ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Achievement and School Facilities. Research Brief
Author: Jacksonville Public Education Fund (JPEF)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Facilities,Public Schools,Educational Facilities Improvement,Educational Environment,Elementary Secondary Education,Teacher Effectiveness,Educational Finance

Public school buildings represent the second largest sector of public infrastructure spending in the United States after roads, and approximately 1 in 6 American children or adults spend every weekday in poorly maintained buildings. Many of the problems of school buildings face are not readily apparent on the surface. While issues such as chipped paint, faulty bathrooms or sagging ceilings are easy to see, many schools also face deeper facility issues that are not so readily apparent. Beyond aesthetics, research has shown that facility conditions impact student education environment and achievement, teacher performance and satisfaction, and the social and community environment. The following research brief will discuss each of these areas, as well as address the funding crisis surrounding school buildings.
OSERS Transition Data Fact Sheet
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Special Education,Vocational Rehabilitation,Transitional Programs,Technical Assistance,Youth Programs,Disabilities,Students with Disabilities,Secondary School Students,Postsecondary Education,Vocational Education,Educational Legislation,Equal Education,Federal Legislation,Outcomes of Education,Longitudinal Studies,Graduation Rate,Dropout Rate,Employment Patterns,Independent Living

The Office of Special Education and Rehabilitative Services (OSERS) administers programs that assist in educating children and youth with disabilities, provides funding for vocational rehabilitation (VR) services for youth and adults with disabilities and supports research to improve the lives of individuals with disabilities. OSERS established the Transition Steering Committee to focus specifically on the services, needs and outcomes of youth with disabilities who may benefit from the work conducted and services authorized by its program components. OSERS provides funds to support transition services, transition programs, technical assistance projects and research projects related to youth with disabilities. However, the committee found that program-specific data about OSERS transition work are frequently not summarized and not readily available to OSERS staff across its component offices and the general public, especially members of the transition community. To address this need, the committee developed the Transition Data Fact Sheet as a quick reference to inform OSERS staff and the transition community about critical data areas related to the transition of youth with disabilities from school activities to post-school activities. The data in this fact sheet are presented for OSERS staff and others to use in their work and to draw their own conclusions from the data provided. The Transition Data Fact Sheet is intended to be a reference tool and should not be treated as a comprehensive document. It is organized into three areas of emphasis: (1) transition services; (2) post-school outcomes; and (3) OSERS investment in transition-related research, special education and VR services. It is important to note that most of the data and information presented are primarily specific to youth with disabilities between the ages of 14 and 24.
Assessing the Mental Health of Maltreated Youth with Child Welfare Involvement Using Multi-Informant Reports
Author: Makol, Bridget A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Mental Health,Child Abuse,Child Welfare,Adolescents,Behavior Problems,Caregiver Attitudes,Teacher Attitudes,Foster Care,Family Environment,At Risk Persons,Mental Disorders,Research Methodology,Sampling,Validity,Disclosure,Correlation,Environmental Influences,Place of Residence,Parents,Individual Characteristics,Check Lists,Child Behavior

Researchers often question the validity of multi-informant assessments among adolescents with child welfare involvement. Yet, within other clinical populations, prior research finds that multi-informant reports have a discernable structure characterized by discrete patterns of agreement and disagreement. This structure &quot;tracks&quot; contextual displays of behavior and clinical severity. We examined the structure of multi-informant reports (i.e., adolescent, caregiver, teacher) of adolescent externalizing and internalizing problems in a sample of adolescents with a history of child welfare involvement. Across problem domains and informants, reporting patterns mirrored those observed in other clinical populations, and displayed characteristics robustly present in meta-analytic work on cross-informant correspondence. Specifically, informants agreed more on reports of externalizing problems than internalizing problems and caregiver-teacher dyads agreed more than adolescent-caregiver dyads. Overall, we found robust, replicable patterns of multi-informant reports among child welfare involved adolescents. These reporting patterns may facilitate use and interpretation of multi-informant evidence-based assessments among this population. [This paper was published in &quot;Child Psychiatry and Human Development&quot; v52 n1 p49-62 2021.]
Integrating Multiple Informants&apos; Reports: How Conceptual and Measurement Models May Address Long-Standing Problems in Clinical Decision-Making
Author: Makol, Bridget A.
Date: 2020-00-00
Type: Reports - Research
Subjects: Clinical Diagnosis,Psychopathology,Youth,Factor Analysis,Scores,Prediction,Anxiety,Interpersonal Competence,Decision Making

