ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;Opening the Promise:&quot; The Five Principles of Equitable Policymaking
Author: Institute for Higher Education Policy (IHEP)
Date: 2022-01-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Policy,Policy Formation,Postsecondary Education,Racial Differences,Academic Degrees,Inclusion,College Students,White Students,African American Students,Indigenous Populations,Hispanic American Students,Asian American Students,Hawaiians,Pacific Islanders

Postsecondary education has the potential to transform lives by providing economic and non-economic benefits to students, their families, communities, the workforce, and ultimately the entire world--but only if the policies that shape that system are themselves equitable. To support more inclusive and deliberate policymaking processes at every level of government and within institutions of higher education, IHEP convened an Advisory Committee for Equitable Policymaking Processes and, on the one-year anniversary of Executive Order 13985, released &quot;Opening The Promise: The Five Principles of Equitable Policymaking.&quot; This report sets forth an actionable framework informed by insights from more than two dozen experts across the field of higher education. The framework's five interrelated principles are designed to inform every aspect of the policymaking process, from the creation of new policy and amending of existing policy, to determining priorities and setting the course of action for a policymaking body. The current system yields inequitable outcomes. For example, while 48 percent of White adults have an associate's degree or higher, this is true for 32 percent of Black adults, 24 percent of Latinx adults, 25 percent of American Indian or Alaska Native adults, and 28 percent of Native Hawaiian and Pacific Islander adults. These five principles are designed to address inequities like the growing racial college completion gap, and build a fair, inclusive, and just system of higher education that serves all students--Black and White, Indigenous and Latinx, Asian American Native Hawaiian and Pacific Islander (AANHPI), and all other identities, backgrounds, and circumstances.
The Impact of the COVID-19 Pandemic on Children&apos;s Socio-Emotional Wellbeing and Attainment during the Reception Year. Research Report
Author: Tracey, Louise
Date: 2022-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Social Development,Emotional Development,Preschool Children,Family Environment,Well Being,Child Language,Numeracy,Child Development,Profiles,Scores

This study aimed to understand the relationship between reception children's experiences of the coronavirus pandemic (COVID-19) and their academic achievement and socio-emotional development during their first year at school in September 2020 to July 2021. This was an exploratory study combining parent and school surveys with children's assessments. All children in the study were in reception (YR) and therefore four to five years old. This cohort of children were three to four years old during the first lockdown (March to June 2020) with the second and third lockdowns (November 2020 and January to March 2021) taking place during their reception year. The study involved a total of 94 schools, 1,105 families, and Early Years Foundation Stage Profile (EYFSP) data for a total of 3,253 children. Recruitment took place in two phases, participation in surveys took place at three timepoints, and schools could opt to take part in all aspects of the project or provide only EYFSP data. Therefore, not all parents and schools contributed data at all points. Parent and school surveys were distributed in the autumn, spring, and summer terms 2020/2021. This included bespoke questions as well as items from the Home Learning Environment (HLE) index and Personal Wellbeing Scale. Data was coded in Excel and analysed using thematic analysis to draw out the main themes in the data. School and parent/carer surveys were used to contextualise and explain child assessment data collected at the end of YR. To measure children's language, numeracy, and socio-emotional development, the appropriate subscales from tablet-based assessment Early Years Toolbox (EYT) were used. Teacher-reported attainment data in the form of the Early Years Foundation Stage Profile (EYFSP) was also collected in the summer term 2021. For the EYFSP data, comparisons were made between the scores of pupils in the study sample and the EYFSP scores of the 2018/2019 national cohort of reception pupils to explore any differences in outcomes.
Louisiana Prospers: Driving Our Talent Imperative. Board of Regents Master Plan Summary. Year 2 Review
Author: Louisiana Board of Regents
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Statewide Planning,Strategic Planning,Master Plans,Educational Change,Higher Education,Adult Education,Talent Development,COVID-19,Pandemics,Natural Disasters,Social Problems,Educational Strategies,Educational Attainment,Safety,Educational Legislation,Federal Legislation,Educational Objectives,Equal Education,Educational Opportunities,Technological Literacy,Achievement Gap,Research Universities

