ethanporcaro/eric-fulltext-meta huggingface dataset:
Using State Data Systems to Create an Information Culture in Education. Policy Guide
Author: von Zastrow, Claus
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Data Collection,Elementary Secondary Education,Early Childhood Education,Postsecondary Education,State Programs,Decision Making,Educational Research,Management Information Systems,Information Management,State Government,Leadership Responsibility,Access to Information,Governance,Capacity Building

Every U.S. state and the District of Columbia maintain a system to collect and store education data. These systems vary widely in their scope and sophistication -- and, by extension, in their ability to provide information that can guide decision-making. Most states have developed statewide longitudinal data systems, which establish formal connections among systems from two or more of the following four core state agencies: early learning, K-12, postsecondary and workforce. Such systems make it possible to follow students' progress from early childhood to career. This Policy Guide goes beyond looking at the foundations and structures of statewide longitudinal data systems to explore how state leaders can more intentionally and effectively develop a culture that uses data to inform critical education decisions.
The Importance of Literacy for Youth Involved in the Juvenile Justice System. Issue Brief
Author: O'Cummings, Mindee
Date: 2010-01-00
Type: Reports - Evaluative
Subjects: Literacy Education,Barriers,Juvenile Justice,At Risk Persons,Reading Instruction,Reading Skills,Intervention,Institutionalized Persons,Correctional Institutions,Program Effectiveness,Correlation

Youth who have low literacy skills generally face significant barriers to economic and social success and are more likely to be involved in the juvenile justice system. In addition, if these youth are incarcerated and their literacy skills are not improved, outcomes tend to be negative. This issue brief illustrates the correlation between low literacy and involvement in the juvenile justice system and explores the impact of reading interventions on youth during and after incarceration.
An Unfair Start: Inequality in Children&apos;s Education in Rich Countries. Innocenti Report Card 15
Author: Chzhen, Yekaterina
Date: 2018-10-00
Type: Reports - Research
Subjects: Equal Education,Social Bias,Socioeconomic Influences,Foreign Countries,Preschool Education,Elementary Secondary Education,Postsecondary Education,Access to Education,Immigrants,Occupations,Parent Influence,Gender Differences,Institutional Characteristics,Social Justice,Reading Achievement

In the world's richest countries, some children do worse at school than others because of circumstances beyond their control, such as where they were born, the language they speak or their parents' occupations. These children enter the education system at a disadvantage and can drop further behind if educational policies and practices reinforce, rather than reduce, the gap between them and their peers. These types of inequality are unjust. Not all children have an equal opportunity to reach their full potential, to pursue their interests and to develop their talents and skills. This has social and economic costs. This report focuses on educational inequalities in 41 of the world's richest countries, all of which are members of the Organisation for Economic Co-operation and Development (OECD) and/or the European Union (EU). Using the most recent data available, it examines inequalities across childhood -- from access to preschool to expectations of post-secondary education -- and explores in depth the relationships between educational inequality and factors such as parents' occupations, migration background, the child's gender and school characteristics. The key feature of the report is the league table, which summarizes the extent of educational inequalities at preschool, primary school and secondary school levels.
Early Learning Is Essential: Addressing the Needs of Young Children Potentially at Risk for System Involvement. NDTAC Practice Guide
Author: Rankin, Victoria E.
Date: 2014-07-00
Type: Guides - Non-Classroom
Subjects: Young Children,At Risk Persons,Early Childhood Education,Child Welfare,Juvenile Justice,Barriers,Resilience (Psychology),Intervention,School Role,Community Role,Prevention,Screening Tests,Disability Identification,Access to Health Care,Access to Education,Early Intervention,Cognitive Development,Behavior Development,Needs,Parent Education,Family Involvement,Cultural Relevance,Emotional Development,Agency Cooperation,Public Policy

