ethanporcaro/eric-fulltext-meta huggingface dataset:
Leveraging General Supervision Systems to Improve Student Outcomes: A Process Guide for IDEA Part B
Author: National Center for Systemic Improvement at WestEd
Date: 2018-00-00
Type: Guides - General
Subjects: Supervision,Educational Improvement,Outcomes of Education,Educational Legislation,Federal Legislation,Equal Education,Guides,Students with Disabilities,Compliance (Legal)

This process guide is intended to help states and stakeholders consider ways to leverage their general supervision systems to improve outcomes for students with disabilities and their families while ensuring compliance with the Individuals with Disabilities Education Act (IDEA). States have adopted systems of general supervision to oversee implementation of IDEA, which requires states to ensure that students with disabilities receive a free and appropriate public education (FAPE). The guide includes six steps designed to structure reflection and dialogue among state staff who are responsible for general supervision and with stakeholders, both those who work within the state educational agency as well as external stakeholders. The guide is meant to be used by a group who uses the guiding questions to reflect on the state's general supervision system and consider potential changes to the system. Guiding questions focus on the goals of the state's general supervision system (including improved results and compliance), the extent to which the current system (i.e., policies, procedures, practices, and behaviors) supports those goals, and where changes can be made to further align the general supervision system with those goals. The guide also encourages discussion around how to evaluate changes made to a general supervision system.
Online Credit Recovery Programs. NEA Research Brief. NBI No. 2
Author: Noble, Kenneth
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Online Courses,Required Courses,Repetition,Credits,Electronic Learning,Blended Learning,Teaching Methods,Teacher Certification,Program Effectiveness,Teacher Qualifications,Virtual Classrooms

In recent decades, in line with improvements in technology, schools have increasingly opted for Online Credit Recovery Programs (OCRPs) over traditional face-to-face courses. Despite sharing a common goal with traditional face-to-face programs--providing a pathway for students to get back on track, to avoid failing additional courses and falling further behind, and to graduate ready for college and/or a career--questions have emerged regarding instructional methods and the efficacy of OCRPs. To date, research on OCRPs is limited because &quot;few states formally track or report student participation in online learning.&quot; The few studies that do exist mostly compare the effectiveness--in terms of success rates--of online versus face-to-face programs. Few data are available about the percentage of face-to-face instruction used in blended programs. Similarly, few studies address the certification status of staff members working with students in blended programs. This Research Brief examines what little research does exist about OCRPs. Specifically, it focuses on instructional methods, instructor certification, and program effectiveness.
Timing Matters: How Delaying College Enrollment Affects Earnings Trajectories. CCRC Working Paper No. 105
Author: Lin, Yuxin
Date: 2019-02-00
Type: Reports - Research
Subjects: Enrollment,College Attendance,Time,Labor Market,Wages,Student Characteristics,Probability,Two Year Colleges,Higher Education,Academic Degrees,Educational Attainment,High School Graduates

Over one in three students who started college in 2012 did not enroll in the fall immediately following their high school graduation. Despite the prevalence of delayed college enrollment, however, little is known about its consequences for labor market outcomes. Using data from the National Longitudinal Survey of Youth 1997, this paper examines the characteristics and earnings trajectories of students who do not enroll in college immediately after high school (&quot;delayers&quot;) and the effects of this choice on academic and labor market outcomes. Propensity score matching results show that delaying college enrollment decreases individuals' likelihood of enrolling in college and increases their tendency to enroll in two-year colleges if they do return to school. They also show that, consistent with the study's descriptive results, the early earnings benefits experienced by delayers fade out after their mid-20s and turn to significant losses over time. Oaxaca decomposition results indicate that differences in student characteristics only explain one third of the pay gap between the two groups; 60 percent of the pay gap is explained by delayers' reduced likelihood of attending and obtaining a degree at a four-year college.
Personalized Learning and the Digital Privatization of Curriculum and Teaching
Author: Boninger, Faith
Date: 2019-04-30
Type: Reports - Research
Subjects: Individualized Instruction,Children,Privacy,Curriculum,Instruction,Privatization,Student Centered Learning,Competency Based Education,Definitions,Mastery Learning,Blended Learning,Educational Technology,Program Implementation,Technology Uses in Education,Elementary Secondary Education