Since its launch in August 2019, Louisiana's Master Plan has driven the state's prosperity agenda, nested in its ambitious attainment goal that calls for 60% of working-age adults to hold a postsecondary credential by 2030. This shared vision for the state has connected with a broad spectrum of stakeholders, from executive agencies focused on economic development, corrections, and social services, to private employers and industries, focused on building a stronger economy and a ready workforce. Together they share a commitment to talent development and a realization that education and training are the foundation of Louisiana's success. The second year of Master Plan implementation was defined by extraordinary challenges as Louisiana battled the COVID-19 pandemic, multiple major hurricanes, racial unrest, economic disruptions, and even severe winter weather. This year two review of the Master Plan includes: (1) Accomplishments; (2) Next Steps; (3) Data Comparisons; and (4) Strategies at-a-Glance. [For the Year 1 Review, see ED609738.]
Lighting the Path to Remove Systemic Barriers in Higher Education and Award Earned Postsecondary Credentials through IHEP&apos;s Degrees When Due Initiative. Degrees When Due
Author: Davis, Leanne
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Time to Degree,Capacity Building,Stopouts,Reentry Students,Barriers,Academic Persistence,Educational Attainment,Career Readiness,Adult Students,Minority Group Students,Low Income Students,Reverse Transfer Students,Learner Engagement,Student Motivation,College Credits,Partnerships in Education,Data Use

Higher education is the surest pathway to a better living and a better life. Yet, the goal of a valuable college credential goes unrealized for too many students, especially students of color and students from low-income backgrounds. Today, more than 36 million Americans have some college credit, but no awarded degree and, the COVID-19 pandemic has disrupted the studies of even more students, deepening inequities that already are pervasive. &quot;Lighting the Path&quot; shares key findings from Degrees When Due, a nationwide completion initiative to reengage students and build institutional capacity. Over the course of more than three years, with support from the research team at the University of Utah, IHEP built institutional capacity at nearly 200 institutions from 23 states to award degrees to students who have earned them, reengage former students who have stopped out, and equip students with credentials that help them realize their postsecondary goals. The report sets forth key findings on barriers to reenrollment, persistence, and completion; outlines strategies to best support returning students; and offers recommendations for policymakers at every level--institutional, state, and federal--to promote equitable degree completion.
Digital Tools Faculty Expected Students to Use during the COVID-19 Pandemic in 2021: Problems and Solutions for Future Hybrid and Blended Courses
Author: Fichten, Catherine
Date: 2021-10-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,Blended Learning,Distance Education,Higher Education,College Students,Technology Uses in Education,Teacher Expectations of Students,Students with Disabilities,Computer Software,Internet,College Faculty,Educational Technology,Inclusion,Computer Oriented Programs,Computer Literacy,Online Courses

COVID-19 resulted in a pivot to remote teaching and learning in most North American colleges and universities. All of a sudden faculty expected students to use a variety of digital technologies. Here we report on the technologies post-secondary students had to use and on the problems experienced by students with and without disabilities (e.g., mobility and visual impairments, attention deficit hyperactivity disorder, mental health related disabilities). In a sample of 24 post-secondary students, we found a series of problems related to: software and platform issues; connectivity; how professors managed their courses; classmates' computer behaviors; and equipment issues. We also learned about several beneficial practices and ways to avoid problems that can be retained for future hybrid and blended courses. By giving a voice to post-secondary students our research can inform policies and practices to create a more resilient and inclusive society.
Is There an App for That? Apps for Post-Secondary Students with Attention Hyperactivity Disorder (ADHD)
Author: Fichten, Catherine S.
Date: 2020-10-00
Type: Journal Articles
Subjects: College Students,Attention Deficit Hyperactivity Disorder,Students with Disabilities,Coping,Computer Oriented Programs,Educational Technology,Technology Uses in Education

We compiled a comprehensive list of apps related to coping with academic work by post-secondary students with attention deficit hyperactivity disorder (ADHD) by examining 23 recent sources. Most of these were based on the opinion of single individuals, including persons with ADHD and experts. To discover relatively common apps, we summed the number of sources that mentioned each app and then checked with the Apple App Store and the Google Play Store to ensure availability in the summer of 2020. In the process it became apparent that while most apps directly supported &quot;schoolwork&quot; (e.g., calendars, timers, reminders) there were a variety of apps that, while not directly related to schoolwork, were apps that can support academic achievement by dealing with daily life demands (not ADHD therapy or assessment). We categorized apps related to both schoolwork as well as to aspects of &quot;daily life demands&quot; that can make academic work easier. Here we present the 20 most frequently mentioned schoolwork related apps and the eight most frequently mentioned daily life demands apps. Our findings suggest that if access coordinators, campus disability service providers, ADHD coaches and students with ADHD focus solely on schoolwork related apps, they will be missing an important part of the equation. They need to broaden their scope to ensure that students also have the help they need to structure and manage their daily life responsibilities, rather than simply focusing on doing schoolwork.
Academics of the Early Primary Grades: Investigating the Alignment of Instructional Practices from Pre-K to Third Grade
Author: Justice, Laura M.
Date: 2021-07-26
Type: Reports - Research
Subjects: Primary Education,Teaching Methods,Curriculum,Educational Practices,Elementary School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Preschool Children,Preschools,Educational Policy,Alignment (Education),Public Schools,Observation,Classroom Environment,Interpersonal Competence,Academic Achievement,Achievement Tests,Student Behavior

