ethanporcaro/eric-fulltext-meta huggingface dataset:
WCPSS Curricula Implementation of EL Education (EL 3-8), Open Up Resources (OUR 6-8), &amp; the Mathematics Vision Project (MVP Math 1-3): Fall 2017 through Spring 2021
Author: Jackl, Andrew
Date: 2022-11-00
Type: Reports - Research
Subjects: English Language Learners,State Standards,Critical Thinking,Creativity,Cooperation,Communication Skills,School Districts,Elementary School Students,Middle School Students,Student Attitudes,Teacher Attitudes,Educational Quality,Learning Problems,Skill Development,Fidelity,Teaching Methods,Faculty Development,Outcomes of Education,Barriers,Curriculum Implementation,Mathematics Instruction,English,Language Arts,Educational Objectives

In 2016, Wake County Public School System (WCPSS) senior leadership determined that students were not consistently engaged with content, instruction, or tasks that support the specific instructional shifts in the North Carolina State Standards and 4Cs (communication, collaboration, critical thinking, and creativity). After an internal review process, the district decided to adopt the EL Education curricula for Grades 3-8, Open Up Resources (OUR) for Grades 6-8, and the Mathematics Vision Project (MVP) for Math 1, 2, and 3. This report describes the implementation and goal outcomes of these curricula based on teacher and student survey data, as well as interviews with program staff across all grade levels. Generally speaking, teachers considered the new curricula to be of high quality, albeit many had concerns about their appropriateness for some students (e.g., struggling students, English Learners, etc.). Teachers consistently agreed that the new curricula gave all students ample opportunities to develop the 4Cs, and most believed they were able to implement their new curriculum with fidelity. Over time, teachers became increasingly comfortable in their ability to differentiate instruction within their new curriculum and felt less of a need for additional training and support. Most agreed that the resources provided by the district were valuable in supporting student learning, and that the implementation of the initiative had a mostly positive effect on students' outcomes. This report concludes with a discussion of the lessons academic staff have learned from the curricula rollouts, acknowledges how unforeseen challenges were handled, and makes recommendations for moving forward with future curricula rollouts. Recommendations include allowing adequate time for the rollout, involving all stakeholders, providing adequate time for students and staff to make adjustments, developing mindset shifts, providing ample supplementary resources to teachers, and developing a comprehensive strategy to rebuild and sustain the professional development infrastructure.
Academies Regulatory and Commissioning Review
Author: Department for Education (DfE) (United Kingdom)
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Governance,School Administration,Educational Quality,Administrative Organization,Public Agencies,Decision Making,Strategic Planning,Risk,Change Strategies,Educational Improvement,Faculty Development,Foreign Countries,Religious Schools,Public Schools,Institutional Characteristics,Elementary Secondary Education

This review has looked at how to maximise the difference that academy trusts can make to children's lives, so all children can fulfil their potential, through a focus on trust quality and improved system resilience. High-quality trusts deliver for children in their schools and in their wider communities, as civic institutions acting in the public interest. This review has considered the regulatory oversight that the Department sets for trusts, the choices it makes about how the school landscape evolves, the support it offers to executive and non-executive trust leaders, and how it can best work with other actors in the system. Chapter 1 sets out how we will revise and consolidate our regulatory approach so it is more proportionate, effective and risk-based, delivering regulatory oversight in a more strategic manner. Chapter 2 sets out how we will reform our approach to commissioning to recognise trust quality better. Chapter 3 sets out how the Department will continue to support a transition to a dynamic, self-improving system, by sharing effective and tested practices, supporting trust improvement, establishing peer-to-peer networks and creating new professional development courses and qualifications.
When Pandemic Meets Endemic: Injustice in Our Rural Homes. Rural Equity Series
Author: Darden, J. Spenser
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Social Justice,Rural Areas,Racism,Social Discrimination,Minority Group Students

J. Spenser Darden from West Virginia University clearly outlines how racism and placism intersect to make life more difficult for people of color who live in rural areas. He breaks down the direct impact of historic racist policies and ideas on the ways different groups of people are treated in the United States, and describes how placist ideas have magnified the global pandemic for rural communities of color. His article includes interview excerpts from his conversations with &quot;Justin&quot; (not his real name), a Black student at WVU.
Growing up Rural: Inequity for Young Children and Child Care Providers. Rural Equity Series
Author: Gilbert, Beverly Boals
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Young Children,Child Caregivers,Equal Education,Rural Areas,School Desegregation,School Closing,COVID-19,Pandemics,Educational Resources,Disadvantaged,Achievement Gap,Teaching Experience,Rural Youth,Emergency Programs,Needs

