ethanporcaro/eric-fulltext-meta huggingface dataset:
Erasure and Resilience: The Experiences of LGBTQ Students of Color. Asian American and Pacific Islander LGBTQ Youth in U.S. Schools
Author: Truong, Nhan L.
Date: 2020-00-00
Type: Reports - Research
Subjects: LGBTQ People,Minority Group Students,Asian American Students,Pacific Islanders,Social Bias,Racial Bias,Barriers,Bullying,Sexual Orientation,Sexual Identity,Gender Issues,Victims,Social Discrimination,At Risk Students,Psychological Patterns,Well Being,School Safety,Attendance,Discipline,Disclosure,Clubs,Social Support Groups,Resources,Curriculum,Family Role,Intervention,School Personnel,School Role,Elementary Secondary Education

Existing research has illustrated that both Asian American and Pacific Islander (AAPI) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique issues in school related to their marginalized identities. For instance, AAPI youth are also challenged with the model minority stereotype that all AAPI students are hardworking and excel academically, which can deny, downplay, or erase racism and discrimination that AAPI students experience. Yet prior studies have shown that the incidence of racism from peers against elementary and secondary AAPI students is common. This may, in part, be why AAPI youth are often missing from policy discussions on bullying in schools. With regard to LGBTQ youth, they often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often reported experiencing victimization and discrimination, resulting in poorer educational outcomes and decreased psychological well-being. Further, they have limited or no access to in-school resources that may improve school climate and students' experiences. Although there here has been a growing body of research on the experiences of AAPI youth and LGBTQ youth in schools, there has been little research examining the intersections of these identities -- the experiences of AAPI LGBTQ students. This report examines the experiences of AAPI LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether AAPI LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which AAPI LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the National Queer Asian Pacific Islander Alliance (NQAPIA). It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Black (ED603847), Latinx (ED603848), and Native and Indigenous (ED603850) LGBTQ youth.]
The Democratic Candidates&apos; Positions on School Diversity &amp; Related Educational Equity Issues
Author: Tegeler, Philip
Date: 2019-11-12
Type: Reports - Descriptive
Subjects: Student Diversity,Equal Education,Political Candidates,School Desegregation,Charter Schools,Educational Finance,Discipline,Disproportionate Representation,Early Childhood Education,Access to Education,Breakfast Programs,Lunch Programs,Housing,Elementary Secondary Education

The first set of Democratic presidential debates in June brought to the spotlight issues of school diversity and equity, as Senator Kamala Harris asserted the importance of school integration, based on her own experience growing up in Berkeley, California, and criticized Vice President Biden for his anti-busing positions (and collaborations) in the 1970s. Coincidentally, the debate came at a time when the National Coalition on School Diversity (NCSD) and a growing school diversity movement both inside and outside government are pushing to remove these last remaining vestiges from the &quot;anti-busing&quot; years -- blanket prohibitions on the use of federal funds for student transportation to support integration. This effort is part of a broader federal policy agenda of the school integration movement, reflected in the NCSD's federal policy priorities for 2019, including removal of Section 426, passage of the Strength in Diversity competitive grants program, expanded funding for the Magnet Schools Assistance Program, for interdistrict school planning, and for the Equity Assistance Centers (which assist local districts in school integration planning). NCSD has also called for reinstatement of the 2011 school diversity guidance letter, reinstatement of the school integration incentives for Department of Education competitive grant funds, and linking the Magnet Schools Assistance Program with the Department of Housing and Urban Development's (HUD's) Choice Neighborhoods public housing redevelopment program. A number of these policy proposals are part of the candidates' education platforms, which are reviewed in this brief.
Updating Pennsylvania&apos;s Special Education Funding Formula
Author: Research for Action
Date: 2019-10-00
Type: Reports - Research-practitioner Partnerships
Subjects: Special Education,Funding Formulas,Educational Finance,Students with Disabilities,School District Wealth,Poverty,State Aid,Educational Equity (Finance),School Districts,Minority Group Students