In May 2010, the Center for Juvenile Justice Reform (CJJR) at Georgetown University released the monograph &quot;Addressing the Unmet Educational Needs of Children and Youth in the Juvenile Justice and Child Welfare Systems&quot; (Leone &amp; Weinberg, 2010). The monograph examined a number of topics relevant to the education and experiences of youth in the child welfare and juvenile justice systems, as well as &quot;crossover youth&quot; who find themselves at some point in their lives involved with both systems. The monograph was designed primarily as a source of information for policymakers and practitioners interested in improving education services for these vulnerable youth. It examined challenges faced by these youth, barriers to providing effective services for them, and the policies and practices of several jurisdictions that have attempted to meet their unique needs. In partnership with CJJR, the National Evaluation and Technical Assistance Center for the Education of Children and Youth Who Are Neglected, Delinquent, or At-Risk (NDTAC) is developing a series of practice guides that build on the monograph's principles and their respective practices by providing the field with concrete strategies for adopting those principles and practices. It is the hope of NDTAC and CJJR that these guides will provide administrators and practitioners in juvenile justice, child welfare, and beyond with the &quot;how to's&quot; they need to achieve the type of comprehensive system envisioned by the CJJR monograph. This NDTAC practice guide examines the principle that early learning is essential due to its potential to help young children avoid the &quot;school to prison&quot; and &quot;cradle to prison&quot; pipelines (Brody &amp; Schwartz, 2012). It is important to engage schools and communities so that they understand the critical role they play in helping children &quot;before&quot; they become vulnerable to system involvement. To continue to reduce the number of youth involved with juvenile justice and child welfare systems, it is important that &quot;all&quot; who are engaged with youth become aware of the need for high-quality and continuous support, including those persons who serve very young children.
A Good Investment: The Updated Productivity of Public Charter Schools in Eight U.S. Cities
Author: DeAngelis, Corey A.
Date: 2019-04-00
Type: Reports - Research
Subjects: Productivity,Public Schools,Charter Schools,Cost Effectiveness,Urban Areas,Academic Achievement,Outcomes of Education,Investment,Educational Finance,National Competency Tests,Expenditure per Student,Mathematics Achievement,Reading Achievement

In 2015-16, the United States spent over $660 billion on its public education system in hopes of providing children with greater opportunities to excel academically and to improve their life trajectories. While public education dollars have risen at a relatively fast pace historically, future challenges, including underfunded pension liabilities, suggest policymakers should economize wherever possible. Meanwhile, the number of public charter schools has increased exponentially. From 1991 to 2018, charter school legislation passed in 44 states and the nation's capital, and student enrollment in charters increased to around 3.2 million. Since educational resources are limited, the authors examine which types of schooling offer society the biggest &quot;bang for the buck.&quot; Both cost-effectiveness and return-on-investment (ROI) analyses compare the productivity of different organizations providing a similar service -- in this case, public education. The authors examine the differences in cost-effectiveness and ROI for public charter schools and traditional public schools (TPS) in eight major U.S. cities: Atlanta, Boston, Denver, Houston, Indianapolis, New York City, San Antonio, and the District of Columbia. Overall, they find that public charter schools outperform TPS on both productivity metrics overall and for all eight cities. They conclude that public charter schools in these eight U.S. cities are a good public investment in terms of the comparative amount of student achievement they produce for the funding they receive.
Youth with Special Education Needs in Justice Settings. NDTAC Fact Sheet
Author: Read, N. W.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Juvenile Justice,Delinquency,Disabilities,Special Education,Student Needs,Student Rights,At Risk Students,Incidence,Racial Differences,Ethnicity,Gender Differences,Behavior Disorders,Emotional Disturbances,Institutionalized Persons,Correctional Institutions,Federal Programs,Equal Education,Federal Legislation,Educational Legislation,Civil Rights

Many youth involved with the juvenile justice system have education-related disabilities and are eligible for special education and related services under the Federal Individuals with Disabilities Education Act (IDEA). In most cases, the rates of disabilities in the court-involved youth population are much greater than those in the general youth population. This fact sheet explores the prevalence of these youth within justice settings and describes the characteristics and challenges of serving these young people.
Sustaining Improvement after State Takeovers: Lessons from New Orleans
Author: Jochim, Ashley
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: Natural Disasters,Government Role,Public Schools,Board of Education Role,Local Government,State Government,Governance,Leadership Responsibility,Public Officials,School Districts,State Legislation,Capacity Building

