ethanporcaro/eric-fulltext-meta huggingface dataset:
Equitable &amp; Inclusive Hiring Practices: A Reference Guide of Strategies to Grow &amp; Diversify the Educator Workforce
Author: Region 2 Comprehensive Center (R2CC)
Date: 2023-00-00
Type: Guides - General
Subjects: Teacher Selection,Teacher Recruitment,Teacher Persistence,Diversity (Faculty),Minority Group Teachers,Cultural Relevance,Social Justice,Public Schools

In order to address the nationwide problem of teaching shortages impacting Rhode Island schools, the Rhode Island Department of Education's (RIDE) 2021-2027 Strategic Plan commits to supporting local education agencies in the development of strategies to attract, recruit, and retain a highly skilled and diverse workforce that reflects Rhode Island's students. In this reference guide, developed in collaboration with the Region 2 Comprehensive Center, RIDE offers strategies to support statewide efforts to grow an effective and diverse educator workforce. Rhode Island school districts and policymakers can find recommendations addressing workforce diversity, recruitment and hiring, and onboarding and retention considerations, including: (1) Setting intentional goals regarding the recruitment of educators of color and interrupting bias at all stages of the process; (2) Crafting recruitment plans and hiring materials that attract and help select culturally responsive learner-ready candidates; (3) Developing robust onboarding and retention practices to retain educators despite an increasingly competitive job market and high teacher attrition rate; and (4) Appendices with further references to support recruiting and hiring efforts. [This report was co-produced by the Rhode Island Department of Education in the Office of Educator Excellence.]
Strengthening America&apos;s Workforce: The Path to 4 Million Apprenticeships
Author: Maag, Taylor
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Policy Formation,Partnerships in Education,Labor Force Development,Postsecondary Education,Adult Learning,Job Training

Apprenticeship is engrained in America's history -- three of the Founding Fathers started their careers as apprentices. Apprenticeship is a model employers can trust, helping to ensure talent is prepared for in-demand opportunities while also providing a quality postsecondary path for young Americans who are questioning the traditional four-year degree. It also is highly attractive to adult learners, who are older and have increased barriers to accessing and completing skill development opportunities due to child care or the need to keep working. Apprenticeships are the original work-education model, allowing adult learners to learn the skills they need without sacrificing a wage and providing education that is applied -- ensuring learning connects immediately to the workforce. To ensure more American workers and businesses benefit from these opportunities and keep pace with other partner nations, the country must dramatically scale up apprenticeship and create roughly 10 times more, reaching the end goal of 4 million apprentices in this country. To get to this number, it is not only a matter of boosting public investment, but also requires a new policy architecture in which public, nonprofit, and private intermediaries play a catalytic role in training and placing apprenticeships in companies. This report presents six key policy recommendations to encourage U.S. policymakers to adopt a novel approach toward scaling up U.S. apprenticeships.
From the Middle School Desk to the Principal&apos;s Office: Supporting Indigenous Educator Pathways
Author: Jones, Barbara
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Alaska Natives,Indigenous Populations,American Indians,Career Pathways,Elementary Secondary Education,Career Exploration,Barriers,Partnerships in Education,Mentors,Leadership,Community Involvement,School Community Relationship,Financial Support,Indigenous Knowledge,Cultural Relevance

&quot;Making a Difference for American Indian and Alaska Nave Students: Innovations and Wise Practices&quot; was a three-part webinar series for tribal, state, and federal education leaders. Through panels and breakout sessions, participants shared their knowledge on transforming outcomes for Nave American students, administrators, educators, and communities. This overview shares lessons learned on how to support Indigenous educator and leader pathways. Below are principles of practice distilled from the webinar discussions and panels. [This report was co-produced by Western Educational Equity Assistance Center.]
Thin Brown Skins: Microaggression Experiences of Students of Color at a Small PWI.
Author: DaCosta, Kneia
Date: 2023-00-00
Type: Reports - Research
Subjects: College Students,Minority Group Students,Race,Predominantly White Institutions,Small Schools,Aggression,Student Experience,Racism,Coping,Whites

Racial microaggressions are at the center of a debate on experimental vs. experiential reality. This issue might come down to epistemological differences, but we must continue to amass evidence of the existence of these harmful phenomena if they indeed exist. The current study uses interpretative phenomenological analysis with a small sample of students of color attending a small, predominately White college to investigate whether they experienced microaggressions, the impact of these microaggressions, and students attempts to cope. The researcher found that students experienced microaggressions in addition to what she termed macroaggressions (environmental microaggressions). Additionally, themes of distress emerged, alongside various methods of coping, ranging from confiding in others to avoiding White people. This paper also addresses some of the questions posed by skeptics of the &quot;microaggressions research program&quot; and addresses implications for further research and practice.
Braiding Funds to Support an Effective and Diverse Educator Workforce
Author: Region 15 Comprehensive Center
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),State Aid,Federal Aid,Educational Finance,Personnel Selection,Teacher Recruitment,Teacher Persistence,Teacher Effectiveness,Special Education,Ethnic Studies,Bias,School Personnel,Elementary Secondary Education,Preschool Education

