ethanporcaro/eric-fulltext-meta huggingface dataset:
Impact Assessment of Tech-Driven Learning Acceleration Programme in Rural Region of India
Author: Choudhary, Richa
Date: 2023-05-00
Type: Reports - Research
Subjects: Technology Uses in Education,Acceleration (Education),Rural Areas,Foreign Countries,Educational Technology,Secondary School Mathematics,Mathematics Achievement,High School Students,Scores,Remedial Mathematics,Economically Disadvantaged,Achievement Gap,Individualized Instruction

The purpose of this study is to analyse the impact of the emerging concept of 'learning acceleration' in addressing student's learning gaps and enhancing their learning levels, especially for high-risk students who struggle to pass state board examinations. The study focuses on understanding the impact of the tech-driven Learning Acceleration programme adopted by a remote and rural district - Dumka in Jharkhand State of India. This study examines the learning outcomes of randomly selected sample students from control and treatment groups. The control group included students who had no exposure to the project, while the treatment group included students who were exposed to the tech driven learning acceleration program in Dumka District. The performance of students was evaluated in the Maths subject for Grade 11 and Grade 12 students through the baseline and endline learning assessments deployed during the academic session 2022-23 and also, based on student's interaction with the platform. The impact of the program for students from different socio-economic backgrounds has also been assessed to analyse how useful has been the program to build equity for students from disadvantaged backgrounds. An overall improvement in Academic Performance by 14% in Mathematics was observed for treatment group students. Students from different socio-economic backgrounds - rural regions, low-income families (&lt; INR 10,000 per month, ST/ SC Category, Female Students and first generation learners have shown remarkable improvement in their performance. Treatment group students were able to overcome non-linear learning gaps by bridging their foundational learning gaps while also enhancing their overall understanding of the topic. Also, reduction of high-risk students who struggled to obtain passing scores and has seen a transformational rise in the number of high-performing students. The evidence from the study can help education policy makers to devote attention to learning acceleration as an effective tool to bridge learning gaps aggregated over years among students, especially after COVID-19. [This report is a collaboration between the Dumka District Administration (India) and Filo EdTech Pvt Ltd (India).]
Student Loan Cancellation under the HEROES Act. CRS Report R47505, Version 2
Author: Liu, Edward C.
Date: 2023-04-14
Type: Reports - Research
Subjects: Student Loan Programs,Loan Repayment,Federal Legislation,Debt (Financial),Student Financial Aid,Federal Aid,Court Litigation,Public Policy,Risk Management,Eligibility,Educational Finance

In August 2022, the U.S Department of Education (ED) announced it would invoke the Higher Education Relief Opportunities for Students Act of 2003 (HEROES Act) to cancel up to $20,000 of federal student loan debts for borrowers who fell below certain income thresholds. The HEROES Act authorizes the Secretary to &quot;waive or modify&quot; statutory or regulatory provisions applicable to federal student financial assistance programs under Title IV of the Higher Education Act (HEA) of 1965 to ensure that borrowers are not placed in a worse position financially in relation to their student loans as a result of a war, other military operation, or national emergency. Plaintiffs filed multiple lawsuits challenging the cancellation policy before any borrowers could obtain relief under it. Certain suits resulted in two federal court orders blocking implementation of the program. The Supreme Court agreed to review these two cases, &quot;Biden v. Nebraska&quot; and &quot;Department of Education v. Brown,&quot; and heard oral argument in February 2023. The questions for which the Court granted certiorari generally can be divided into jurisdictional questions, that is, whether federal courts may hear the challenges to the cancellation policy, and merits questions, that is, assuming jurisdiction exists, whether the cancellation policy is lawful. This report begins by placing those important questions in their context, surveying affected federal student loan programs, past uses of HEROES Act authority, and congressional debates concerning student loan cancellation. The report then describes the cancellation policy itself and traces the history of Nebraska and Brown in the lower courts. This report next assesses the parties' key legal arguments about standing, statutory authority for the policy, and whether the Secretary adopted the policy in a procedurally valid manner. Finally, this report concludes with a discussion of potential implications of decisions in Nebraska and Brown for the cancellation policy, for the Secretary's HEROES Act authority, and for legal doctrines that are not confined to the federal student loan context.
A Dream Derailed? Investigating the Causal Effects of College Closures on Student Outcomes
Author: Burns, Rachel
Date: 2023-04-00
Type: Reports - Research
Subjects: School Closing,Colleges,Student Experience,Outcomes of Education,Influences,Postsecondary Education,College Enrollment,Enrollment Rate,Educational Policy,State Policy,Graduation Rate,Control Groups,Academic Persistence