In the wake of Hurricane Katrina in 2005, Louisiana's Recovery School District took over responsibility for most of New Orleans' public schools. In 2018 the state takeover came to an end. For the first time since Katrina, nearly all of the city's public schools are in the hands of the Orleans Parish School Board. We set out to understand how the return to local control has shaped the trajectory of education in the city, with an eye toward implications for other states and localities facing similar transitions. We conducted two rounds of interviews, in 2016 and 2018, with local board members, current and former district staff, charter school leaders and board members, community-based advocates, and state officials. Our interviews focused on understanding how the shift to local control has shaped the role of key government officials and their partners in the nonprofit sector, how local leaders are responding to the demands generated by local control, and what concerns people have about the future of education in New Orleans. State and local leaders took numerous steps to ensure that a return to local control did not spell an end to the conditions enabling the academic improvements that occurred under state control. We find, in large part, these preparations had their intended effects. For now, the reforms are insulated from the opposition by unique state legislation designed to protect them, as well as from local leaders who have a stake in sustaining them. But continued progress in New Orleans will hinge upon whether local leaders can assemble support for continued action on low performance and address the emerging challenges facing students, families, and schools. This won't be easy. The board faces an increasingly raucous opposition, and local leaders have yet to aggressively guide the system of schools in new, productive directions. The wholesale changes that occurred in New Orleans likely could not have happened without state intervention. For other localities worried about sustaining systemic transformations after takeovers end, New Orleans offers key lessons in how proactive policymaking can create a bulwark that safeguards school autonomy and other key features of the reforms and underscores the value of deliberate transfers of knowledge and talent.
The Role of Transfer in the Attainment of Baccalaureate Degrees at Washington Public Bachelor&apos;s Degree Institutions--Class of 2016. Research Report 18-3
Author: Prince, David
Date: 2018-05-04
Type: Reports - Research
Subjects: Public Colleges,College Transfer Students,Educational Attainment,Bachelors Degrees,College Graduates,Community Colleges,Technical Institutes,Multicampus Colleges,Dual Enrollment,Remedial Instruction,Majors (Students),Student Characteristics,Research Universities

This report is based on the records of 23,470 students who earned a bachelor's degree as graduates of the Class of 2016. The study population includes all students who earned a degree from one of the six public baccalaureate institutions or from one of the 16 community and technical colleges that offer an applied bachelor's degree for whom transcript, demographic, and degree attainment data were available. The study excludes international students, students without enough identifiable data in their record to create a match to the CTC system, and students not found in the Mutual Research Transcript Exchange (MRTE+) who earned a degree. The study examines the graduating class of the public bachelor's degrees in 2015-16 (by gender, ethnicity, age, degree major, and institution type). Specifically, the study examines graduates in five parts: (1) By Campus Type -- What was the make-up of graduates at main campuses, additional research university campuses (additional RU Campuses), university centers and community and technical colleges? (2) By Transfer Status -- How many bachelor's degree graduates entered four-year colleges directly? How many transferred from a Washington CTC? How many came through other paths? (3) By Pre-college Enrollments -- What was the role of CTC pre-college English and math in preparing transfers and direct entry students to graduate with the bachelor's degree in 2016? (4) By Running Start Status -- What was the role of CTC Running Start in preparing transfers and direct entry students to graduate with the bachelor's degree in 2016? and (5) By Transfer Paths -- What were the different transfer pathways delineated by the type of two-year degree CTC students received? How do these different pathways contribute to different bachelor's degree majors? How well do CTC transfer students perform compared to direct entry students on total credits earned to complete their bachelor's degree and senior year GPAs?
The Challenge of Inclusive Education in Sub-Saharan Africa. The Price of Exclusion: Disability and Education
Author: Wodon, Quentin
Date: 2018-12-00
Type: Reports - Research
Subjects: Foreign Countries,Inclusion,Students with Disabilities,Gender Differences,Elementary Secondary Education,Access to Education,Equal Education,Academic Achievement,Academic Persistence,Dropouts,Student Needs,Inservice Teacher Education,Screening Tests,Disability Identification,Educational Attainment,Enrollment,Literacy,Outcomes of Education,Age Differences

This report documents the challenge of achieving inclusive education in Africa. Primary school completion rates are 10 percentage points lower for girls with disabilities than for girls without disabilities. For boys, the disability gap in primary completion rates is 13 points. Gaps are also large for secondary education completion and children with disabilities are much more likely to never enroll in school at all. Across the board disability gaps have been steadily increasing over the last 20 years. Even when children with disabilities manage to remain in school, they perform on average less well on mathematics and reading tests. This is one of the reasons why only half of children with disabilities of primary school completion age can read and write, and only one in four complete secondary school. Multiple factors lead to disability gaps in education. According to teacher perceptions on the reasons why children drop out of school, lack of adequate infrastructure for children with disabilities is a major issue. In addition, among a dozen types of in-service training provided to teachers, training related to inclusive education is the least commonly provided. Finally, screening for disabilities in school remains very rare. In essence, children with disabilities are being left behind by efforts to improve education opportunities for all. Investing in the education of children with disabilities is required from a rights perspective , but it is also a smart investment. Indeed, apart from a wide range of other benefits from educational attainment, the labor market returns to education for individuals with disabilities are large and similar order to the returns observed for other individuals.
Raising the Bar: Creating and Sustaining Quality Education Services in Juvenile Detention, First Edition. Issue Brief
Author: Leone, Peter E.
Date: 2017-05-00
Type: Reports - Descriptive
Subjects: Educational Quality,Correctional Education,Institutionalized Persons,Correctional Institutions,Juvenile Justice,Delinquency,Educational Methods,Access to Education,Student Characteristics,At Risk Students,Learner Engagement,Success,Transitional Programs