To develop and support an effective, diverse educator workforce, education leaders in California are encouraged to coordinate, or braid, state funds, federal funds, and specialized grants. By braiding funds, education leaders can adapt to the ebb and flow of annual budgets to better meet local needs that can improve outcomes for students. This brief is intended to support education leaders in California with braiding funds to address various educator workforce priority areas, such as hiring practices and recruitment and retention. Each section lists the state-specialized grants and other funding sources that can be braided to implement those strategies and is informed by recommendations from the California Coalition for Educator Diversity, as detailed in &quot;A Funding Guide for More Diverse Schools in California.&quot; The examples in this brief are not an exhaustive list but are offered as a guide to help education leaders explore the types of funds that may be braided to achieve short-term and long-term priority areas that support educators' needs.
Accountability for Postsecondary Readiness. A 50-State Analysis
Author: Herz, Mitchell P.
Date: 2023-08-00
Type: Reports - Research
Subjects: Accountability,Postsecondary Education,State Standards,Educational Legislation,Elementary Secondary Education,Federal Legislation,Measurement,College Readiness,Career Readiness,Academic Achievement,Courses,Achievement Tests,Scores,Educational Attainment,Certification,Experiential Learning,Aptitude Tests,Armed Forces,Vocational Aptitude,College Entrance Examinations,Geographic Location

Postsecondary readiness enables students to pursue their dreams, contribute to society, and thrive in the global economy. Since many accountability systems include a postsecondary readiness indicator in formal evaluations of schools and districts, it benefits educators, families, researchers, policymakers, and other education partners to understand how postsecondary readiness is defined, measured, and used. This brief, produced by the Region 15 Comprehensive Center, explains how states define and measure postsecondary readiness, an important step toward improving how such measures function within state accountability systems. Region 15 Comprehensive Center staff identified four main findings about the use of postsecondary readiness indicators, the types of measures included in the indicators, and how much weight indicators are given in accountability systems: (1) More than three of four ESSA plans contained a postsecondary readiness indicator; (2) States included three main types of measures in postsecondary readiness indicators: academic, career, and military; (3) Postsecondary readiness indicators focused most heavily on academic and career measures and less on military measures; and (4) Weighting of the postsecondary readiness indicator varies widely from state to state.
State of Ohio Schools 2023: A Legacy of Neglect -- and How to Overcome It. K-12 Education
Author: Pruitt, Tanisha
Date: 2023-09-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Educational Finance,Educational Equity (Finance),School Role,Public Schools,Budgets,School Personnel,Educational Legislation,Academic Achievement

Ohio's students deserve a world-class education, including safe and well-resourced schools that are staffed with teachers who are well trained and fairly paid. However, the combined effects of the COVID pandemic and Ohio's legacy of inadequate, inequitable funding have weakened the role school plays as a foundational public institution. Ohio ranks 21st in the nation for K-12 education, 46th for equitable distribution of funding, and 40th in starting teacher salaries. Ohio public schools educate 1.7 million students across racial, gender, socioeconomic and geographic lines -- and every one of them deserves better. The state of the schools is a direct result of policy choices made by legislators. This report, which focuses largely on public schools, describes how Ohio's schools are funded in the most recent budget, examines staffing issues, summarizes critical performance metrics and identifies new legislation that will impact education throughout the state. Policy recommendations are provided that will make Ohio's schools better places to learn, grow, teach and work.
Graduation Requirements and Measures: A Review of Performance Assessment Implementation in Select States for the New York State Education Department
Author: Terrell, Jenna Howard
Date: 2023-09-00
Type: Reports - Research
Subjects: Graduation Requirements,State Departments of Education,Case Studies,Performance Based Assessment,State Policy,College Readiness,Career Readiness,High School Students,State Standards,Alignment (Education),Curriculum Development,Definitions,Evaluation Methods

This brief from the Region 2 Comprehensive Center, in consultation with the New York State Education Department, presents seven state case studies that illustrate the implementation of performance-based assessments. It contributes to the growing research on performance-based assessment, highlighting specific state-level policies that include performance-based assessments as part of a more robust assessment system.
American Indian and Alaska Native (AIAN) All Programs (2022-2023). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: American Indian Students,Alaska Natives,Young Children,Pregnancy,Intervention,Enrollment,Age Differences,Homeless People,Foster Care,Ethnicity,Race,Language Usage,Family Environment,Health Services,Disabilities,Family Programs,Low Income Students,Federal Programs,Social Services,Early Intervention