Assessing youth psychopathology involves collecting multiple informants' reports. Yet, multi-informant reports often disagree, necessitating integrative strategies that optimize predictive power. The &quot;Trait&quot; score approach leverages principal components analysis (PCA) to account for the context and perspective from which informants provide reports. This approach may boost the predictive power of multi-informant reports and thus warrants rigorous testing. We tested the &quot;Trait&quot; score approach using multi-informant reports of adolescent social anxiety in a mixed clinical/community sample of adolescents (n=127). The &quot;Trait&quot; score incrementally predicted observed social anxiety ([beta]s: 0.47-0.67) and referral status (ORs: 2.66-6.53), above-and-beyond individual informants' reports and a composite of informants' reports. The &quot;Trait&quot; score predicted observed behavior at magnitudes well above those typically observed for individual informants' reports of internalizing psychopathology (i.e., rs=0.01-0.15). Findings demonstrate the ability of the Trait score to improve prediction of clinical indices, and potentially transform widely used practices in multi-informant assessments. [This paper was published in &quot;Clinical Psychological Science&quot; v8 n6 p953-970 2020.]
Report on 2017 Distance Education Offerings and Enrollments at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2019-04-00
Type: Reports - Research
Subjects: Distance Education,Enrollment Trends,Colleges,Universities,Enrollment Management,Teaching Methods,College Credits,Online Courses,State Universities,Private Colleges,Community Colleges,Educational Trends,Trend Analysis,Institutional Cooperation,State Policy,School Surveys,Educational Policy

Maryland higher education institutions serve over 360,000 students each year, and enrollment projections indicate that the number of students will continue to grow in upcoming years. While the number of students is expected to increase, so too is the diversity of the student bodies as Maryland's population grows. Alternative educational methods, such as distance education, play increasingly important roles in serving this growing population. Understanding the role that distance education plays in serving the student population is important in determining additional ways in which these methods could be used to better serve Maryland students. This report examines distance education activities at Maryland's postsecondary institutions during Calendar Year 2017. This survey was administered in Spring 2018 and included questions regarding the number of courses taught using distance educational methods, students' type of enrollment, and credit hour completion. The information included all instructional activity from January 1, 2017 to December 31, 2017. Institutions were also asked to identify any programs that could be completed entirely via DE methods. These questions roughly correspond to the sections included in this report. Fifty institutions, including community colleges, four-year public colleges and universities, state-aided independent colleges and universities, and other private institutions responded to this survey.
ELA Guidebooks: Curriculum Guide, 9-12 (2020)
Author: Louisiana Department of Education
Date: 2020-10-00
Type: Guides - Classroom - Teacher
Subjects: English Instruction,Language Arts,Core Curriculum,Secondary School Curriculum,English Curriculum,Student Educational Objectives,High School Students,Learning Activities,Teaching Guides,Instructional Design,Instructional Materials,Educational Planning,Writing Instruction,Class Activities,Small Group Instruction,Communication Skills

ELA Guidebooks is an English language arts curriculum for core instruction. Made by teachers for teachers, the guidebook units ensure all students can read, understand, and express their understanding of complex, grade-level texts, ensuring their readiness for college or a career. Each text collection has a shared idea and contains authentic texts and novels commonly celebrated by teachers and students. Students engage with the texts and ideas repeatedly throughout a unit to build knowledge and tackle big ideas. The latest edition of the ELA Guidebooks launched in 2020 for grades 9-12. This program was created in partnership with Odell Education as a response to feedback received for ELA Guidebooks 2.0. Teachers and students hoped to see more flexibility and diversity in a high-school curriculum. Louisiana's ELA Guidebooks build students' understanding and knowledge through carefully curated text sets, compelling questions, and integrated reading and writing activities. In the ELA Guidebooks, students: (1) Explore central questions that connect units in a year-long pathway; (2) Examine texts by diverse authors about substantive topics; (3) engage in varied opportunities to read, discuss, write, and present; and (4) experience integrated instruction and assessment leading to a comprehensive ELA experience.
The Throughput Year Clock: Defining &quot;One Year&quot; for AB 705
Author: RP Group
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: State Legislation,Educational Legislation,Quarter System,Semester System,Two Year College Students,Community Colleges,Grouping (Instructional Purposes),Time,Measurement Techniques