Laws and regulations across the United States require that all students, including those in the custody of the juvenile courts, probation services, or other child-serving agencies, receive education services. Too often, because of short lengths of stay and logistical challenges associated with student mobility, educators and juvenile justice administrators do not provide education services to which youth are entitled. Providing high-quality services in juvenile detention is essential. The recommendations offered in this brief are intended to &quot;raise the bar&quot; and do not suggest that &quot;one size fits all&quot; or that all juvenile detention facilities will develop identical programs. Rather, this brief suggests an approach that includes an intake classroom designed with principles of engagement, encouragement, and transition planning followed by a more traditional detention center program is the most logical way to assist youth in reconnecting to school and to ensure that they receive the services to which they are entitled.
School Discipline Summit: Planning Guide
Author: Colombi, Greta
Date: 2016-02-00
Type: Guides - Non-Classroom
Subjects: Discipline,Planning,Agency Cooperation,Meetings,Conferences (Gatherings),Teamwork,Program Effectiveness,Program Evaluation,Program Development,Audiences

A growing body of evidence has demonstrated the negative impact that punitive discipline has on children and youth. To make changes in school discipline, it is important for all stakeholders to know about the latest research, understand the local impact of punitive discipline on systems and youth, and coordinate a collaborative response. One approach that some states have used is to host a statewide (or regional or local) summit with key stakeholders. This document is a quick guide that organizations, agencies, and other key stakeholders engaged in improving school discipline can use to understand the major steps needed in planning a summit focused on school discipline. It includes a planning worksheet with helpful templates and questions to consider. This guide would be most useful for those who are in the beginning stages of summit planning. It's important to note that planning a summit can take up to 4-6 months for a smaller event and up to one year for a larger event. The guide contains: (1) Initial steps for planning a coordinated state, regional, or local summit on supportive school discipline, improving justice-school partnerships, and fostering positive outcomes for youth in a state/community; (2) Suggested practices for holding a successful summit; and (3) Resources that can be used during the planning, delivery, and follow-up phase.
CRP Organizational Change. Bringing Employment First to Scale, Issue No. 2
Author: University of Massachusetts Boston, Institute for Community Inclusion
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Community Programs,Vocational Rehabilitation,Organizational Change,Intellectual Disability,Developmental Disabilities,Employment Opportunities,Program Evaluation

Federal and state policy shifts have opened the doors to meaningful community employment for individuals with intellectual/developmental disabilities (IDD). Progress is apparent across the country: creative outcomes for individuals with significant support needs through customized jobs and self-employment, innovative practices at the provider level, and state investment in an Employment First philosophy. Despite these achievements, the number of individuals supported in integrated employment by state agencies that serve individuals with IDD has remained the same since 2000. While some community rehabilitation providers (CRPs) across the country have transformed their services to focus on integrated employment, including closing facility-based programs, most have not yet reallocated resources to promote gainful community employment as a top priority. This brief: Describes the national landscape regarding employment supports provided by community rehabilitation providers; Introduces a new line of research that documents and facilitates transformation efforts that will lead to greater community employment options for individuals with IDD. [Written by ThinkWork! at the Institute for Community Inclusion at UMass Boston. To view Issue No. 1, see ED594331.]
Designing for Success: The Early Implementation of College Promise Programs
Author: Willard, Jacklyn
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: College Programs,Paying for College,Access to Education,Scholarships,Student Financial Aid,Program Design,Program Implementation,Success,Student Personnel Services,Academic Advising,Coaching (Performance),Planning,College Students,Educational Strategies,Management Information Systems,Student Attitudes,Data Collection

College Promise programs aim to make students believe they can afford college, and to give them the opportunity to go to college and earn degrees without taking on significant debt. At the core of all College Promise programs is a scholarship: All eligible College Promise students receive scholarships that may cover up to 100 percent of tuition and fees at postsecondary institutions. Additionally, many Promise programs are designing, implementing, and refining additions to their models by providing students with support services once they enroll in college. MDRC's College Promise Success Initiative (CPSI) provides important lessons for Promise programs interested in including such services. This brief shares early lessons from CPSI about how different Promise programs are designing, implementing, and refining their models with embedded student services in mind. [Additional funding from Ascendium Education Group and the state of California.]