The goal of state special education funding should be to equitably distribute funds that are adequate for all schools to meet their legal obligation to provide a free and appropriate public education to students with disabilities. Unfortunately, inadequate state special education funding is growing more common in Philadelphia schools. In this report, the Education Law Center--PA (ELC) and Research for Action (RFA) examine Pennsylvania's Special Education Funding (SEF) formula and find that it does not accurately account for district poverty. As a result, state special education funding does not fulfill its intended purpose of addressing funding disparities resulting from differences in local wealth. However, the SEF can be improved during the 2019-2020 legislative session. We find that updating the Special Education Funding formula -- by replacing the current metrics used to measure district characteristics with the newer metrics already used in Pennsylvania's Basic Education Funding formula -- would create a more equitable distribution of the state funding available for students with disabilities. In addition, we describe one simple approach that would prioritize new spending toward the districts that the updated formula identifies as the most inequitably funded, while ensuring that all other districts maintain current funding levels.
Erasure and Resilience: The Experiences of LGBTQ Students of Color. Black LGBTQ Youth in U.S. Schools
Author: Truong, Nhan L.
Date: 2020-00-00
Type: Reports - Research
Subjects: LGBTQ People,Minority Group Students,Social Bias,Racial Bias,Barriers,Bullying,Sexual Orientation,Sexual Identity,Gender Issues,Victims,Social Discrimination,At Risk Students,Psychological Patterns,Well Being,School Safety,Attendance,Discipline,Disclosure,Clubs,Social Support Groups,Resources,Curriculum,Family Role,Intervention,School Personnel,School Role,African American Students,Elementary Secondary Education

Existing research has illustrated that both Black as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. For example, previous studies indicate that Black youth experience harassment and discrimination at school related to their race, resulting in negative educational outcomes, such as more school discipline, lower academic achievement, lower graduation rates, and lower rates of admission into higher education. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often reported experiencing victimization and discrimination, resulting in poorer educational outcomes and decreased psychological well-being. Further, they have limited or no access to in-school resources that may improve school climate and students' experiences. Although there has a been a robust body of research on the experiences of Black youth and a burgeoning body of research on LGBTQ youth in schools, there has been little research examining the intersections of these identities -- the experiences of Black LGBTQ students. This report examines the experiences of Black LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether Black LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which Black LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the National Black Justice Coalition (NBJC). It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Asian American and Pacific Islander (ED603844), Latinx (ED603848), and Native and Indigenous (ED603850) LGBTQ youth.]
Erasure and Resilience: The Experiences of LGBTQ Students of Color. Latinx LGBTQ Youth in U.S. Schools
Author: Zongrone, Adrian D.
Date: 2020-00-00
Type: Reports - Research
Subjects: LGBTQ People,Minority Group Students,Social Bias,Racial Bias,Barriers,Bullying,Sexual Orientation,Sexual Identity,Gender Issues,Victims,Social Discrimination,At Risk Students,Psychological Patterns,Well Being,School Safety,Attendance,Discipline,Disclosure,Clubs,Social Support Groups,Resources,Curriculum,Family Role,Intervention,School Personnel,School Role,Hispanic American Students,Elementary Secondary Education

Existing research has illustrated that Hispanic and Latino/Latina/Latinx youth (in this report, inclusively referred to as Latinx) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. In addition to anti-immigrant rhetoric that is often directed at people of Latin American descent, many Latinx youth face racial/ethnic discrimination and harassment at school from both peers and school personnel. These experiences may have a detrimental impact on students' psychological well-being and educational outcomes, including particularly low rates of high school completion. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often report experiencing victimization and discrimination, and have limited access to in-school resources that may improve school climate. Although there has been a growing body of research on the experiences of Latinx youth and LGBTQ youth in schools, very few studies have examined the intersections of these identities -- the experiences of Latinx LGBTQ students. This report examines the experiences of Latinx LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether Latinx LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which Latinx LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the Hispanic Federation. It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Asian American and Pacific Islander (ED603844), Black (ED603847), and Native and Indigenous (ED603850) LGBTQ youth.]
Erasure and Resilience: The Experiences of LGBTQ Students of Color. Native and Indigenous LGBTQ Youth in U.S. Schools
Author: Zongrone, Adrian D.
Date: 2020-00-00
Type: Reports - Research
Subjects: LGBTQ People,Minority Group Students,Social Bias,Racial Bias,Barriers,Bullying,Sexual Orientation,Sexual Identity,Gender Issues,Victims,Social Discrimination,At Risk Students,Psychological Patterns,Well Being,School Safety,Attendance,Discipline,Disclosure,Clubs,Social Support Groups,Resources,Curriculum,Family Role,Intervention,School Personnel,School Role,Elementary Secondary Education,American Indian Students,Indigenous Populations,Alaska Natives