&quot;A Dream Derailed? Investigating the Causal Effects of College Closure on Student Outcomes&quot; is the second of three planned novel reports from a collaborative research team of State Higher Education Executive Officers Association (SHEEO) and the National Student Clearinghouse (NSC) Research Center, seeking to quantify the impacts of college closures on students' subsequent postsecondary enrollment and completion outcomes and to identify the policy levers states may have to support students who experience a closure. This second report builds on the foundation established by the first report to provide estimates of the impacts of closures on student outcomes. It includes a matched sample of students who did not experience a closure as a comparison group for determining the direction and strength of the associations between closure and student outcomes such as enrollment, persistence, and completion. A forthcoming third report will incorporate the state authorization policy context to ascertain if policy interventions can ameliorate the negative impacts of closures on students. [For the first report, &quot;A Dream Derailed? Investigating the Impacts of College Closures on Student Outcomes,&quot; see ED627227.]
A Dream Derailed? Investigating the Causal Effects of Student Protection Authorization Policies on Student Outcomes after College Closures
Author: Burns, Rachel
Date: 2023-08-00
Type: Reports - Research
Subjects: School Closing,Colleges,Student Rights,Educational Policy,Outcomes of Education,Postsecondary Education,College Enrollment,Enrollment Rate,Graduation Rate,Intervention,Student Experience,Research Methodology,State Policy,Academic Persistence

&quot;A Dream Derailed? Investigating the Causal Effects of Student Protection Authorization Policies on Student Outcomes after College Closure&quot; is the third and final of three reports from a collaborative research team of State Higher Education Executive Officers Association (SHEEO) and the National Student Clearinghouse Research Center, seeking to quantify the impacts of college closures on students' subsequent postsecondary enrollment and completion outcomes and to identify the policy levers states may have to support students who experience a closure. This report incorporates the state authorization policy context to ascertain if policy interventions can ameliorate the negative impacts of closures on students. It uses the treatment and control samples developed for the second report and adds a longitudinal dataset capturing state authorization policies related to student protections. [For the second report, &quot;A Dream Derailed? Investigating the Causal Effects of College Closures on Student Outcomes,&quot; see ED629845.]
Building Coping Strategies and Resilience among Young Children after a Catastrophic Storm: Tips to Educators
Author: Pinder, Patrice Juliet
Date: 2023-06-00
Type: Journal Articles
Subjects: Foreign Countries,Natural Disasters,Coping,Resilience (Psychology),Story Telling,Games,Cartoons,Young Children

Parts of this contributing article for educators was taken from a presentation given on December 1, 2022, by Dr. Patrice J. Pinder in collaboration with the University of the West Indies' (UWI) Mona Faculty of Science and Technology who hosted a UNESCO sponsored Disaster Heritage Webinar, i.e., Disaster heritage -- Jamaica National Commission for UNESCO (jncunesco.gov.jm). The webinar presentation focused specifically on natural disasters such as catastrophic storms or hurricanes like the powerful Category 5 Storm--Hurricane Dorian, which hit the Bahamas' northern islands of Abaco and Grand Bahama on September 1, 2019. Hurricane Dorian caused major damages to homes and properties, and resulted in loss of lives. The presentation and this current paper were developed as educational advisory guides to give teachers and other education professionals ideas on how to help young children to cope after natural disasters. Thus, it is important for teachers to help young children (students) to undergo various coping mechanisms in order to build resilience. Using stories/storytelling sessions, games, and comic sketches are some of the suggested tools and strategies that can be used with young children to help them better cope after psychologically disturbing events like the Bahamas' Hurricane Dorian.
FY2022 State Grants under Title I-A of the Elementary and Secondary Education Act (ESEA). CRS Report R47598, Version 3
Author: Skinner, Rebecca R.
Date: 2023-06-14
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Educational Finance,State Aid,Grants,Federal Aid,School Districts,Funding Formulas,Resource Allocation

The Elementary and Secondary Education Act (ESEA), most recently comprehensively amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), is the primary source of federal aid to support elementary and secondary education. The Title I-A program is the largest grant program authorized under the ESEA and was funded at $17.5 billion for FY2022. It is designed to provide supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students from low-income families. Under current law, the U.S. Department of Education (ED) determines Title I-A allocations to local educational agencies (LEAs) based on four separate funding formulas: Basic Grants, Concentration Grants, Targeted Grants, and Education Finance Incentive Grants (EFIG). State grants are the total of the allocations for all LEAs in the state under all four formulas. The four Title I-A formulas have somewhat distinct allocation patterns, providing varying shares of allocated funds to different types of LEAs and states. Thus, for some states, certain formulas are more favorable than others. This report provides FY2022 state grant amounts under each of the four formulas used to determine Title I-A grants. Overall, California received the largest FY2022 Title I-A grant amount ($2.1 billion, or 11.98% of total Title I-A grants to states). Vermont received the smallest FY2022 Title I-A grant amount ($40.1 million, or 0.23% of total Title I-A grants to states).
Workforce Development: Micro-Credentials, Badges, and CEUs. Adult and Higher Education Alliance Proceedings (47th, Online and In-Person, March 15-17, 2023)
Author: Coberly-Holt, Patricia, Ed.
Date: 2023-06-30
Type: Books
Subjects: Adult Education,Higher Education,Labor Force Development,Adult Learning,Sense of Community,Educational Change,COVID-19,Pandemics,Writing (Composition),Authors,Ethics,Community Colleges,Best Practices,Electronic Learning,College Faculty,Skill Development,Competence

