ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. Occasional Paper. RTI Press Publication OP-0069-2105
Author: Sowa, Patience
Date: 2021-05-00
Type: Guides - General
Subjects: Elementary Education,Educational Quality,Elementary School Teachers,Teacher Competencies,Inservice Teacher Education,Faculty Development,Preservice Teacher Education,Mathematics Instruction,Literacy Education,Intellectual Disciplines,Formative Evaluation,Summative Evaluation,Instructional Materials,Social Emotional Learning,Educational Environment,School Culture,Gender Bias,Prevention,Developing Nations,Foreign Countries,COVID-19,Pandemics,Student Evaluation,Evaluation Methods

To address chronically low primary school completion rates and the disconnect between learners' skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
High School Benchmarks: COVID-19 Special Analysis. Update &amp; Correction. National College Progression Rates
Author: Causey, J.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: High School Graduates,Postsecondary Education,Institutional Characteristics,Enrollment Trends,COVID-19,Pandemics,Rural Schools,Urban Schools,Suburban Schools,Community Colleges,Public Colleges,Socioeconomic Status,College Attendance,Poverty,Minority Group Students,Low Income Students,Enrollment Rate,Geographic Location,Private Colleges

This report provides new fall 2020 college enrollment rate estimates for recent high school graduates. The preliminary results published in December 2020 (see ED609848) have been updated with the addition of approximately 50 percent more data from high schools and colleges and restated to correct a process error. This error resulted in an overestimate of the rate of decline in college enrollment counts throughout the report. The latest data covers approximately 860,000 graduates, from nearly 3,500 high schools, and their immediate fall enrollments in 87 percent of all postsecondary institutions that participate in the Clearinghouse. In addition to the main findings, more information about participant high school profiles and enrollment outcomes can be found in the Appendix. Among the key findings are: (1) The year-over-year percent change in fall college enrollment shows a decline of 6.8 percent, 4.5 times larger than the 2019 rate (pre-pandemic). While smaller than the 21.7 percent estimate reported in December, this remains an unprecedented one-year decline; (2) The pattern of disparities among high schools of different characteristics remains largely the same as originally reported; (3) Urban and rural schools showed roughly equal rates of decline, and a larger enrollment rate gap from their suburban counterparts; and (4) Community college enrollment dropped the most in low income high schools while public four-year enrollment is unaffected by the pandemic for high income high schools.
Hate Crimes and Black College Student Enrollment. CEPA Working Paper No. 21-01
Author: Baker, Dominique J.
Date: 2021-01-00
Type: Reports - Research
Subjects: Crime,Social Bias,African American Students,College Students,College Attendance,Racial Bias,College Environment,Incidence,Institutional Characteristics,Black Colleges,Community Characteristics,Environmental Influences,Enrollment Trends

Reported hate crimes have increased rapidly in recent years, including on college campuses. Concurrently, general racial animus has increased in the United States. Scholars have shown that the larger sociopolitical environment can directly impact the campus climate and experiences of all students, particularly students of color. However, little is known about how reports of hate crimes incidents relate to the college enrollment of students of color. This lack of evidence is especially troubling for Black persons, the most frequent targets of reported hate crimes both on and off campus. This paper helps to fill in that gap by exploring the association between Black students' college enrollment and the number of reports of hate crimes at two levels: the state and the institution. We examine a comprehensive dataset of institutional enrollment and characteristics, reported hate crimes, and Census data on state racial demographics from 1999 to 2017 using several techniques including institution fixed effects. We find that a standard deviation increase in reports of state-level hate crimes predicts a 20% increase in Black first-time student enrollment at HBCUs. As the number of reported hate crimes is almost assuredly an undercount of the actual number of incidents, we explore the implications of this work while keeping that limitation in mind.
Yearly Success and Progress Rates. Sixth in the Series
Author: Lang, R.
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Stopouts,Graduation Rate,Academic Persistence,Higher Education,Private Colleges,College Graduates,Part Time Students,Full Time Students,College Transfer Students,Time to Degree,Academic Achievement,Enrollment,Two Year College Students,College Students,Academic Degrees,Two Year Colleges,Public Colleges,Gender Differences,Age Differences,Proprietary Schools,School Holding Power