Existing research has illustrated that Native American, American Indian, and Alaska Native youth (referred to, henceforth, as Native and Indigenous youth in this report) as well as lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth often face unique challenges at school related to their marginalized identities. A long history of violence and cultural erasure targeting indigenous communities has contributed to Native and Indigenous youths' experiences of discrimination and harassment at school from both peers and school personnel. These experiences may contribute to disparities in high school completion as well as troubling rates of substance use and suicide among Native and Indigenous youth. Similarly, LGBTQ youth often face unique challenges related to their sexual orientation, gender identity, and gender expression. LGBTQ youth often report experiencing victimization and discrimination, and have limited access to inschool resources that may improve school climate. Although there has been a growing body of research on the experiences of Native and Indigenous youth and LGBTQ youth in schools, very few studies have examined the intersections of these identities -- the experiences of Native and Indigenous LGBTQ students. This report examines the experiences of Native and Indigenous LGBTQ students with regard to indicators of negative school climate and their impact on academic achievement, educational aspirations, and psychological well-being: (1) Feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression and race/ethnicity, and missing school because of safety reasons; (2) Hearing biased remarks, including homophobic and racist remarks, in school; (3) Experiencing victimization in school; and (4) Experiencing school disciplinary practices. In addition, it examines whether Native and Indigenous LGBTQ students report these experiences to school officials or their families, and how these adults address the problem. It also examines the degree to which Native and Indigenous LGBTQ students have access to supportive resources in school, and explore the possible benefits of resources. [This report was developed in partnership with the Center for Native American Youth (CNAY). It is one of a series of reports that focus on LGBTQ students of different racial/ethnic identities, including Asian American and Pacific Islander (ED603844), Black (ED603847), and Latinx (ED603848) LGBTQ youth.]
Adult Promise: Design Template
Author: Bell, Alli
Date: 2019-11-00
Type: Guides - Non-Classroom
Subjects: Adult Students,Adult Education,Postsecondary Education,Student Financial Aid,Adult Programs,Student Personnel Services,Program Design,Check Lists

Since 2016, the State Higher Education Executive Officers Association (SHEEO), with generous support from Lumina Foundation, has been working with states to explore establishing &quot;promise-type&quot; aid programs for adult students (adult promise programs). SHEEO is currently working with 15 states to implement adult promise programs through 2020: Arizona, California, Hawaii, Idaho, Indiana, Kentucky, Maine, Minnesota, North Carolina, Ohio, Oklahoma, Oregon, Rhode Island, Texas, and Washington. Adult promise programs are programs that: (1) Promote a simple, transparent message that postsecondary education is affordable for adult learners; (2) Make a financial commitment to adult students through leveraging aid from all available sources; and (3) Establish and support programs and services that are tailored to the unique needs of adult students and will help them succeed in postsecondary education. This design template is intended for states, regions, localities, and institutions that are interested in developing promise programs for adult learners. It provides a checklist for those designing adult promise programs and includes examples and specific items to consider as those programs are being designed. The information and concepts presented here should also be useful for those looking to improve adult learner success in postsecondary education outside of the promise program framework. This design template is intended to be used alongside the resources available on SHEEO's Adult Promise website. [For &quot;Adult Promise Program: A Pilot Design Template for States,&quot; see ED603885. For the full white paper, &quot;The Power of a Promise: Implications and Importance of Adult Promise Programs. SHEEO Adult Promise Project,&quot; see ED603919.]
Next Generation State High School Assessment and Accountability: Students with Disabilities. Measures That Matter
Author: McLaughlin, Margaret J.
Date: 2008-11-18
Type: Reports - Evaluative
Subjects: Students with Disabilities,Student Evaluation,Accountability,High School Students,Educational Policy,Inclusion,Self Determination,Self Advocacy,Educational Legislation,Federal Legislation,Curriculum,Teaching Methods,Models,Academic Achievement,Standards,Student Characteristics,Racial Differences,Ethnicity,Equal Education,Individualized Education Programs,Family Income,Institutional Characteristics,Student Placement,Course Selection (Students),Elementary Secondary Education,Graduation Requirements,Postsecondary Education,Employment Level,Academic Accommodations (Disabilities),Alternative Assessment,Transitional Programs,Secondary School Students,Educational Change

