ethanporcaro/eric-fulltext-meta huggingface dataset:
Seizing the Moment: A State Education Agenda for 2023. Backgrounder. No. 3745
Author: Butcher, Jonathan
Date: 2023-01-19
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Elementary Secondary Education,Public Education,Educational Change,Parent Rights,Parent Participation,Educational Vouchers,Freedom of Speech,Academic Freedom,Higher Education,Teacher Certification

K-12 public education is a state responsibility and a federal interest, which means that state lawmakers have the primary responsibility for adopting and revising the laws governing public schools as well as scholarships, education savings accounts, and other private learning options. State officials also have significant authority over the laws concerning higher education, and given the dismal student results at elementary, secondary, and postsecondary levels, state lawmakers have opportunities to make critical reforms to improve student achievement. This report presents the Heritage Foundation's blueprint for state lawmakers in 2023.
America Needs an Education in Leisure. Foundational Concepts to Guide Politics and Policy. First Principles. No. 88
Author: Cambre, Rachel Alexander
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Leisure Education,Leisure Time,Educational Objectives,Democratic Values,United States History,Freedom,Foundations of Education

This &quot;First Principles&quot; report begins with a brief assessment of the state of leisure in America today, before turning to the traditional understanding of the concept. In reconsidering the classical notion that leisure requires education, or, more radically, that the purpose of education is leisure, the report will focus especially on the American Founders and their understanding of education, liberty, and leisure as the culmination of both. How did the Founders' vision for education prepare students to exercise leisure, and can that vision still inspire Americans today?
The ABCs of School Choice: The Comprehensive Guide to Every Private School Choice Program in America. 2023 Edition
Author: EdChoice
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: School Choice,Private Schools,Educational Vouchers,Tax Credits,Scholarships,Eligibility,Guides,Program Descriptions,Educational Finance,Student Participation,Educational Legislation,Institutional Characteristics,State Programs,State Legislation,Expenditures,Kindergarten,Elementary Secondary Education,Accountability

This annual publication of &quot;The ABCs of School Choice&quot; is a comprehensive, data-rich guide to every private school choice program in America. This edition of &quot;The ABCs of School Choice&quot; defines each of the four types of school choice: education savings accounts, vouchers, tax-credit scholarships and individual tax credits and deductions. The guidebook includes an entire spread of charts showing the growth over time of private school choice programs, spending on those programs and student participation in those programs. &quot;The ABCs of School Choice&quot; features a spread for each school choice program that includes the most recent participation, funding and eligibility data as well as information on the program's rules, regulations and legal history. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Education Savings Account Programs; (8) Tax-Credit Scholarship Programs; (9) Individual Tax Credit and Deduction Programs; (10) 529 Savings Accounts; (11) Rules and Regulations; (12) Legal History; (13) Data Sources for Program Profiles; and (14) Methodology and Data Sources for Eligibility. [For the 2022 edition, see ED620288.]
Lessons in Data Governance for State Education Leaders. Policy Brief
Author: Perez, Zeke, Jr.
Date: 2023-04-00
Type: Reports - Research
Subjects: Governance,Data Use,Privacy,Information Management,Data Collection,Trust (Psychology),Administrator Attitudes,State Agencies,Agency Cooperation,Capacity Building,Decision Making,Feedback (Response),Learning Analytics,Educational Improvement,Kindergarten,Elementary Secondary Education,Learning Management Systems,Guidelines,Innovation,Policy Formation

Data governance is a core obligation for leaders and staff across any agency that collects, stores or uses individuals' data. It ensures that individuals' personal information is protected, and can support the continuous improvement of data quality and use, particularly when it includes well-defined processes, structure and responsibilities. Effective data governance can promote trust among those who administer the data systems, those who use them and those whose private information the data systems collect. This Policy Brief stems from a Thinkers Meeting hosted by Education Commission of the States that gathered experts in data governance to discuss how state leaders can avoid common pitfalls that undermine data governance policies. The group developed six principles that can aid any state leader in establishing effective governance of data systems.
The Public, Parents, and K-12 Education: A National Polling Report. [April 2023]
Author: EdChoice
Date: 2023-04-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Kindergarten,Elementary Secondary Education,Parent Attitudes,Attitudes,Opinions,Public Opinion