Research Findings: The present study examined the extent to which instructional practices, including curriculum, in pre-K through third grade are vertically aligned. Attention was directed to teachers' grouping practices, academic content, and pedagogical methods given their importance for students' learning. Variable- and person-centered analyses examined these practices for a sample of 1,095 students in 179 pre-K through third-grade classrooms. A comparison of practices indicated that pre-K practices were significantly mis-aligned from those used in kindergarten through third grade, whereas kindergarten practices were well aligned with practices used in the older grades. Examination of profiles of classroom practices showed there to be four profiles, one of which was considered as &quot;academic-light group work,&quot; which was dominated by pre-K and kindergarten classrooms. Practice or policy: Overall, this study found that instructional practices in pre-K were starkly different from those in kindergarten through third grade, and that kindergarten appears to be highly academic for about two-thirds of classrooms. This work underscores the importance of practices and policies that promote alignment from pre-K into the primary grades and how it might be enhanced. [This is the online first version of an article published in &quot;Early Education and Development.&quot;]
Developing Students&apos; 21st Century Skills in STEM Mentor-Mentee Outreach Programs
Author: Siew, Nyet Moi
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: STEM Education,Foreign Countries,Mentors,Outreach Programs,College School Cooperation,Grade 10,Rural Schools,21st Century Skills,Preservice Teachers,Program Effectiveness,Secondary School Students

STEM education has increasingly drawn attention internationally in recent years. In Malaysia, efforts to encourage students to take up STEM subjects have risen, but student enrolments in almost every STEM subject area have continued to fall over the last decade. The situation is even more challenging in Sabah, an East Malaysian state where 72 percent of its schools are located in rural areas with basic utilities and limited infrastructures. Therefore, a STEM Mentor-Mentee outreach program through university-school partnership was developed to address the gap in STEM education attainment. The program targeted tenth graders (aged 16 years) from rural secondary schools to help them learn STEM by relating it explicitly to their local environment. STEM activities were guided by the engineering design process while harnessing their 21st century skills. Mentors consisting of in-service and pre-service teachers who provided guidance, support and assistance to mentees. Data were captured through mentees' responses to open-ended questions, mentors' field notes, focus group observation and interviews. A total of 732 students, 342 in-service and 99 pre-service teachers were involved in the programs from 2015 to 2019. Findings suggest that the program was able to develop creativity, problem solving, critical thinking and teamwork skills among rural secondary school students. [For the full proceedings, see ED620289.]
Patterns and Predictors of Postsecondary Re-Enrollment in the Acquisition of Stackable Credentials
Author: Bozick, Robert
Date: 2021-00-00
Type: Journal Articles
Subjects: Enrollment Influences,Postsecondary Education,Educational Certificates,Community Colleges,Public Colleges,Universities,Vocational Schools,Wages,Unemployment,Costs,Enrollment Rate,Associate Degrees,Bachelors Degrees