Students with disabilities represent a relatively small but important group of students in U.S. high schools. The education of these students is heavily influenced by federal and state law as well as by longstanding beliefs about the purpose of education and the extreme heterogeneity of the population. Until recently, general educational policies were designed with little regard for the subgroup of students with disabilities. Inclusive accountability models must accommodate seemingly incompatible notions of standards, content and achievement, and individualization. In the first section of this report the authors present the core policies that guide all disability policy development and the options for considering how to build an inclusive accountability system. In the following sections of this paper they describe in greater detail, policies and policy issues that arise when including students with disabilities in high stakes standards-driven accountability. This includes an overview of the characteristics of secondary students with disabilities and their current educational experiences, achievement, and educational outcomes. The authors also discuss educational laws and other policies and practices that will need to inform any new assessment and accountability models. Finally, they elaborate upon the options presented for meaningfully including all students with disabilities in any new high school accountability model.
Scenario-Based Assessment of Multiple Source Use
Author: Sabatini, John
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Vignettes,Information Sources,Reading Comprehension,Reading Tests,Student Evaluation,Psychometrics,Computer Assisted Testing,Elementary School Students,Cognitive Measurement

This book is a testament to the increasing role and importance of multiple source use in everyday and academic literacy activities in the 21st century. How should we introduce the topic of multiple sources here? For most readers, we need not, because this chapter is not their first literacy stop in the volume, so the topic has been adequately covered in other sources. As authors, we are keenly aware that our readers already may have developed mental models and critical stances that will influence the understanding and interpretation of the content we are about to present to them. No one is a &quot;tabula rasa.&quot; In the spirit of multiple source literature, we can only wonder whether the reader's aims correspond to the intended aims of this chapter, whether the text is relevant for their purpose for reading, and whether the mental models formed from reading prior chapters conflict or otherwise influence their interpretations of ours. [This manuscript is an early draft of a paper published in: J. L. G. Braasch, I. Bråten, &amp; M. T. McCrudden (Eds.), &quot;The handbook of multiple source use&quot; (pp. 447-465). New York, NY: Taylor &amp; Francis.]
Using Advances in Cognitive Science to Improve Students Study Skills and Reading Comprehension
Author: O'Reilly, Tenaha
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Cognitive Science,Study Skills,Reading Strategies,Reading Comprehension,Metacognition,Reading Tests,Learning Disabilities

National and international assessments of reading, science and math indicate that students and adults in the United States lag behind citizens of other developed nations. While there are many reasons for this lag, recent advances in cognitive science and technology have uncovered promising ways to intervene and help struggling students. This chapter will review recent developments from the cognitive literature that can potentially shed light on solutions for improving students' study skills, as well as their general reading comprehension. We draw upon the available literature from reading strategy research and recent advances in assessment. Collectively, while this research indicates that the construct of reading is evolving, modern reading interventions are positioned to help prepare students for 21st Century literacy activities. [This manuscript is an early draft of a paper published in: R. Schiff and R. M. Joshi (Eds). &quot;Interventions in Learning Disabilities: Literacy Studies,&quot; 13, (pp. 139-158). Switzerland: Springer International.]