This poll was conducted between April 17-20, 2023 among a sample of 2,139 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the findings are: (1) Three in five school parents feel &quot;hopeful&quot; about the future compared to only half of non-parents; (2) A higher percentage of school parents report they are &quot;thriving&quot; compared to non-parents. Rural adults and those who identify as LGBTQ report the highest levels of suffering among these demographic groups; (3) Levels of public optimism for K-12 education remain near all-time lows based on trends. The public's views about the direction of K-12 education have declined compared to March but are comparable to October 2022 numbers; and (4) Private school parents are 24 percentage points more likely to say that they are 'very satisfied' with their child's/children's schooling experiences than district school parents. This report highlights: (1) wellbeing and happiness; (2) views on K-12 education; (3) views on schooling; (4) pods, tutoring, and extracurriculars; (5) school choice policies; and (6) survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report. [March 2023]
Author: EdChoice
Date: 2023-03-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Kindergarten,Elementary Secondary Education,Parent Attitudes,Attitudes,Opinions,Public Opinion

This poll was conducted between March 15-16, 2023 among a sample of 2,110 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Levels of public optimism for K-12 education are near all-time lows based on trends. The public's views about the direction of K-12 education have remained relatively stable since October but have increased slightly since February; (2) Compared to February, parents' views of their children's progress as well as their view of the progress of their friends' children have risen notably across the board. Parents still tend to be more optimistic about their own children; and (3) Private school parents are 18 percentage points more likely to say that they are &quot;very satisfied&quot; with their child's/children's schooling experiences than district school parents. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics
Towards Inclusive Education. A Correlational Study on a Sample of Italian Pre-Service Teachers&apos; Personal Values and Attitudes
Author: Ianniello, Annalisa
Date: 2022-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Student Attitudes,Values,Inclusion,Students with Disabilities,Correlation,Foreign Countries,Beliefs,Attitudes toward Disabilities

The research investigates the hypothesis that teachers' attitudes toward inclusive education may be related to their value priorities. Specifically, it is hypothesized that some teachers' personal values correlate positively with their attitudes toward inclusive education. The study, conducted during a pre-service teacher training course, involved a sample of 647 student teachers. The Portrait Values Questionnaire (PVQ-RR) (Schwartz, 2012) and the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES) (Mahat, 2008). A bivariate linear regression analysis was performed to detect the correlation between the two variables examined statistically. The bivariate statistical analysis confirms a significant positive relationship between the values of Self-transcendence and Openness to Change with the attitudes of pre-service teachers toward inclusive education. It emerged that the more a teacher approves of these values, the more she tends to favor of attitudes related to inclusive education. The results of this study suggest that values should be considered in teacher training programs to improve the implementation of inclusive education policies.
Teachers&apos; Perceptions Regarding the Inclusive Education of Children with ASD
Author: Iliadou, Argyro
Date: 2023-05-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Attitudes,Elementary School Teachers,Inclusion,Students with Disabilities,Autism Spectrum Disorders,Knowledge Level,Teacher Characteristics,Gender Differences,Educational Attainment,Self Efficacy,Teacher Education,Age Differences,Teaching Experience

The purpose of this research work was the study and investigation the perceptions of general education teachers in Greek primary education regarding the inclusion of children with autism spectrum disorder in the general school context, as well as their knowledge about this disorder. A total of 60 general education teachers participated in the survey. The research tool used was the questionnaire and knowledge were measured by closed-ended questions, which would have a 5-point Likert format (1 = &quot;agree&quot; to 5 = &quot;disagree&quot;). In the present research: (1) teachers' perceptions of inclusive education for autistic children in general education classes were studied; and (2) the relationships between individual and demographic teacher characteristics. and their perceptions of inclusion. An important finding of the statistical analysis of the results was that teachers were generally found to have a relatively moderate level of knowledge, as assessed by a 48-question questionnaire. In addition, it was found that gender, educational level, and participation in autism education programs did not appear to significantly influence teachers' scores on this questionnaire.
Innovative Uses of Federal Relief Funds for K-12. Policy Guide
Author: Duncombe, Chris
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Grants,Elementary Secondary Education,Emergency Programs,Pandemics,COVID-19,Federal Aid,Educational Innovation,Educational Strategies,Models,Human Capital,Technical Assistance,Sustainability,Federal Legislation,Educational Equity (Finance),Partnerships in Education,Teacher Recruitment,Tutoring,Community Schools,Technology Uses in Education,Health Services,Mathematics Education

Innovation in education is vital for responding to emerging challenges, such as the COVID-19 pandemic, and for building progress on longstanding challenges in schools. The infusion of substantial, highly flexible pots of federal relief dollars created an opportunity to pilot new programs and initiatives. Many states and districts opted to invest resources in traditional K-12 expenses, such as increasing staff capacity or updating facilities. However, states are also using the funds to spark new initiatives that otherwise may not have been possible and can be replicated across the country. This Policy Guide presents six strategies along with state examples to assist in planning, designing, implementing, and sustaining innovative services and programs. In addition to these strategies, other researchers have developed models for change that put forward other unique approaches, such as allowing for locally driven variation, providing human capital support for ongoing technical assistance and tolerating small-scale risk. The end goal of using these approaches is to design innovative policies that endure and improve long-term student outcomes.
Seeing Opportunity with the Minnesota Student Survey: Expanding Relevance and Use among Educators, Families, and Students Driving Equitable, Student-Centered Learning
Author: Esdal, Lars
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Student Surveys,Student Attitudes,Equal Education,Student Centered Learning,Teachers,Students,Parents,Objectives,Change,Improvement