Using 15 years of student enrollment histories from administrative data spanning the 2004-05 through 2018-19 school years at all public colleges, universities, and technical/trade schools in the state of Ohio, we examine rates of re-enrollment in postsecondary education for individuals pursuing additional credentials following the receipt of a sub-baccalaureate certificate. We find that the majority of certificate recipients re-enroll to continue their progression toward stacking credentials. The likelihood of re-enrollment diminishes for certificate earners as they get further out from the term when their initial certificate was completed. Certificate earners re-enroll at an accelerated rate if they acquired their initial certificate at a community college, if they currently have low wages at their jobs, and following increases in local unemployment rates. Our findings lend support to sociological ideas about the role of institutional contexts, opportunity costs, and labor market opportunities in shaping non-traditional postsecondary pathways across the life course.
Understanding Florida Statewide Assessment Reports, 2021. Updated
Author: Florida Department of Education, Office of Assessment
Date: 2021-04-20
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Sciences,Social Studies,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards Assessments (FSA) in English Language Arts (ELA) and Mathematics and the Next Generation Sunshine State Standards (NGSSS) in Science and Social Studies. Student performance provides important information to parents/guardians, teachers, policy makers, and the general public regarding how well students are learning. This document has been prepared to explain the score reports for the Florida Statewide Assessments. It includes explanations of the reports, information about the content assessed, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted. Pursuant to Florida Department of Education Emergency Order No. 2020-EO-1, Spring 2020 K-12 statewide assessment test administrations were canceled. Therefore, no previous performance is available for Spring 2020 on Individual Score Reports. [For the 2020-2021 report, see ED620348.]
Results of Four Years&apos; Research at the National Center for Research on Gifted Education: National Center for Research on Gifted Education (NCRGE) Brief on Gifted Education Curriculum and Gifted Achievement Growth of Gifted Students in Three States
Author: Siegle, Del
Date: 2019-07-27
Type: Speeches/Meeting Papers
Subjects: Academically Gifted,Gifted Education,Academic Achievement,Elementary School Students,Achievement Gains,Mathematics Achievement,Language Arts,Critical Thinking,Creative Thinking,Identification

In this research, school and district gifted coordinators in three states reported on the gifted curriculum in their schools. We also use state administrative data to examine the achievement growth from 3rd to 5th grade for gifted and non-gifted students. We find a limited use of a gifted mathematics and language arts curriculum for gifted students. School gifted coordinators report that school gifted programs focus more on critical thinking skills and creative thinking skills than on accelerated instruction in mathematics and language arts, based on a ranking of 26 different potential curriculum foci. We find that gifted students start 3rd grade with academic achievement that is about two grade levels above the academic level of non-gifted students. However, gifted students have slower academic growth between 3rd grade and 5th grade than non-gifted students. We attribute this to limited opportunities for advanced content.
Understanding Florida Statewide Assessment Reports, 2020-2021. Updated
Author: Florida Department of Education, Office of Assessment
Date: 2020-07-17
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Sciences,Social Studies,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards Assessments (FSA) in English Language Arts (ELA) and Mathematics and the Next Generation Sunshine State Standards (NGSSS) in Science and Social Studies. Student performance provides important information to parents/guardians, teachers, policy makers, and the general public regarding how well students are learning. This document has been prepared to explain the score reports for the Florida Statewide Assessments. It includes explanations of the reports, information about the content assessed, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted. [For the 2020 report, see ED620354.]
Understanding Florida Standards Assessments Reports, 2019
Author: Florida Department of Education, Office of Assessment
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards in English Language Arts (ELA) and Mathematics. Student performance on the Florida Standards Assessments (FSA) provides important information to parents/guardians, teachers, policy makers, and the general public regarding how well students are learning the Florida Standards. This document has been prepared to explain the score reports for the Florida Standards Assessments. It includes explanations of the reports, information about the content assessed in English Language Arts (ELA) and Mathematics relating to the Florida Standards, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted. [For the 2018 report, see ED620350.]
Understanding Florida Standards Assessments Reports, 2018
Author: Florida Department of Education, Office of Assessment
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards in English Language Arts (ELA) and Mathematics. Student performance on the Florida Standards Assessments (FSA) provides important information to parents/guardians, teachers, policy makers, and the general public regarding how well students are learning the Florida Standards. This document has been prepared to explain the score reports for the Florida Standards Assessments. It includes explanations of the reports, information about the content assessed in English Language Arts (ELA) and Mathematics relating to the Florida Standards, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted. [For the 2017 report, see ED620351.]
Understanding Florida Standards Assessments Reports, 2017
Author: Florida Department of Education, Office of Assessment
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Educational Assessment,State Standards,Language Arts,Mathematics,Academic Achievement,Scores,School Districts,Elementary Secondary Education,English Language Learners,Special Education,Evaluation Methods,Computer Assisted Testing,Testing Accommodations

All Florida schools teach the Florida Standards. Student performance on the Florida Standards Assessments (FSA) provides important information to parents/guardians, teachers, policy makers, and the general public regarding how well students are learning the Florida Standards. This document has been prepared to explain the score reports for the Florida Standards Assessments. It includes explanations of the reports, information about the content assessed in Mathematics and English Language Arts (ELA) relating to the Florida Standards, and a glossary of the terms used in the reports. The explanations provided for the sample reports apply to all grade levels unless otherwise noted. [For the 2016 report, see ED620352.]