This American Indian and Alaska Native (AIAN) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all AIAN programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Migrant and Seasonal Head Start (MSHS) All Programs (2022-2023). Office of Head Start - Services Snapshot
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Young Children,Pregnancy,Migrant Education,Enrollment,Programs,Age Differences,Homeless People,Foster Care,Ethnicity,Race,Language Usage,Family Environment,Health Services,Disabilities,Family Programs,Services,Preschool Children,Early Intervention,Social Services,Federal Programs,Low Income Students,Infants,Toddlers

This Migrant and Seasonal Head Start (MSHS) Services Snapshot summarizes key data on demographics and services for children from birth to age five and pregnant women served by all Migrant and Seasonal Head Start programs. The data in this Snapshot is a subset of the annual Program Information Report (PIR) submission to the Office of Head Start. Data categories include: (1) Funded Enrollment; (2) Funded Enrollment by Program Option; (3) Detail - Center-based Funded Enrollment; (4) Total Cumulative Enrollment; (5) Participants by Age; (6) Homelessness Services; (7) Foster Care; (8) Prior Enrollment; (9) Ethnicity and Race; (10) Primary Language of Family at Home; (11) Health Services; (12) Disabilities Services; (13) Family Services; and (14) Specific Services.
Using Visualizations of Students&apos; Coding Processes to Detect Patterns Related to Computational Thinking
Author: Iseli, Markus
Date: 2021-07-00
Type: Speeches/Meeting Papers
Subjects: Computation,Thinking Skills,STEM Education,Coding,Student Behavior,Visual Aids,Pattern Recognition,Cognitive Processes,Grade 1,Elementary School Students

Computational thinking (CT) has emerged as a key topic of interest in K-12 education. Children that are exposed at an early age to STEM curriculum, such as computer programming and computational thinking, demonstrate fewer obstacles entering technical fields. Increased knowledge of programming and computation in early childhood is also associated with better problem solving, decision-making, basic number sense, language skills, and visual memory. As a digital competence, coding is explicitly regarded as a key 21st Century Skill, as the &quot;literacy of today,&quot; such that its acquisition is regarded as essential to sustain economic development and competitiveness. Hence, the reliable evaluation of students' process data in context of problem solving tasks that require CT is of great importance. As opposed to product data, which only contain information about &quot;what&quot; the outcome of a problem solving process was (e.g. the final score), process data contain information about &quot;how&quot; the problem was solved (e.g. all the actions and problem solving steps). Students' coding processes are thus defined by their actions while coding, as evidenced by &quot;process data,&quot; and are evaluated by comparing their action sequences to optimal action sequences. Prior research on process data analysis shows several inherent issues. Their approaches aggregate data and thus loses information which precludes them from being used in more detailed analyses of student behavior. Vector-based approaches often apply dimensionality reduction or normalization and require interpretation of the reduced dimensions, which is often not possible. Network-based or finite state visualizations that show transitions between states (i.e., actions or game-states), are aggregations over the student, game level, or time dimensions and thus lose detailed information along these dimensions. Additionally, these networks only model Markov processes of order one (current state and preceding state) and do not show the frequency of higher-order sequences such as transitions through more than one preceding state. Sequential pattern mining approaches can deal with higher-order sequences, but their results tend to be verbose and need tedious manual analysis. In summary, prior research has analyzed overall action sequences or code snapshots, but has not interpreted student actions in context of a situation during the problem solving process -- i.e. while students create the solution. A more fine-grained analysis of coding process data is needed, where relevant actions are interpreted as a part of the student's problem solving process. This paper addresses some of above issues and presents an approach to detect patterns related to computational thinking based on visualizations of students fine-grained actions in situational context.
How to Cut Administrative Bloat at U.S. Colleges
Author: Weinstein, Paul, Jr.
Date: 2023-08-00
Type: Reports - Research
Subjects: College Enrollment,Student Financial Aid,Labor Market,Value Judgment,Paying for College,Debt (Financial),College Administration,College Faculty,Costs,Higher Education