In their research- and narrative-filled article, Dr. Beverly Boals Gilbert and Dr. Cathy Grace call for action in providing resources to people living in the rural Mississippi Delta. Dr. Grace draws from personal stories growing up and teaching in rural Arkansas, describing the moment she recognized her own learning gaps, the impact of the district's decision not to integrate schools, and what it was like teaching students without the necessary tools. The authors also draw from other personal stories, including responses from child care professionals who are struggling during COVID-19 closures.
Equity and Expectations: Leading Rural Communities through Unprecedented Pressures. Rural Equity Series
Author: McHenry-Sorber, Erin
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Equal Education,Expectation,Leadership,Rural Schools,Community Involvement,COVID-19,Pandemics,Leaders,Administrator Attitudes

Dr. McHenry-Sorber's and Dr. Hall Sutherland's study on rural schools in South Carolina, West Virginia, and Vermont is one of the first of its kind to explore the ways rural leaders implement state equity policies in their schools. Drawing on their expertise as rural scholars, they examine strategies, strengths, and challenges for rural community leaders to respond to issues of race, economic inequality, and immigration.
Screening for Trauma in Early Adolescence: Findings from a Diverse School District
Author: Woodbridge, Michelle W.
Date: 2016-00-00
Type: Reports - Research
Subjects: Trauma,Early Adolescents,Middle School Students,Urban Schools,Anxiety,Racial Differences,Gender Differences,School Districts,Victims,Screening Tests

Abundant evidence demonstrates that traumatized adolescents are at increased risk for a host of negative psychoeducational and functional outcomes, but demographic disparities are often seen in access to and use of mental health services and supports. In light of this, the current study examines the prevalence of trauma experiences and traumatic stress in middle school students from a large urban school district serving a high proportion of diverse immigrant and low-income families. Descriptive statistics document the mean reported number of trauma experiences and posttraumatic stress subscale scores by participants' sociodemographic variables. Inferential statistics report significant differences associated with race/ethnicity, gender, and type of trauma--including exposure as a victim or a witness. Results show complex and significant racial/ethnic group differences in the experience and symptomatology of trauma among the entire screened sample as well as the subset of youth with elevated distress. Furthermore, findings document the predictive value of particular trauma events related to early adolescents' severity of self-reported traumatic stress. These in-depth findings underscore the need for routine, school-based screening to identify and bring culturally-competent, trauma-informed support and interventions to middle school students experiencing traumatic stress. [This paper was published in &quot;School Mental Health&quot; v8 p89-105 2016 (EJ1229114).]
Traumatic Experiences and Associated Symptomatology in Asian American Middle School Students
Author: Davies-Mercier, Elizabeth
Date: 2017-00-00
Type: Reports - Research
Subjects: Trauma,Symptoms (Individual Disorders),Asian American Students,Middle School Students,Posttraumatic Stress Disorder,Experience,Stress Variables,Screening Tests,Urban Schools

This study examines the the prevalence of trauma experiences and traumatic stress in a diverse group of Asian American middle school students from a large urban school district. Descriptive statistics document the mean number of self-reported trauma experiences and posttraumatic stress subscale scores and how these rates differ by students' gender and Asian ethnic subgroups (including Chinese, Filipino, Japanese, Korean, Samoan, Southeast Asian, and Other). Furthermore, we assess the degree to which one or more traumatic events is associated with students' self-reported symptoms of severe traumatic stress and the types of traumatic events that are the most powerful predictors of elevated stress. These in-depth findings underscore the need for routine, school-based screening to identify and bring culturally-competent, trauma-informed support and interventions to Asian American middle school students experiencing traumatic stress. [This paper was published in &quot;Asian American Journal of Psychology&quot; v8 p209-223 2017.]
Reimagining the &quot;New Normal&quot;: Equity, Policy, COVID, and Rural Public Schools. Rural Equity Series
Author: Fege, Arnold F.
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Rural Schools,Public Schools,COVID-19,Pandemics,Equal Education,Educational Policy,Change,Internet,Access to Computers,Organizational Change,Federal Aid,State Departments of Education,Role,Educational Resources,Holistic Approach,Child Safety,Teacher Shortage,Teacher Persistence,Teacher Competencies,Faculty Development

Arnold Fege, President of the Public Advocacy for Kids nonprofit, reflects on what it takes to create equity and reimagine schooling in rural communities after COVID-19. His article centers around five questions: unpacking the United States' political will to resolve internet inequality; examining organizational changes needed to wholly care for students; identifying effective strategies to retain educators; looking to the relationship between federal funding and success in rural education; and predicting the role of state education agencies in providing school resources.
AISD K-6 Accelerated Reading and Mathematics Instruction Evaluation Report: 2005-2006. Publication Number 05.13
Author: Curry, Janice
Date: 2006-11-00
Type: Reports - Research
Subjects: Reading Achievement,Mathematics Achievement,Elementary Education,Intervention,Acceleration (Education),School Activities,Mathematics Instruction,Reading Instruction,Evaluation,Program Effectiveness