Student surveys are critical to student-centered learning. They help paint a holistic picture of student experiences--and inform school improvement in areas like engagement, climate, and culture. Minnesota has given a statewide youth survey since 1989. While it has provided some key insights over the years, it would be even more valuable if it was more relevant to and used by those who work with youth each day--educators, families, and students themselves. In this paper, we report on conversations with dozens of survey &quot;users&quot; in Minnesota, a 50-state analysis of student surveys around the country, and present recommendations. In short, our core recommendation is to shift the central purpose of Minnesota's student survey to improving learning and schools. This shifted central purpose is most likely to directly benefit youth. Practically speaking it is also the purpose that most naturally leads to meeting all other purposes--by maintaining the participation rates and political support that will be necessary for the survey's survival. [For &quot;Defining &amp; Measuring Student-Centered Outcomes: Equitably Preparing All Students for College, Career, Civic Participation, and Life,&quot; see ED605538.]
2022-2023 Florida Adult Education Assessment Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Adult Education,Evaluation,Testing,Educational Policy,Guidance,Definitions,Student Placement,Achievement Gains,Graduation Rate,Distance Education,Training,Standardized Tests,Data Use,Accountability,Testing Accommodations

This technical assistance paper provides policy and guidance to individuals with test administration responsibilities in adult education programs. The Florida assessment policies and guidelines presented in this technical assessment paper are appropriate for state and federal reporting. Therefore, guidance and procedures regarding the selection and use of appropriate student assessment are included in this technical assistance paper. Additionally, the following important information for adult education programs is reviewed: (1) Definition of key terms and acronyms; (2) Selection of appropriate assessments by student and program type; (3) Appropriate student placement into program and instructional level; (4) Verification of student learning gains, Educational Functioning Level and/or program completion; (5) Accommodations for students with disabilities and other special needs; (6) Assessment procedures for Distance Education; and (7) Training for all staff who administer the standardized assessments. [For the 2021-2022 report, see ED616047.]
COVID-19 Resulted in Lower Grades for Male High School Students and Students with ADHD
Author: Breaux, Rosanna
Date: 2022-00-00
Type: Reports - Research
Subjects: High School Students,Males,Attention Deficit Hyperactivity Disorder,COVID-19,Pandemics,Low Achievement,Grade Point Average,Low Income Students,Blacks,African American Students,At Risk Students,Academic Support Services,Electronic Learning,Distance Education,Homework,Student Motivation,Learning Motivation

Objective: Researchers have speculated that the COVID-19 pandemic may expand the academic performance gap experienced by at-risk students. We examined learning experiences during the 2020-2021 school year and the impact the pandemic has had on high school student grade point average (GPA), including predictors of change in GPA from 2019-2020 to 2020-2021. Method: Participants were 238 adolescents (55.5% male), 49.6% with attention-deficit/hyperactivity disorder (ADHD), in the United States. Adolescents reported on their GPAs via online surveys. Results: GPA significantly decreased on average from 2019-2020 to 2020-2021 school year. ADHD status and biological sex significantly moderated change--students with ADHD and male students reported decreased GPA, whereas students without ADHD and female students' GPA did not change. Low income and Black/Latinx students had lower GPAs in both school years. Conclusion: It is imperative that additional supports be provided for at-risk students to help them catch up on missed learning during the pandemic. [This paper was published in &quot;Journal of Attention Disorders&quot; v26 p1011-1017 2022.]
Longitudinal Association of Sluggish Cognitive Tempo with Depression in Adolescents and the Possible Role of Peer Victimization
Author: Fredrick, Joseph W.
Date: 2022-00-00
Type: Reports - Research
Subjects: Conceptual Tempo,Cognitive Processes,Correlation,Depression (Psychology),Peer Relationship,Bullying,Victims,Aggression,Verbal Communication,Grade 8,Attention Deficit Hyperactivity Disorder,Grade 10,Adolescents,Symptoms (Individual Disorders),Predictor Variables,Gender Differences,Geographic Location