The &quot;Yearly Success and Progress Rates&quot; report goes beyond traditional student outcome measures by showing year-by-year rates of retention, persistence, transfer, completion and stop-out. It is designed to help institutions and states better identify and inform effective intervention points to increase student success. This report examines yearly academic progress for approximately 2.3 million individuals who began college for the first time in fall 2014 with the intent to earn a credential. Their yearly progress and success rates can be compared with previous cohorts nationally, and by state, through the interactive data dashboards newly added this year. Academic progress is measured in each subsequent academic year for six years after entry. The report shows the highest level of academic progress made, broken out by the type of starting institution and enrollment intensity at entry (full-time vs. part-time). In the latest entering cohort, the steady growth in the six-year college completion rate started to slow down for full-time starters, and the rate declined notably for part-time starters. Full-time starters at community colleges earned a credential at the highest rate in six years whereas the stop-out rate increased sharply for their part-time counterparts. [For the fifth report in the series, see ED609964.]
Demystifying the Pathways to Full Teacher Licensure: How Do I Become a Teacher in North Carolina?
Author: Kazouh, Ashley
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Licensing Examinations (Professions),Teacher Certification,State Standards,Teacher Competencies,Alternative Teacher Certification,Teacher Education Programs,Masters Programs,College Entrance Examinations,Undergraduate Study,Graduate Study,Pedagogical Content Knowledge

As in other highly skilled careers, licensure requirements were put in place to ensure that candidates that enter the teaching profession are competent and effective. Unfortunately, licensure requirements can change from year to year and vary depending on the subject area in which a candidate plans to teach, making the pathway to obtaining full teaching licensure seem a bit unclear at times. This brief provides an overview of current North Carolina teacher licensure requirements by answering the following questions: (1) Who Sets the Licensure and Exam Requirements?; (2) What are the Pathways to Full Licensure?; and (3) What are the Steps for Gaining Full Licensure?
School Closures and the Gentrification of the Black Metropolis. CEPA Working Paper No. 21-02
Author: Pearman, Francis A., II
Date: 2021-03-00
Type: Reports - Research
Subjects: School Closing,Neighborhoods,Urban Areas,Urban Schools,School Community Relationship,Urban Renewal,Racial Bias,Whites,Educational Attainment,African Americans,Racial Segregation,Racial Differences,Disadvantaged Schools,Socioeconomic Influences,Social Stratification

Largely overlooked in the empirical literature on gentrification is the potential impact that school closures play in this process. This study examines whether the weakening of the neighborhood-school connection brought about by school closures affects the likelihood that nearby neighborhoods experience gentrification. Integrating longitudinal data from the U.S. Census with data on every urban school closure that occurred nationwide between 2000 and 2012, this study finds that college-educated White households were far more likely to gentrify Black neighborhoods following the closure of a local school. In particular, school closures increased the likelihood that the most racially segregated Black neighborhoods gentrified by 9 percentage points, a process that corresponded during this period to an average loss in these neighborhoods of roughly 200 Black residents. Results suggest that school closures do not simply alter the educational landscape, school closures are also emblematic of a larger spatial and racial reimagining of U.S. cities that dispossess and displaces communities of color.
Social Network Analysis Methods for International Development. Research Brief. RTI Press Publication RB-0026-2105
Author: Johnson, Eric M.
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Social Networks,Network Analysis,Data Collection,Economic Development,Global Approach,Research Methodology,International Programs,Foreign Countries,Research and Development Centers,Evidence,Public Policy

Social Network Analysis (SNA) is a promising yet underutilized tool in the international development field. SNA entails collecting and analyzing data to characterize and visualize social networks, where nodes represent network members and edges connecting nodes represent relationships or exchanges among them. SNA can help both researchers and practitioners understand the social, political, and economic relational dynamics at the heart of international development programming. It can inform program design, monitoring, and evaluation to answer questions related to where people get information; with whom goods and services are exchanged; who people value, trust, or respect; who has power and influence and who is excluded; and how these dynamics change over time. This brief advances the case for use of SNA in international development, outlines general approaches, and discusses two recently conducted case studies that illustrate its potential. It concludes with recommendations for how to increase SNA use in international development.
Classroom Segregation without Tracking: Chance, Legitimacy, and Myth in &quot;Racial Paradise.&quot; CEPA Working Paper No. 21-04
Author: Gagné, Josh
Date: 2021-04-00
Type: Reports - Research
Subjects: Foreign Countries,Racial Segregation,Classes (Groups of Students),Grade 5,Grade 9,Student Placement,Grouping (Instructional Purposes),Public Schools,Track System (Education),Elementary School Students,High School Students