America's colleges and universities are at a crossroads. The number of schools closing their doors continues to grow driven by the declining number of students pursuing a bachelor's. This situation is expected to worsen because of a number of factors: (1) Starting in 2025 the U.S. will face the so-called &quot;enrollment cliff,&quot; in which the population of college aid students will drop by 15% over four years. Colleges can expect to lose over 575,000 students over that four-year time span; (2) The strong labor market has led more high school graduates to delay indefinitely their pursuit of a bachelor's degree; and (3) Young Americans have become increasingly skeptical of the value of a college degree. The rising cost of college and the amount of debt students are required to take in order to graduate has re-enforced this viewpoint. Paul Weinstein, Jr. argues for schools to streamline their costs and pass some of the savings on to students in the form of increased scholarships, lower tuition, or a combination of both. Specifically, colleges could cut non-faculty positions by 1% per year over the next five years and use the savings to reduce tuition.
Balanced Leadership for Student Learning: An Overview. Discovering and Developing the Specific Principal Leadership Skills That Research Shows Have the Best Effects on Student and Teacher Success
Author: McREL International
Date: 2023-00-00
Type: Reports - Research
Subjects: Principals,Central Office Administrators,Professional Development,Leadership Training,Skills,Students,Academic Achievement,Behavior,Leaders,Evidence Based Practice

Effective school-level leaders impact student achievement. McREL's analysis of research found that effective leadership is not about leader personality or style; rather, it's about a set of 21 specific actions and behaviors that are significantly associated with higher levels of student achievement. This report translates the 21 actions into a framework which describes the knowledge, skills, strategies, and tools leaders need to positively impact student achievement, and developed a professional learning program to help current and aspiring principals and central office administrators learn to enact this knowledge in their routine leadership actions. The findings, framework, and professional learning program represent an integration of quantitative research, theoretical insights, and professional wisdom about effective leadership.
Mentoring Youth. In Focus. NCJ 305732
Author: Ryan, Liz
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Mentors,Juvenile Justice,Delinquency Prevention,Federal Programs,Youth,Self Esteem,Academic Achievement,Substance Abuse,Risk,Behavior,Youth Programs

The Office of Juvenile Justice and Delinquency Prevention (OJJDP) invests in mentoring programs and services to help ensure positive outcomes for youth. Successful mentoring relationships have been shown to increase youth's self-esteem, improve academic achievement, and steer them away from delinquency, substance use, and other high-risk behaviors. This factsheet highlights the Programs and Training and Technical Assistance of the OJJDP.
School &amp; District Results, 2022-2023
Author: Ohio Department of Education
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Reading Achievement,Educational Opportunities,Mathematics,Literacy,Labor Force Development,Partnerships in Education,Graduation Rate,School Districts

Ohio's commitment to student success is stronger than ever. Earlier this year, Governor Mike DeWine and Lt. Governor Jon Husted, with the support of the general assembly, signed into law historic investments for Ohio's students. These investments expand on the Ohio Department of Education's priorities outlined in Future Forward Ohio to strengthen reading achievement, accelerate learning opportunities in mathematics and literacy, create programs to support and expand workforce experiences, and ensure students have the necessary supports to be ready each day to learn. While the Ohio School Report Cards are an important snapshot of progress and challenges at a point in time, they are not an end point. As the challenges in education evolve, so too must the work to produce solutions, enrich essential learning experiences and strengthen the critical partnerships central to student success. [For the 2021-2022 report, see ED628153.]
Fiscal Health Management Principles: Resource and Technical Assistance Manual
Author: Bergfeld, T.
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Educational Administration,Educational Finance,Decision Making,Strategic Planning,Guidance,Money Management,Accounting,Superintendents,Administrators,Budgeting

The Region 14 Comprehensive Center (R14CC) is one of 20 technical assistance centers supported under the U.S. Department of Education's Comprehensive Centers program from 2019 to 2024. The center works to drive educational change in Arkansas, Louisiana, and Texas so that every student has the opportunity to thrive. Collaborative, customized, adaptable support is provided at no cost to state education agencies throughout the country. R14CC designs and implement projects in the states within the region that build state education agency capacity to carry out evidence-based policies and programs that focus on: (1) Improving the quality of instruction; (2) Increasing access to effective teachers and school leaders; and (3) Closing education achievement gaps. This resource was originally created in partnership with the Arkansas Department of Education (ADE) as a tool to assist school districts in their financial practices to meet the needs of the students they serve. Through a series of engagements with ADE leadership and school district officials throughout the state, R14CC assisted ADE leadership in the development of six fiscal health management principles and related expectations to support each principle. The principles and expectations were originally designed to align with Arkansas laws, rules, and policies. The material within this resource has been modified to provide more generalized guidance that can be adapted and built upon by other states and districts as the principles apply in a local context. However, these principles are intended to guide districts' fiscal administration, decision-making, and strategic planning to educate students and can provide a solid foundation for state- or local-level guidance as it relates to fiscal health operations and ensuring an efficient, successful outcome for the students served.