The term &quot;throughput&quot; refers to the percentage of a student cohort who complete a course sequence within a set period after having begun that sequence at the same point in time. Under AB 705 the set period for observing throughput rates is described in law as &quot;one year&quot;. While that time frame seems intuitive enough, the operational definition of &quot;one year&quot; (or the &quot;year clock&quot;) has varied somewhat across sources. For instance, the operational definition of the year clock used by MMAP has evolved over time and been refined. This document provides an overview of how the MMAP team defined the year clock prior to September 2020, as well as a revised definition of the year clock that the team implemented in September 2020. Additionally, it is argued that consistency across cohorts of students with different starting terms within reports is more critical than maintaining a problematic definition simply for future reports to use the same definition as historical reports.
School Facility Funding. Deeper Dive. Policy Brief
Author: Jacksonville Public Education Fund (JPEF)
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Educational Finance,School Taxes,Educational Facilities Improvement,School Buildings,Public Schools,Charter Schools,Resource Allocation,Educational Facilities Planning

In November 2020, Duval County voters will decide on a half-penny sales tax to fund upgrades to public school buildings across the district. Revenue will be spent to improve public school buildings for traditional and charter schools. Following the 2020 passage of House Bill 7097, revenue from the sales tax will be allocated to charter school facilities on the basis of student enrollment. For traditional public schools, revenue will be spent according to the district's master facilities plan, which is based on the condition of the school buildings. To inform community discussions ahead of the vote, the Jacksonville Public Education Fund (JPEF) published research highlighting the importance of high quality school facilities to student performance and achievement. To continue the conversation, this deeper dive looks at the policy and funding landscape of school buildings for both types of public schools.
Low-Income Student Calculation Study: Pursuant to Section 165 of Chapter 133 of the Acts of 2016
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: Low Income Students,Public Schools,Measurement Techniques,Economically Disadvantaged,Poverty,Eligibility,Homeless People,Migrant Children,Immigrants,Elementary Secondary Education

The Department of Elementary and Secondary Education (ESE) submits this Report to the Legislature pursuant to section 165 of chapter 133 of the acts of 2016 (the FY17 general appropriations act): &quot;The department of elementary and secondary education, in consultation with the executive office for administration and finance and the executive office of health and human services, shall conduct a study on the calculation of low-income students within public school districts as it relates to determining the number of low-income students in the distribution of funding pursuant to chapters 70 and 76 of the General Laws.&quot; The National School Lunch Program (NSLP) was enacted by Congress in 1946 to provide free or subsidized school meals to low income students. Because of the widespread adoption and popularity of the NSLP, eligibility for free and reduced price school meals (FRP) has become the de facto measure of the number of &quot;low income&quot; students enrolled in each school. FRP would still be used as the low income measure today if it weren't for the enactment of the Healthy, Hunger-Free Kids Act by Congress in 2010. Under this legislation, if a school, group of schools, or district could identify at least 40% of its students as eligible for free meals, then it could elect to provide free meals to all of its students, without the need to verify every individual student's eligibility. This new program, known as the Community Eligibility Provision (CEP), offers many benefits to participating schools. But CEP's success created an unintended consequence. With so many students participating, eligibility for free and reduced price lunches was no longer an accurate measure of low income status. This report explores a new economically disadvantaged metric developed to replace FRP, statistical comparisons, other programmatic impacts, alternative approaches used in other states, and provides recommendations for low-income student measurement.
Improving Secondary Science. Guidance Report
Author: Holman, John
Date: 2018-09-21
Type: Reports - Descriptive
Subjects: Foreign Countries,Secondary School Science,Secondary School Students,Science Achievement,Achievement Gap,Educational Improvement,Evidence Based Practice,Science Instruction,Instructional Improvement,Teaching Methods,Learning Strategies,Metacognition,Modeling (Psychology),Cognitive Processes,Difficulty Level,Science Process Skills,Skill Development,Vocabulary Development,Feedback (Response)

The attainment gap in science may not be as well-documented as the gap in English and maths, but it is just as pervasive. Our research has shown that disadvantaged pupils start to fall behind in science in Key Stage 1; the gap only gets wider throughout primary and secondary school and on to A-level. Helping schools to use evidence and to understand better the most effective ways to improve results is the best way to tackle this country's stark science attainment gap. This is why we've produced this guidance report. It offers seven practical evidence-based recommendations--that are relevant to all pupils, but particularly to those struggling with science.
Exploring Barriers to Early Childhood Teachers&apos; Implementation of a Supplemental Academic Language Curriculum
Author: Zucker, Tricia A.
Date: 2021-00-00
Type: Reports - Research
Subjects: Barriers,Preschool Teachers,Behavior Change,Academic Language,Curriculum Implementation,Coaching (Performance),Teacher Attitudes,Kindergarten,Time Management,Pedagogical Content Knowledge,Teaching Skills,Attention Control,Teaching Methods,Classroom Techniques,Language Skills,Child Language,Language Acquisition,Intervention,Faculty Development,Vocabulary Development,Preschool Children