It is unknown whether sluggish cognitive tempo (SCT) is prospectively associated with depression in adolescence, and possible processes linking SCT to depression remain unexamined. Using a longitudinal study with three timepoints over a two-year period, the current study tested the indirect effects of SCT on depression via peer victimization, specifically physical, relational, and verbal victimization. Participants were 302 adolescents (M[subscript age] = 13.17 years; 44.7% female participants; 81.8% White; 52% with ADHD). In the fall of 8th grade, adolescents and parents completed measures of adolescents' SCT and ADHD symptoms. Adolescents completed a measure of peer victimization in spring of 8th grade and a measure of depressive symptoms in 10th grade. Models examining indirect effects were conducted with and without control of baseline ADHD and/or depressive symptoms. Across analyses, adolescent and parent ratings of SCT symptoms uniquely predicted greater depressive symptoms two years later when controlling for adolescent sex, study site, and either 8th grade depressive or ADHD symptoms. Further, adolescents' self-reported 8th grade SCT symptoms predicted 10th grade depressive symptoms via verbal victimization when controlling for 8th grade ADHD symptoms, but not in analyses incorporating 8th grade depressive symptoms. Findings underscore the predictive association of SCT on depressive symptoms, the possible role of adverse peer relationships as a mechanism linking SCT to depression, and the importance of considering ADHD and depressive symptoms in research on longitudinal correlates of SCT. [This paper was published in &quot;Research on Child and Adolescent Psychopathology&quot; v50 p809-822 2022.]
School Climate and Bullying Bystander Responses in Middle and High School
Author: Waasdorp, Tracy Evian
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Environment,Bullying,Middle School Students,High School Students,Audience Response,Student Reaction,Intervention,School Safety,Student Behavior,Aggression,Parent Teacher Cooperation,Teacher Student Relationship,Gender Differences,Adolescents,Age Differences,Racial Differences,Social Status,Predictor Variables,Student School Relationship

Bullying bystanders' reactions are important for either stopping or perpetuating bullying behaviors. Given school-based bullying programs' focus on bystanders, understanding the associations between school-level factors and individual bystander responses can improve intervention efficacy. Data from 64,670 adolescents were used to examine bullying bystander responses as a function of 13 school-climate dimensions within 3 main factors (Engagement, Environment, Safety) and individual-level factors (e.g., race/ethnicity, perceptions of student-teacher connectedness). Multi-level models showed schools with better Engagement and Safety had higher odds of defender behaviors, a better Environment was associated with lower odds of passive and assisting behaviors. Differences also varied by individual-level factors. For example, an aggressive climate was associated with passive behaviors more strongly in boys and high schoolers. Further, higher perceived parent-teacher and student-teacher connectedness were associated with positive bystander behaviors, and this was stronger for Black and Latinx youth, highlighting the importance of improving relationships as a crucial starting point. [This paper was published in &quot;Journal of Applied Developmental Psychology&quot; v80 Article 101412 2022.]
AISD Reach Program Update: Results for Teacher Retention, Fall 2011. DRE Publication #10.85RB
Author: Cornetto, Karen M.
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Teacher Persistence,Labor Turnover,School Districts,Mentors,Beginning Teachers,Rewards,Academic Achievement,Faculty Development,Job Layoff

Overall, 2011 retention rates for REACH teachers were not significantly higher than that of similar non-REACH peers in Austin Independent School District (AISD). However, data suggest that the intensive mentoring program is making a greater impact on novice teacher retention each year.
Career and Technical Education: College Readiness and Cost-Effectiveness. DRE Publication 10.90 RB
Author: Pazera, Carol
Date: 2011-12-00
Type: Reports - Evaluative
Subjects: High School Seniors,Vocational Education,College Readiness,Control Groups,Family Income,Ethnicity,Cost Effectiveness,Disadvantaged Youth,Enrollment Rate

Austin Independent School District (AISD) seniors in 2011 who concentrated in Career and Technical Education (CTE) were as college ready as non-CTE seniors. However, significant differences were found in the college readiness of CTE and non-CTE seniors based on ethnicity and income.
Leadership Accountability: Gender Doesn&apos;t Matter
Author: Djatmika, Ery Tri
Date: 2023-06-00
Type: Journal Articles
Subjects: Accountability,Gender Differences,Leadership Role,Management Development,Business Administration Education,Course Descriptions,Intervention,Organizational Development,Foreign Countries,Item Analysis,Undergraduate Students,Student Attitudes,Social Media,Attitude Measures,Profiles

This research article aims to reveal leadership accountability based on gender differences. This research was conducted by using an explanatory research design for students as subjects of research who were taking an Organization Development course at the Department of Management, Faculty of Economics and Business, Universitas Negeri Malang. In this course, they examine the roles of leaders, especially in terms of intervention programs for organizational development. The results of the study revealed that there were no differences between male and female students in terms of leadership accountability. There is no reason to differentiate between males and females for leadership positions, especially for those who have taken organizational development courses.