Personalized learning programs are proliferating in schools across the United States, fueled by philanthropic dollars, tech industry lobbying, marketing by third-party vendors, and a policy environment that provides little guidance and few constraints. In this research brief, authors Faith Boninger, Alex Molnar, and Christopher M. Saldaña consider how we got to this point. Beginning with an examination of the history of personalized learning and the key assumptions made by its proponents, they review the research evidence and reflect on the roles and possible impacts of the digital technologies deployed by many programs. Despite many red flags, the pressure to adopt personalized learning continues to mount. The authors thus recommend that schools and policymakers pause in their efforts to promote and implement personalized learning until rigorous review, oversight, and enforcement mechanisms are established.
Chronic Absenteeism. NEA Research Brief. NBI No. 57
Author: Lara, Julia
Date: 2018-00-00
Type: Reports - Research
Subjects: Attendance,At Risk Students,Minority Group Students,Students with Disabilities,Urban Schools,Poverty,Ethnicity,Racial Differences,Attendance Patterns,Intervention,Elementary Secondary Education,Preschool Education,Dropout Prevention,Community Involvement,Parent Role,Home Visits,Summer Programs,Extracurricular Activities,Incentives

Educators and policymakers have become increasingly concerned about the issue of student absenteeism in general and, in particular, chronic absenteeism. This is because chronic absenteeism can have lasting effects on students' economic and social development. Children who are chronically absent have lower levels of school readiness upon entering kindergarten, are less likely to read at grade level by the third grade, show lower levels of social engagement, are more likely to drop of school, and are less likely to graduate from high school or attend college. All of these negative outcomes limit the long-term success of students in school and into adulthood. Specifically, dropping out of high school not only limits a person's long-term earning potential and career advancement, but can also significantly reduce potential tax revenues. From a systems perspective, chronic absenteeism disrupts the effective delivery of instruction, widens the achievement gap, and reduces state funding to schools. Although absenteeism is an old problem, there is now a new impetus for addressing it. The newly enacted Every Student Succeeds Act (ESSA) law requires the reporting of chronic absenteeism at school and district levels, and it allows the use of federal funds for preventive measures and training to reduce chronic absence. In addition, chronic absenteeism can be included as a school-quality indicator in state-level ESSA accountability systems. States will now have to establish data systems for tracking student absenteeism and report the information collected. This Research Brief goes beyond previous National Education Association (NEA) work by identifying and highlighting best practices aimed at reducing the problem of chronic absenteeism. [This brief was written in collaboration with the Center for Great Public Schools.]
Revisiting Expectations for Students with Disabilities. NCEO Brief. Number 17
Author: Thurlow, Martha L.
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Inclusion,Educational Policy,Outcomes of Education,State Standards,Standardized Tests,Accountability,Alternative Assessment,Instructional Program Divisions,Evidence Based Practice,Policy Formation,Special Education Teachers,Teacher Expectations of Students,Academic Achievement

The purpose of this brief is to summarize some of the past exclusionary practices that resulted from low expectations for students with disabilities, and how those were addressed in policies related to standards-based reform. The brief is based on a comprehensive paper that takes a cross disciplinary approach to examining expectations for students with disabilities (Quenemoen &amp; Thurlow, 2019). This brief highlights answers to critical questions about expectations for students with disabilities, including those with the most significant cognitive disabilities, answers that have been developed over time based on lessons learned. Suggestions are provided for policymakers, states, and technical assistance (TA) providers on how to work with districts, schools, and educators to revisit expectations for students with disabilities.
Suggestions for Aligning Alternate Achievement Standards with WIOA. NCEO Brief. Number 16
Author: Thurlow, Martha L.
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Alternative Assessment,Academic Achievement,Academic Standards,Educational Legislation,Elementary Secondary Education,Federal Legislation,Labor Force Development,Labor Legislation,Alignment (Education),Students with Disabilities,Intellectual Disability,College Readiness,Career Readiness

Ensuring that all students achieve successful post-school outcomes has been a goal of U.S. education policy for many years. Clear statements and policy priorities emerged in the late 2000s about a goal for all students to leave high school ready for success in postsecondary education or employment (often referred to as college and career readiness). With the reauthorization of the Elementary and Secondary Education Act (ESEA) as the Every Student Succeeds Act (ESSA) in 2015, states were required to coordinate educational services with the requirements of the Workforce Innovation and Opportunity Act (WIOA) of 2014. Although states had already begun this work by aligning their English Language Arts (ELA), mathematics, and science standards with college and career readiness, there were questions about how to meet the requirements outlined in the ESSA assessment regulations for alternate assessments based on alternate academic achievement standards (AA-AAAS). States face peer reviews of their assessments; these require states to demonstrate that students with the most significant cognitive disabilities who met the states' alternate academic achievement standards were on track to pursue postsecondary education or competitive integrated employment. This Brief provides information on alternate achievement standards and WIOA, then makes several suggestions about ways to show that a student who meets a state's alternate academic achievement standards is on track to pursue postsecondary education or competitive integrated employment. In addition, several recommendations are provided for states on how to build a strong system to support the realization of the intent of ESSA and WIOA requirements for their students with the most significant cognitive disabilities.
Virtual Schools in the U.S. 2019
Author: Molnar, Alex
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Computer Simulation,Efficiency,Distance Education,Academic Achievement,Institutional Characteristics,Public Education,Educational Research,Educational Practices,State Legislation,Educational Policy,Teaching Methods,Blended Learning,Student Characteristics,Elementary Secondary Education,Educational Finance,Governance,Educational Quality,Teacher Effectiveness,Teacher Student Ratio,Enrollment,Educational Improvement,Accountability,Costs,Online Courses,Full Time Students,Charter Schools,School Effectiveness,Proprietary Schools