Research Findings: This study used the Theoretical Domains Framework (TDF) to examine barriers to teachers implementation of a supplemental academic language curricula. Despite high satisfaction with this scripted curriculum, three past studies indicated heterogeneity in teachers fidelity of implementing the curriculum as well as difficulty going off script. Thus, our goal was to identify barriers to fidelity of implementation and map these onto possible behavior change techniques. Participants included 175 teachers from pre-kindergarten and kindergarten classrooms. We used mixed method approaches that included surveys, focus groups, and interviews with teachers and their coaches. The most salient barriers to fidelitious implementation were: competing priorities for instructional time as well as limited teacher knowledge and skills. For some teachers, other barriers included difficulty changing habits, challenges with memory and attention processes, or lack of fit when the curriculum was used with populations beyond the designed scope. Practice or Policy: To understand why teachers may not consistently implement evidence-based curricula with fidelity, we explain steps other education researchers can use to apply the TDF and insights from the field of implementation sciences. We provide sample TDF survey questions and suggestions to help educators and researchers systematically revise the theory of change for curricular interventions. [This is the online version of an article published in &quot;Early Education and Development.&quot;]
Charter School Funding: Inequity Surges in the Cities
Author: DeAngelis, Corey A.
Date: 2020-11-00
Type: Reports - Research
Subjects: Charter Schools,Educational Finance,Financial Support,Public Schools,Income,Traditional Schools,Metropolitan Areas,Educational Equity (Finance),Expenditure per Student,Urban Schools,Federal Aid,State Aid,Elementary Secondary Education,Disadvantaged Youth,Special Needs Students,Special Education,Low Income Students,Student Characteristics,English Language Learners

Public charter schools increasingly are part of both the national conversation about education policy and the local urban scene in America. Previous studies of public charter schools have examined their achievement effects focused on both the state and metropolitan levels, and funding disparities focused on the state levels. This report is the latest update to a series of studies of funding inequities concentrating on revenue disparities between charters and traditional public schools (TPS) where charters are most common: metropolitan areas across the country. This study answers two main research questions: Did public charter schools and TPS in major metropolitan areas receive equitable per-pupil funding during the 2017-18 school year? If not, what explains the funding disparity? This research indicates that urban charters tended to receive substantially less revenue on a per-pupil basis to serve their students than did traditional public schools in 2017-18. The authors find that charter school funding inequities are surging across major U.S. cities.
Mental Health Treatment among Children Aged 5-17 Years: United States, 2019. NCHS Data Brief. No. 381
Author: Zablotsky, Benjamin
Date: 2020-09-00
Type: Reports - Research
Subjects: Mental Health,Mental Health Programs,Children,Adolescents,Medical Services,Mental Disorders,Age Differences,Gender Differences,Racial Differences,Drug Therapy,Counseling

About 16.5% of school-aged children had been diagnosed with a mental health disorder in the United States in 2016. The most common mental health disorders among children include attention-deficit/hyperactivity disorder, anxiety, and behavioral disorders. This report describes the percentage of U.S. children aged 5-17 years who have taken prescription medication for mental health or have received counseling or therapy from a mental health professional in the past 12 months by select characteristics, based on data from the 2019 National Health Interview Survey (NHIS). Estimates are also presented for any mental health treatment, defined as having taken medication for mental health, received counseling or therapy, or both in the past 12 months.
Languages at Work, Competent Multilinguals and the Pedagogical Challenges of COVID-19
Author: Plutino, Alessia, Ed.
Date: 2021-02-26
Type: Books
Subjects: COVID-19,Pandemics,Online Courses,School Closing,Second Language Instruction,Multilingualism,Foreign Countries,Language Skills,College Graduates,Educational Technology,Technology Uses in Education,Teaching Methods,Social Media,Teacher Collaboration,Study Abroad,Learning Activities,Barriers,Cultural Pluralism,Employment Qualifications

The present volume investigates the relevance of language teaching and learning in the contemporary job market, highlighting how language graduates can provide a substantial contribution to the multilingual needs of the UK. It also explores how the sudden spread of COVID-19 impacted on the acceleration of the online pedagogical shift which had already been foreseen by Jisc and developed at a higher speed than predicted. Ultimately, by looking into the forced online pivot, this volume furthers a reflection on how the 'new normal' is contributing to drive pedagogical innovation. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]