key issues for creating lasting change, focusing on four questions: (1) What is the gender leadership gap? (2) What explains it? (3) What strategies have already helped narrow the leadership gap? and (4) And what can we do about it now? They conclude with recommendations on how to get to gender parity. [The report was edited by Rebecca Lanning. AAUW gratefully acknowledges the members of the Mooneen Lecce Giving Circle for their generous support of this report.]
Graduates Who Borrowed. DataPoints. Volume 6, Issue 2
Author: American Association of Community Colleges
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Study,College Graduates,Debt (Financial),Educational Indicators,Statistical Data,Financial Aid Applicants,Paying for College,Two Year Colleges

According to &quot;The Future of Undergraduate Education&quot; report, about 17 million students are enrolled in 4,700 college and university programs every fall. Forty-nine percent of all credentials earned are bachelor's degrees, 26 percent are associate degrees and another 25 percent are certificates. In the U.S., students can tap several federal resources to help cover the costs of college, including loans, grants, tax credits and work-study funds. In 2012, nearly 60 percent of all graduates took out loans to cover their educational expenses, which is an increase from the 49 percent of total graduates in 2000. Graduates from public two-year institutions had the lowest percent of borrowers in 2000 and in 2012. But, the increase in borrowers was the highest for these graduates, which increased from 22 percent in 2000 to 36 percent in 2012. Median cumulative loan amounts by graduates of public two-year institutions was the lowest of all sectors -- $10,324 in 2012 -- which is less than half that for graduates of public four-year institutions ($23,744).
&apos;Post-Traditional&apos; Learners. DataPoints. Volume 6, Issue 1
Author: American Association of Community Colleges
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Student Characteristics,Nontraditional Students,Alignment (Education),Progress Monitoring,Student Needs

According to a new study by the American Council on Education (ACE), post-traditional learners are individuals with diverse life experiences, defining them as &quot;individuals already in the workforce who lack a postsecondary credential, yet are determined to pursue further knowledge and skills while balancing work, life and education responsibilities.&quot; There are about 98 million people who fit this definition, according to the 2016 Current Population Survey of the U.S. Census Bureau. Post-traditional learners have diverse backgrounds, such as being immigrants, veterans, single mothers, at-risk youth or having limited literacy and English language skills. About 60 percent of post-traditional learners were enrolled in undergraduate programs, most of whom (53 percent) were likely to attend public two-year institutions. Postsecondary learning models need to be tailored to meet the complex background and learning needs of those individuals. The majority of post-traditional learners (70 percent) are employed, financially independent, and seeking career-oriented credentials. Nearly half (45 percent) work while enrolled full time. The report recommended a better data-tracking system and alignment of education programs for post-traditional learners with workforce programs and policies to make college affordable for them.
Millennials and Diversity. DataPoints. Volume 6, Issue 3
Author: American Association of Community Colleges
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: Student Diversity,Student Characteristics,Generational Differences,Racial Distribution,Educational Attainment,Ethnicity,Elementary Secondary Education,Postsecondary Education

Millennials, who account for 75.3 million people in the U.S., are more racially and ethnically diverse than any prior generation. Their racial and ethnic breakdown is 56 percent white, 21 percent Hispanic, 14 percent black, 6 percent Asian and 3 percent other. Highlighting this changing ethnic makeup, between 2000 and 2015 the U.S. population ages 18 to 34 showed an increase of 4.3 million among Hispanics and more than 3 million among both Asians and blacks. Conversely, white adults of the same age declined by nearly 250,000 during the same period. Millennials are more likely than prior generations to be bilingual with a strong English proficiency, and about a quarter of them speak a foreign language at home. About 30 percent of millennials ages 25 to 34 achieved a college education by 2015, which is a higher level than any other generation. However, Hispanic and black millennials have lower levels of education attainment than their peers.
Student Completion and Persistence. DataPoints. Volume 6, Issue 4
Author: American Association of Community Colleges
Date: 2018-02-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Academic Persistence,Community Colleges,College Outcomes Assessment,Enrollment Rate,Outcomes of Education,Educational Indicators,College Students

The data above provide insight into the range of student outcomes for colleges participating in the American Association of Community Colleges's (AACC's) Voluntary Framework of Accountability (VFA), a national system of metrics designed by community colleges for community colleges to better describe the outcomes of their students. As the data indicate, the median completion/persistence rate (students who completed an award, transferred or were still enrolled in the sixth academic year) was nearly 60 percent for students who began full-time in fall 2010. This is in stark contrast to completion rates compiled using traditional sources to gauge student success at community colleges. For example, the federal IPEDS graduation rate for community colleges is 25.4 percent, and even when transfer and students still enrolled are factored, the rate only reaches 56 percent over the same period. However, the data also highlight the need for continued efforts to improve student success. Colleges participating in the Voluntary Framework of Accountability (VFA) have additional data (leading indicators disaggregated by critical student populations) that can create data-driven change at the institutions.
Adult Workers and Postsecondary Credentials. DataPoints. Volume 6, Issue 6
Author: American Association of Community Colleges
Date: 2018-04-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Adults,Educational Attainment,Credentials,Employment Qualifications,Certification,Employment Statistics,Employees

According to data recently released by the National Center for Education Statistics, most adults in the workforce (58 percent) either have a postsecondary degree or some other form of workforce credential, including postsecondary certificates, occupational licenses or occupational certifications. This is higher than the 45 percent of adult workers with postsecondary credentials using traditional measures that only looked at postsecondary degrees (associate degree or higher). Over one in 10 adult workers (13 percent) indicated that they had no postsecondary degree, but had some form of nondegree credential. Over half (56 percent) of the non-degreed adult workers who had one or more non-degree credentials had an occupational license; 43 percent had a postsecondary certificate, and 21 percent had an occupational certification. These data provide a better understanding of the diverse training background of the working adult population in the United States.