Though schools do not track in Brazil, I find that black/white classroom segregation in Brazil is greater than recent estimates from North Carolina high schools (Clotfelter et al., 2020). How does race-based classroom segregation occur without tracking, and in a supposed &quot;racial paradise,&quot; no less? Using national, student-level data spanning from 2011 to 2017, I describe racial classroom segregation among Brazilian 5th and 9th graders and assess potential mechanisms identified in the literature. The findings are consistent with a segregation by chance regime in which (1) schools typically assign students to classrooms arbitrarily, producing initial assignments that are sometimes segregated by chance, and (2) schools choose to move forward with the racially segregated &quot;draws&quot; rather than make race-conscious adjustments.
Undergraduate Degree Earners. Seventh in the Series
Author: Huie, F.
Date: 2021-01-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Study,Bachelors Degrees,Associate Degrees,Credentials,Educational Certificates,Educational Background,COVID-19,Pandemics,Age Differences,Educational Trends

The &quot;Undergraduate Degree Earners&quot; report series, published annually, provides demographic and educational profile data for all students graduating with an undergraduate credential each year. Undergraduate credentials may include associate and bachelor's degrees and certificates. In the current report, the authors profile graduates in the 2019-20 academic year, with a focus on first-time versus non-first-time graduates, and changes in demographics and education credentials received over the last eight academic years, since 2012-13. The Appendix provides state-level and regional trends, in addition to the national graduate profiles by age and type of credential received. [For the sixth report in the series, see ED609915.]
Final 2020-2021 Annual Report Guidelines for New York State Charter Schools
Author: Regents of the University of the State of New York
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Charter Schools,Annual Reports,Expenditure per Student,Financial Audits,Budgets,Trustees,Enrollment,School Holding Power,Faculty Mobility,Teacher Certification,Administrative Organization,School Schedules,Elementary Secondary Education,Educational Indicators

By August 1 of each year, each charter school in New York State is required by law to complete and submit an Annual Report to the New York State Education Department's Charter School Office (NYSED CSO) and to the school's charter entity. The 2020-2021 Annual Report Guidelines include general instructions for submission, report content requirements, and key inquiries that highlight academic, organization, and fiscal performance, as well as the extent to which a school is meeting the requirements of its charter. These Guidelines are intended to walk schools through and supplement the prompts in the online Annual Report Portal. All New York State charter schools, regardless of authorizer, must submit their school's 2020-2021 Annual Report through the online portal by August 2, 2021 or no later than the dates specified in the applicable sections of the guidance. Schools should make note of individual authorizer requirements in the Guidelines and within the portal. A charter school's Annual Report provides information about its performance over the prior academic year, as well as a report on progress toward performance goals agreed upon in the charter contract. The components to be included in each section of the Annual Report are outlined in the Guidelines presented in this report. [For the 2019-2020 report, see ED605929.]
Profiles of For-Profit and Nonprofit Education Management Organizations: Fifteenth Edition
Author: Miron, Gary
Date: 2021-02-00
Type: Numerical/Quantitative Data
Subjects: School Administration,Public Schools,Charter Schools,Nonprofit Organizations,Private Agencies,Profiles,Organization Size (Groups),Institutional Characteristics,Enrollment,Privatization,Elementary Secondary Education

The past two decades have marked tremendous growth in the number of public schools that are privately operated and, in a growing number of cases, also privately owned. Known as education management organizations (EMOs), these are private companies or organizations that are rapidly expanding their market shares of the public education sector, particularly public charter schools. The release of the Fifteenth Edition of the &quot;Profiles of For-Profit and Nonprofit Education Management Organizations&quot; comes after a more than seven-year lapse since the fourteenth edition was released. As the evidence underlines, between the 14th and 15th Edition of this report, there has been steady growth across for-profit EMOs, and a much more expansive growth by private nonprofit EMOs. [For the fourteenth edition of the report, see ED558744.]
Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. Research Brief. RTI Press Publication No. RB-0025-2104
Author: Punjabi, Maitri
Date: 2021-04-00
Type: Reports - Research
Subjects: Foreign Countries,Gender Bias,Equal Education,Elementary School Students,Grade 3,Educational Environment,Student Attitudes,Social Emotional Learning,Student Experience,Sexual Abuse,Violence,Interviews,Research Methodology,Student Surveys,Computer Mediated Communication,Privacy,Confidentiality,Data Collection,Bullying,Punishment