This report summarizes Austin Independent School District's (AISD's) 2005-2006 school year activities and student performance results in reading and math, with a focus on those students who received academic interventions in these subject areas.
Title IX Decision-Maker Roles and Responsibilities. Title IX Regulation
Author: MAEC, Inc.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Elementary Secondary Education,Compliance (Legal),Decision Making,Employees,Sexual Harassment,Role,Responsibility,Grievance Procedures,Training

This document describes the roles and responsibilities of &quot;Decision-Makers&quot; in the K-12 space. It was created to reflect the changes made by the U.S. Department of Education in the Final Rule regulations, which went into effect August 14, 2020. This document is intended for use by anyone who wishes to assess and ensure compliance with Title IX (e.g., Decision-Makers, district and state Title IX compliance officers, policy makers, and Title IX Coordinators). &quot;Decision-Maker Roles and Responsibilities&quot; is part of the &quot;Title IX 2020 Regulations&quot; series. This series examines the overall impact of the Title IX 2020 regulations and its specific impact on various positions. See other documents in the series: &quot;Title IX Coordinator Roles and Responsibilities&quot; [ED627900], &quot;Title IX Then and Now for K-12--What has Changed?&quot; [ED627904], &quot;Title IX Investigator Roles and Responsibilities&quot; [ED627897], and &quot;Title IX Grievance Procedure&quot; [ED627901].
Growing up Together: Sibling Correlation, Parental Influence, and Intergenerational Educational Mobility in Developing Countries. Policy Research Working Paper 10285
Author: Ahsan, Md. Nazmul
Date: 2023-01-00
Type: Reports - Research
Subjects: Developing Nations,Educational Mobility,Generational Differences,Siblings,Parent Influence,Foreign Countries,Evidence,Data,Correlation

This paper presents credible and comparable evidence on intergenerational educational mobility in 53 developing countries using sibling correlation as a measure, and data from 230 waves of Demographic and Health Surveys. It is the first paper to provide estimates of sibling correlation in schooling for a large number of developing countries using high quality standardized data. Sibling correlation is an omnibus measure of mobility as it captures observed and unobserved family and neighborhood factors shared by siblings when growing up together. The estimates suggest that sibling correlation in schooling in developing countries is much higher (average 0.59) than that in developed countries (average 0.41). There is substantial spatial heterogeneity across regions, with Latin America and Caribbean having the highest (0.65) and Europe and Central Asia the lowest (0.48) estimates. Country level heterogeneity within a region is more pronounced. The evolution of sibling correlation suggests a variety of mobility experiences, with some regions registering a monotonically declining trend from the 1970s birth cohort to the 1990s birth cohort (Latin America and the Caribbean and East Asia and Pacific), while others remained trapped in stagnancy (South Asia and Sub-Saharan Africa). The only region that experienced monotonically increasing sibling correlation is the Middle East and North Africa. The recent approach of Bingley and Cappellari (2019) is used to estimate the share of sibling correlation due to intergenerational transmission. The estimates show that when the homogeneity and independence assumptions implicit in the standard model of intergenerational transmission are relaxed, the estimated share is much larger. In the sample of countries, on average 74 percent of sibling correlation can be attributed to intergenerational transmission, while there are some countries where the share is more than 80 percent (most in Sub-Saharan Africa). This suggests a dominant role for parents in determining the educational opportunities of their children. Evidence on the evolution of the intergenerational share, however, suggests a declining importance of the intergenerational transmission component in many countries, but the pattern is diverse. In some cases, the trend in the intergenerational share is opposite to the trend in sibling correlation. [This report was prepared by the World Bank Group's Development Research Group, Development Economics.]
The Impact of Excused Withdrawals on Throughput, with a Focus on Transfer-Level Math. AB 705 Implementation Report
Author: Hayward, Craig
Date: 2022-11-00
Type: Reports - Research
Subjects: Pandemics,COVID-19,Community Colleges,Withdrawal (Education),Educational Change,Two Year College Students,Mathematics Achievement,College Credits,College Transfer Students,Decision Making,Online Courses,Educational Policy,Student Placement,Equal Education,Academic Failure,Mathematics Education,Trend Analysis,Outcomes of Education,Calculus,Statistics Education