The 47th annual conference of the Adult and Higher Education Alliance (AHEA) was held online and in person in March 2023. This year's conference theme is &quot;Workforce Development: Micro-Credentials, Badges, and CEUs.&quot; The proceedings are comprised of the following papers: (1) Investing in Adult Learners and Creating Learning Environments that Nurture a Sense of Belonging (Mary Kelly and Wytress Richardson); (2) The Complex Nature of Workplace Development (Xenia Coulter and Alan Mandell); (3) How the Pandemic Changed Education from the Students of the Pandemic (Janet Grayson Chappell); (4) Writing on the Job: Authorship, Ethics, and Agency (Carolyn Fulford); (5) A Case Study of Noncredit to Credit Pathways in Community Colleges (Amy Grzybowski); (6) Creating a Dynamic Industry Partnership Across K-12 and Higher Education (Nancy Martin and Amy Grzybowski); (7) Strategies and Best Practices to Support e-Learning for Faculty within Higher Education (Dauran McNeil, Yvonne Hunter-Johnson, and Sarah Wilson-Kronoenlein); and (8) Supporting Learner Skill Development: Examining the Roles of Competency, Entrustability, and Environmental Complexity (Richard Silvia and Kathy Peno). [For the 2022 proceedings, see ED622833.]
Using autoKC and Interactions in Logistic Knowledge Tracing
Author: Pavlik, Philip I., Jr.
Date: 2022-07-00
Type: Speeches/Meeting Papers
Subjects: Models,Regression (Statistics),Intelligent Tutoring Systems,Learning Processes,Knowledge Level,Goodness of Fit,Computer Software

A longstanding goal of learner modeling and educational data mining is to improve the domain model of knowledge that is used to make inferences about learning and performance. In this report we present a tool for finding domain models that is built into an existing modeling framework, logistic knowledge tracing (LKT). LKT allows the flexible specification of learner models in logistic regression by allowing the modeler to select whatever features of the data are relevant to prediction. Each of these features (such as the count of prior opportunities) is a function computed for a component of data (such as a student or knowledge component). In this context, we have developed the &quot;autoKC&quot; component, which clusters knowledge components and allows the modeler to compute features for the clustered components. For an autoKC, the input component (initial KC or item assignment) is clustered prior to computing the feature and the feature is a function of that cluster. Another recent new function for LKT, which allows us to specify interactions between the logistic regression predictor terms, is combined with autoKC for this report. Interactions allow us to move beyond just assuming the cluster information has additive effects to allow us to model situations where a second factor of the data moderates a first factor. [This paper was published in: S. E. Fancsali and V. Rus (Eds.), &quot;Proceedings of the 3rd Workshop of the Learner Data Institute,&quot; pp. 7-12, 2022. Learner Data Institute.]
What Now? A Vision to Transform State Data Systems to Inform People&apos;s Pathways through Education and the Workforce
Author: Data Quality Campaign (DQC)
Date: 2023-05-02
Type: Reports - Descriptive
Subjects: Access to Information,Data,Data Use,State Action,State Policy,Access to Education,Labor Force,Mobility,Economic Factors,Decision Making,Change,College Attendance,Career Pathways

For decades, states have been investing in statewide longitudinal data systems (SLDSs) that connect individual-level data over time from early childhood, K-12, postsecondary, and workforce. Because of these investments, most states have a powerful tool that could provide people with the information they need to make decisions at key transition points along their journey through education and into the workforce--but don't yet. Right now, state leaders have an opportunity to build and maintain data systems that meet people's access needs. DQC's latest resource lays out a vision for ensuring that everyone has tailored access to information to drive student success, economic mobility, and systemic change. This resource describes the types of data access that people need to successfully navigate decisions through education and the workforce, details four use cases in which SLDSs are necessary to support decisionmaking, and describes clear ways that state and federal leaders can take action to make this vision a reality.
Innovating through Adversity: India&apos;s Digital Initiatives during and after the COVID-19 Pandemic
Author: Majid, Ishfaq
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Higher Education,Technology Integration,Blended Learning,Flipped Classroom,Educational Policy,Holistic Approach