As proponents continue to make the case that virtual education can expand student choices and improve the efficiency of public education, full-time virtual schools have attracted a great deal of attention. Advocates contend that this potential for individualization allows virtual schools to promote greater student achievement than can be realized in traditional brick-and-mortar schools. NEPC researchers found, however, that the research evidence does not support this claim. This three-part brief provides disinterested scholarly analyses of the characteristics and performance of full-time, publicly funded K-12 virtual schools; reviews the relevant available research related to virtual school practices; provides an overview of recent state legislative efforts to craft virtual schools policy; and offers policy recommendations based on the available evidence.
To What Extent Are Ethnic Minority Teacher Candidates Adversely Affected by High-Stakes Assessments? NEA Research Brief. NBI No. 16
Author: Taylor, Erika D.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Minority Group Teachers,Preservice Teachers,Preservice Teacher Education,Standardized Tests,Performance Based Assessment,College Entrance Examinations,Barriers

While it was acknowledged as an issue approximately three decades ago, the discussions around shortages in the educator workforce have increased in recent years, causing a great deal of alarm about the nation's capacity to provide quality educators for its students. A related concern is the lack of teachers of color, relative to an increasingly diverse student population. The body of research focusing on this issue has identified two major factors--the pipeline of teacher candidates of color, and higher rates of attrition among teachers of color. Findings suggest that increasing diversity in the teacher workforce provides benefits for all students. The findings also demonstrate that students of color consistently experience more positive outcomes in the presence of teachers of color. However, a number of studies also indicate that a contributor to the lack of teacher candidates is the disparity in performance on standard assessments used for student teaching entry and licensure upon completion of a teacher preparation program. One consequence of this is that many education majors and teacher candidates of color never get to the classroom. This research brief offers suggested solutions and suggestions for intervention. [This research brief was co-produced by the Center for Great Public Schools (CGPS).]
Students from Poverty. Backgrounder
Author: National Education Association
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Poverty,Low Income Students,Disadvantaged Youth,Family Environment,Achievement Gap,Physical Health,Mental Health,Brain,School Role,Program Effectiveness,At Risk Students,Child Development,Student Behavior,Teacher Expectations of Students,Stress Management,Specialists,Breakfast Programs,Summer Programs,After School Programs,Prevention,Class Size,Poverty Programs,Government Role,African American Students,White Students,Learning Disabilities,Disability Identification,Discipline Policy

This paper examines poverty's impact on student physical health, socioemotional health, and the brain. Further, although children spend only 20 percent of their time in school, this paper examines the school's role in student development, as well as proposes effective policies and programs that go beyond the classroom.
The Investigation of Relationship between Teacher Candidates&apos; Goal Orientations and Epistemological Beliefs
Author: Arslan, Ali
Date: 2015-08-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Goal Orientation,Epistemology,Beliefs,Educational Attitudes,Motivation,Foreign Countries

Individuals' subjective beliefs about knowledge is defined as an epistemology. Epistemological beliefs of individuals has the potential in developing the curriculum. A motivational approach that attempts to explain the purpose of learners' participation in teaching activities is called goal orientation. Learners' goals of participating in teaching activities affect ways of participation to learning activities, participation levels and maintaining level of participation. The purpose of this study is to examine the relation between teacher candidates' goal orientations and the belief that learning depends on effort. In this study, correlation method was used. The achievement goal orientation scale and the scale of belief that learning depends on effort, which is the subscale of the epistemological belief scale. The data are collected from 161 teacher candidates. Pearson Product Moment Correlation and stepwise regression analysis method were used in data analysis. The results of the study showed that there was positive and significant correlation between belief that learning depends on effort, learning orientation and performance-orientation approach. On the other hand, there is no significant correlation between performance-avoidence orientation and belief that learning depends on effort. [This paper was presented at INTE 2015.]
Investigating the Comparability of Multiple-Choice and Constructed-Response Science Assessments
Author: Herrmann-Abell, Cari F.
Date: 2019-04-00
Type: Speeches/Meeting Papers
Subjects: Science Tests,Multiple Choice Tests,Test Format,Test Items,Item Response Theory,Difficulty Level,Scoring Rubrics,Comparative Analysis