School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
How States Made Available &quot;Carl D. Perkins Career and Technical Education Act&quot; Funds to Support Correctional Education
Author: Lee, Carolyn S.
Date: 2019-12-00
Type: Reports - Research
Subjects: Educational Legislation,Federal Legislation,Vocational Education,Correctional Education,Educational Finance,Financial Support,Federal Aid,Grants,Resource Allocation

Congress amended and extended the &quot;Carl D. Perkins Career and Technical Education&quot; (&quot;Perkins IV&quot;) in 2018 with passage of the &quot;Strengthening Career and Technical Education Act for the 21st Century&quot; (&quot;Perkins V&quot;); the law became effective on July 1, 2019. &quot;Perkins V&quot; increases federal funding for career and technical education (CTE), including the amount available for states to spend on educating students who are incarcerated. To provide a framework and to support states as they develop their &quot;Perkins V&quot; plans, this report looks back at how states used &quot;Perkins IV&quot; funds to serve individuals in states institutions during three fiscal years (FYs) 2012-14. This report addresses four research questions: (1) What was the total amount of &quot;Perkins IV&quot; funds that each state made available in each of the three fiscal years (FYs 2012-14) for state institutions, including states correctional institutions?; (2) What percentage of their total grant allocation from &quot;Perkins IV&quot; did each state make available in each of the three fiscal years (FYs 2012-14) for all types of state institutions?; (3) How many incarcerated students in state correctional institutions received programs and services with the &quot;Perkins IV&quot; funds for state institutions?; and (4) What types of programs and services did states offer incarcerated students in their state correctional institutions with &quot;Perkins IV&quot; funds? The number of individuals served in state institutions could increase with the &quot;Perkins V&quot; 1 percent increase in funds made available to serve individuals in state institutions, such as state correctional institutions, juvenile justice facilities, and educational institutions that serve individuals with disabilities. The data and the information in the state narratives about the services and activities for incarcerated students may assist state and local decisions makers in developing correctional education programs with the amount made available under &quot;Perkins V.&quot;
Indicators of Higher Education Equity in the United States: 2021 Historical Trend Report
Author: Cahalan, Margaret W.
Date: 2021-00-00
Type: Reports - Research
Subjects: Equal Education,Higher Education,Educational Trends,Enrollment,College Students,Student Characteristics,Institutional Characteristics,Student Financial Aid,Student Costs,Paying for College,Educational Attainment,Outcomes of Education,Federal Programs,Educational Indicators,Family Income,Racial Differences,Socioeconomic Status,Grants,Federal Aid,Low Income Students,COVID-19,Pandemics,First Generation College Students,Parent Background,Student Loan Programs,Academic Degrees,Trend Analysis,Federal Legislation,Educational Legislation

This report, the seventh in this series, brings together again in partnership the Pell Institute with the Alliance for Higher Education and Democracy of the University of Pennsylvania (PennAHEAD). These reports draw from multiple sources of existing data to provide, in one place, indicators that describe trends in equity in postsecondary enrollment, choice, and degree attainment, as well as indicators of college affordability. The purposes of this equity indicators project are to: (1) Report the status of higher education equity in the United States and identify changes over time in measures of equity; (2) Identify policies and practices that promote and hinder progress; and (3) Illustrate the need for increased support of policies, programs, and practices that not only improve overall attainment in higher education but also create greater equity in higher education opportunity and outcomes. As in previous Indicators reports, the data in the 2021 Indicators show persisting inequality in higher education opportunity based on family income, race/ethnicity, parent education, location of residence, and dependency status. While there has been an increase in postsecondary attainment since these words were articulated in the late 1940s, new forms of inequity and stratification have evolved, as education becomes one of the chief ways of differentiating wages and salaries and quality of life indicators. [For the 2020 report, see ED606010.]