The COVID-19 pandemic required that virtually all in-person instruction move suddenly to an online format. Given the unprecedented nature of this disruption, the California Community Colleges (CCC) issued an emergency regulation allowing all students to drop spring 2020 courses without incurring a withdrawal or &quot;W&quot; notation on their transcripts. Instead, they received an Excused Withdrawal or &quot;EW&quot; notation, which shields students from possible negative repercussions of a W notation on their transcript. The EW is not factored into academic progress calculations, and it is treated as if the student never enrolled in the course. However, an EW still indicates an unsuccessful attempt to complete a class, and a student who receives this notation will need to retake the course in a future term, if the course is required to fulfill their educational goal. The Multiple Measures Assessment Project (MMAP) historically included EW notations as indicators of non-successful course attempts in the calculation of throughput and course success in our research papers, within the California Community Colleges Chancellor's Office (CCCCO) Gateway Completion Transfer-Level Dashboard, 2 and AB 705 compliance reporting templates. Given this changing context, MMAP examined how including or excluding EWs impacted the calculations of students' throughput in transfer-level English and math courses. Further, some educators are concerned about how this policy shift will specifically influence the proportion of students receiving an EW in a transfer-level math course, and how students' increased use of EWs may affect success and throughput rates within math pathways. In turn, the authors additionally examined the distribution of non-passing grades of students in their first gateway math course over time to shed light on the emerging impact of EWs on math throughput. This report summarizes these results for system-level leaders and college educators to support decision-making about equitable placement and completion in the CCC system.
Investigator Roles and Responsibilities. Title IX Regulation Series
Author: MAEC, Inc.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Sex Fairness,Gender Discrimination,Federal Legislation,Educational Legislation,Elementary Secondary Education,Employees,Role,Responsibility,Compliance (Legal),Sexual Harassment,Evidence,Training,Grievance Procedures

This document describes the roles and responsibilities of Investigators in the K-12 space. It was created to reflect the changes made by the U.S. Department of Education in the Final Rule regulations, which went into effect August 14, 2020. This document is intended for use by anyone who wishes to assess and ensure compliance with Title IX (e.g., Investigators, district and state Title IX compliance officers, policy makers, and Title IX Coordinators). &quot;Investigator Roles and Responsibilities&quot; is part of the &quot;Title IX 2020 Regulations&quot; series. This series examines the overall impact of the Title IX 2020 regulations and its specific impact on various positions. See: &quot;Title IX Coordinator Roles and Responsibilities&quot; [ED627900], &quot;Title IX then and Now for K-12--What has Changed?&quot; [ED627904], &quot;Title IX Decision-Maker Roles and Responsibilities&quot; [ED627894], and &quot;Title IX Grievance Procedure&quot; [ED627901].
Parent and Community Involvement Summary Report, 2005-2006. Publication Number 05.16
Author: Washington, Wanda
Date: 2006-11-00
Type: Reports - Research
Subjects: School Districts,Parent Participation,Community Involvement,Accountability,Information Dissemination,Professional Development,Resources,Employees,Cooperation,Adult Literacy,Best Practices,Specialists,Parent Attitudes,Workshops,Elementary Secondary Education,Services,Reading Programs,Transitional Programs

This report summarizes some Austin Independent School District (AISD) activities to support parent and community involvement during the 2005-2006 school year.
Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt. Policy Research Working Paper 10317
Author: Krafft, Caroline
Date: 2023-02-00
Type: Reports - Research
Subjects: Foreign Countries,Preschool Education,Family Environment,Low Income,School Readiness,Child Development,Young Children,Early Childhood Education,Educational Quality,Equal Education,Socioeconomic Status,Instruction,Physical Environment,Investment

By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. &quot;Double inequality&quot; is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development. [This paper is a product of the World Bank's Education Global Practice. The study is the result of a collaboration between the World Bank and the Ministry of Education and Technical Education of Egypt (MOETE). It was funded by the UK Strategic Partnership for Egypt's Inclusive Growth Trust Fund and the World Bank.]
Title IX Coordinator Roles and Responsibilities. Title IX Regulations
Author: MAEC, Inc.
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Gender Discrimination,Federal Legislation,Sex Fairness,Sexual Harassment,School Role,Coordinators,Role,Elementary Secondary Education,Educational Policy,Compliance (Legal),Gender Bias,Grievance Procedures

MAEC's Title IX 2020 Regulations Series examines the impact of the recently-released Final Rule, which went into effect August 14, 2020. The Final Rule determines how schools navigate incidents of sexual harassment. The first document in our series, &quot;Title IX Coordinator Roles and Responsibilities,&quot; describes the updated roles and responsibilities of Title IX Coordinators in the K-12 space. This series examines the overall impact of the Title IX 2020 regulations and its specific impact on various positions. See: &quot;Title IX Then and Now--What has Changed?&quot; [ED627904], &quot;Title IX Investigator Roles and Responsibilities&quot; [ED627897], &quot;Title IX Decision-Maker Roles and Responsibilities&quot; [ED627894], and &quot;Title IX Grievance Procedure&quot; [ED627901].