The COVID-19 outbreak urged the educational institutions to adopt alternative methods of teaching and learning for the continuity and maintenance of quality education. In India, the pandemic had a major impact on higher education (HE) and it convinced educational institutions to adopt E-learning who earlier were not willing to adopt it. It made the system realize and accept new methods and approaches of teaching-learning like flipped classroom, blended approach of learning etc. The current study provides an overview of the role of E-learning by highlighting the various digital initiatives taken by Government of India especially during and after the pandemic.
Show Me the Data 2022 Deep Dive: Data for Equity
Author: Data Quality Campaign (DQC)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Data Collection,Academic Achievement,Equal Education,Teacher Characteristics,Students with Disabilities,Educational Environment,Access to Computers,Educational Technology,Student Characteristics,Expenditure per Student

Disaggregated data and information on other equity-focused indicators provides families with the information they need to truly understand how their students are supported in the classroom and ensure that leaders are directing supports to the students who need them most. But DQC's &quot;Show Me the Data&quot; review of 2021 state report cards found that these resources were not up to the task of providing families with the information they need. This deep dive takes a closer look at where state report cards stand on making equitable information available to families and highlights best practices that some states have already implemented. [For &quot;Show Me the Data 2022 Deep Dive: Postsecondary Pathways,&quot; see ED626465. For &quot;Show Me the Data 2022 Deep Dive: Making Data Meaningful,&quot; see ED629871.]
Adept at Adapting: Using Student and Administrative Feedback Data to Support Adult Learner Success
Author: Council for Adult and Experiential Learning (CAEL)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Data Use,Adult Students,Adult Learning,Academic Achievement,Student Surveys,Feedback (Response),Benchmarking,Program Effectiveness,Undergraduate Students,Community College Students,Enrollment,Nontraditional Students

Many postsecondary institutions already recognize that adults comprise a significant portion of their student body -- or they may be starting to recognize the potential for serving more adults as they face declining enrollments from their traditional student pipelines. These institutions realize that they should have programs and services in place that are tailored to address the challenges and opportunities that individually and collectively shape adult learner success. However, institutions are often unaware of whether and how their existing programs and services effectively support adult learners. Consequently, it is difficult for leadership to allocate resources strategically to best invest in adult learner success. This report includes individual as well as aggregate summaries of how CAEL's Adult Learner 360™ has helped postsecondary institutions, systems, and partnerships use data to optimize resources for current and prospective adult learners. The CUNY School of Professional Studies, Lorain County Community College, the Virginia Community College System, and KC Scholars all utilized Adult Learner 360's integrated diagnostic solution. Adult Learner 360 uses parallel surveys to assess and benchmark institutional effectiveness in serving adult learners, identify challenges and opportunities, and chart pathways of improvement through a data-intensive gap analysis. One survey captures the perspective of institutional stakeholders who work with adult learners or lead those who do. The other captures the perspective of adult learners themselves.
Show Me the Data 2023: Don&apos;t Take Our Word for It
Author: Data Quality Campaign (DQC)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Parent Attitudes,Data Collection,Information Dissemination,Parents,Decision Making,Academic Achievement,Scores,Student Characteristics,Graduation Rate,High Schools,Educational Quality

The Data Quality Campaign (DQC) has been reviewing state report cards for the past seven years. They continue to examine the landscape of state report cards because they believe states must increase transparency and build trust by sharing information. But after many years, it was time to look at state report cards with fresh eyes. In addition to the regular review of state report cards from all 50 states and the District of Columbia--conducted in March and April 2023-- DQC decided to ask parents, who are the audience that these report cards are meant to serve, what they think. [For &quot;Show Me the Data 2022 Deep Dive: Data for Equity,&quot; see ED629865. For &quot;Show Me the Data 2022 Deep Dive: Making Data Meaningful,&quot; see ED629871. For &quot;Show Me the Data 2022 Deep Dive: Postsecondary Pathways,&quot; see ED626465.]
Show Me the Data 2022 Deep Dive: Making Data Meaningful
Author: Data Quality Campaign (DQC)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Data Collection,Improvement,Translation,Parents,Information Dissemination,Visual Aids

States must prioritize ensuring that families can use their state's report card to make decisions for their students. But DQC's &quot;Show Me the Data&quot; review of 2021 state report cards found that these resources were not up to the task of providing families with the information they need. From translations to visualizations, data is most useful when families are able to interpret and understand it. This deep dive examines where states can improve to make report card data easier to understand and use. [For &quot;Show Me the Data 2022 Deep Dive: Postsecondary Pathways,&quot; see ED626465. For &quot;Show Me the Data 2022 Deep Dive: Data for Equity,&quot; see ED629865.]