The &quot;Next Generation Science Standards&quot; calls for new assessments that measure students' integrated three-dimensional science learning. The National Research Council has suggested that these assessments utilize a combination of item formats including constructed-response and multiple-choice. In this study, students were randomly assigned three-dimensional assessments that contained either constructed-response or multiple-choice versions of items. Rasch analysis was used to compare the difficulty of these items on the same construct scale. We found that partial-credit constructed-response items were located at similar places on the scale as their multiple-choice counterpart but dichotomously-scored constructed-response items were considerably more difficult. This suggests that scoring method influences an item's difficulty, which has implications for what inferences are made from assessments.
Effectiveness of Video Prompting Method in Teaching Cloth Folding Skill to Individuals with Autism Spectrum Disorders
Author: Yavuz, Mehmet
Date: 2019-00-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Males,Video Technology,Prompting,Maintenance,Daily Living Skills,Program Effectiveness,Family Attitudes,Early Adolescents,Foreign Countries

In this study, the effectiveness of the video prompting method and its maintenance and social validity were investigated in cloth folding skill teaching for individuals with autism spectrum disorder. Three male individuals with autism spectrum disorder were included in the study. In the research, inter-observer multiple-probe with a single-subject research model was used. As a result of the research, 3 participants achieved the target behavior successfully. It was observed that the maintenance of the behaviors acquired in both participants continued as 10, 20, 30. In a participant, the data of maintenance was collected for 10, 20 days and it was observed that the behavior was preserved, yet on the 30th day, the maintenance data could not be collected. For social validation, families reported positive opinions.
Leading Trauma-Sensitive Schools Action Guide. Trauma-Sensitive Schools Training Package
Author: Guarino, K.
Date: 2018-07-00
Type: Guides - Non-Classroom
Subjects: Training,School Policy,School Culture,Educational Environment,Success,Administrator Role,Leadership Responsibility,Readiness,Educational Change,Needs Assessment,Social Development,Emotional Development,Family School Relationship,Student Participation,Benchmarking

Building trauma-sensitive schools involves changes to school policy, practice, and culture and requires ongoing efforts to ensure that all students--including students affected by trauma--are experiencing social, emotional, and educational success. School and district leaders play a crucial role in bringing about change. Developing and sharing a vision of trauma sensitivity and the process for achieving it will help to overcome challenges by charting a course of action and maintaining focus and commitment among participants. This action guide is intended to provide school leadership with a roadmap and tools for implementing a trauma-sensitive approach school-wide. It is intended to be used in conjunction with and after viewing the &quot;Leading Trauma-Sensitive Schools&quot; online module, to provide school leadership with a roadmap and tools for implementing a trauma-sensitive approach schoolwide, including recommendations for using various components of the &quot;Trauma-Sensitive Schools Training Package.&quot; This guide introduces a multi-phased process for adopting a trauma-sensitive approach. Each phase includes key objectives, activities, resources, and an action planning template. By using the tools and resources provided, schools can develop and implement custom plans for adopting a trauma-sensitive approach school-wide. [For the accompanying Facilitation Guide, see ED595304. Other materials in this package include: Building Trauma-Sensitive Schools Facilitation Guide (ED595303), Building Trauma-Sensitive Schools Handout Packet (ED595305), and the Implementation Guide (ED595276).]
An Overview of the NYC P-TECH Grades 9-14 Model
Author: MDRC
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,School Business Relationship,STEM Education,Models,High Schools,Dual Enrollment,College Preparation,Associate Degrees,College School Cooperation,Community Colleges,Two Year College Students,High School Students

The NYC P-TECH Grades 9-14 schools are early college and career high schools that are part of a public education reform movement in the United States and across the globe. They aim to prepare students for college and career -- not one or the other -- which is a different approach to contemporary high school reform than many others take. The schools neither screen students based on academic ability nor require interviews for entry. These schools strive to lower many of the barriers that deter students underrepresented in higher education and STEM (science, technology, engineering, and math) fields from pursuing these options. A hallmark of the whole-school model is the partnership among high schools, colleges, and industry collaborators: Students take an integrated sequence of high school and college courses with the goal of completing both high school and college, while simultaneously being exposed to hands-on work experiences. This report presents an overview and evaluation of the the NYC P-TECH Grades 9-14.