ethanporcaro/eric-fulltext-meta huggingface dataset:
A Summary of the Research on the Effects of K-12 Test Accommodations: 2017. NCEO Report 418
Author: Rogers, Christopher M.
Date: 2020-08-00
Type: Reports - Research
Subjects: Educational Research,Elementary Secondary Education,Testing Accommodations,Students with Disabilities,Student Evaluation,Standardized Tests,Academic Accommodations (Disabilities),Mathematics Tests,Science Tests,Language Arts

The purpose of this report is to provide a synthesis of the research on K-12 testing accommodations. In this report, we summarize the research published in 2017. Previous reports by NCEO have covered research published since 1999. During 2017, 14 research studies were published on the topic of testing accommodations in the elementary and secondary education system. The academic literature described here encompasses empirical studies of performance comparability and validity studies as well as investigations into accommodations use, implementation practices, and perceptions of the effectiveness of accommodations.
How Special Interests and Entrenched Bureaucracy Drove the COVID-19 Response to Education: The Case of Washington State. Backgrounder. No. 3553
Author: Finne, Liv
Date: 2020-10-29
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,State Government,Government Role,Student Needs,Financial Support,Parent Role,Educational Finance,Emergency Programs,Administrative Organization,Public Schools,Access to Education,Distance Education,Electronic Learning,Blended Learning,Funding Formulas,Elementary Secondary Education,Budgets,Unions,Online Courses,Parent Attitudes,Equal Education

When Governor Jay Inslee (D) closed the public and private schools of Washington State's 1.1 million students on March 13, 2020, state education leaders made several key decisions that influenced the state's attempt to deliver education services during the COVID-19 crisis. These decisions reflected the political priorities of the large, unwieldy, and inflexible bureaucracies and unions that run the public schools, not the needs of the parents whose children saw one-third of their 2019-2020 school year cancelled. This &quot;Backgrounder&quot; is a case study of Washington State's response to COVID-19, and maps an alternative path forward that would serve students and parents better. Providing direct aid to parents would help to shift control over public funding to families, and increase the capacity and the flexibility of the state to respond to emergencies, such as COVID-19. Such a change would loosen the control that school bureaucracies and unions enjoy over public school funding. Providing parents with direct aid would also help children to maintain their learning progress after COVID-19 by enabling them to access learning environments that are the right fit for them.
Guidebook to Including Students with Disabilities and English Learners in Assessments. NCEO Report 420
Author: Thurlow, Martha L.
Date: 2020-06-00
Type: Guides - General
Subjects: Students with Disabilities,English Language Learners,Inclusion,Student Evaluation,Evaluation Methods,Student Characteristics,Summative Evaluation,Special Education,Student Needs,Legal Responsibility,Culture Fair Tests,Test Bias,Stakeholders,Testing

This report provides 10 lessons about how to ensure inclusive assessment practices for students with disabilities and English learners. In addition to the 10 lessons, it provides foundational information on the characteristics of these students that require consideration during all phases of assessment design, development, and implementation. The focus of the &quot;Guidebook&quot; is large-scale summative assessments rather than interim and formative assessments; it does not address accountability considerations. The purpose of the &quot;Guidebook&quot; is to remind all assessment, special education, and other personnel in state departments of education of the lessons that have been learned, and to share those lessons with new personnel in state assessment, special education, Title I, and Title III offices.
2020-2021 Florida Adult Education Assessment Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Technical Assistance,Adult Education,Educational Assessment,State Policy,Program Evaluation,Accountability,Student Evaluation,Achievement Gains,Evaluation Methods,Students with Disabilities,Special Needs Students,Testing Accommodations,Distance Education,Training,Computer Assisted Testing,Alternative Assessment,Public Policy,Disclosure,English Language Learners,Vocational Education,Scores,Information Dissemination,Benchmarking,Integrity,Information Security,Standardized Tests,COVID-19,Pandemics,Student Placement

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) The 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 and (7) Training for all staff who administer the standardized assessments. [For the &quot;2019-2020 Florida Adult Education Assessment Technical Assistance Paper,&quot; see ED600585.]
USAID Education: Access to Quality Education for Marginalized Children and Youth. Updated
Author: USAID
Date: 2019-04-17
Type: Reports - Descriptive
Subjects: Foreign Countries,Developing Nations,International Organizations,Access to Education,Educational Quality,Disadvantaged,Students with Disabilities,Acceleration (Education),Reading Programs,Language of Instruction,Equal Education

US Agency for International Development (USAID) works to ensure children and youth, particularly the most marginalized and vulnerable, have access to quality education that is safe, relevant, and promotes their social well-being. USAID believes that education is a foundational driver of development, and fundamental to achieving self-reliance. When children and youth go to school and receive training in skills they can use in the workforce and to navigate life, they are able to build more hopeful and prosperous futures for themselves, their families, communities, and countries. USAID works in more than 50 developing countries to ensure that investments in education systems--from pre-primary to higher education--enable all children and youth to acquire the education and skills needed to be productive members of society. This brief highlights USAID's work in Cambodia, Malawi, Nepal, Liberia, and Mozambique to help expand access to quality education.
Using Socioeconomic-Based Strategies to Further Racial Integration in K-12 Schools. Literature Review
Author: Frankenburg, Erica
Date: 2020-09-00
Type: Information Analyses
Subjects: Social Science Research,Socioeconomic Status,Racial Integration,Educational Benefits,School Districts,Social Integration,Kindergarten,Elementary Secondary Education,Educational Policy,Evidence Based Practice,Racial Composition,Court Litigation,Desegregation Litigation,School Desegregation,Minority Group Students,Magnet Schools,School Choice,Transfer Students,Charter Schools,Neighborhood Schools,Community Involvement,Proximity,Civil Rights,Policy Analysis

More than ever before, social science research identifies an array of academic and social benefits for students stemming from learning in integrated educational settings, which is even more beneficial for younger students. While some state and local education agencies may raise concerns over shifting legal principles and political apprehension in pursuing strategies that integrate students across race, socioeconomic status, and other factors, the changing demographics warrant serious inquiry into integration opportunities. This literature review surveys the landscape of K-12 integration strategies to understand what is being implemented and what is known about the design and implementation of such policies that might create more diverse schools and reduce racial isolation. Before turning to that emerging body of literature, however, it is important to understand why integration matters and the legal landscape currently around voluntary integration. [For the 2018 version of this literature review, see ED582810.]
Using the SAT® in Merit-Based Scholarship Decisions and Selection for Competitive Academic Programs
Author: Westrick, Paul A.
Date: 2020-11-00
Type: Reports - Research
Subjects: College Entrance Examinations,Merit Scholarships,Decision Making,Competitive Selection,Program Effectiveness,Predictor Variables,Grade Point Average,College Students

This report examines the value of SAT scores for determining merit-based scholarship decisions as well as admission to highly selective academic programs such as honors programs or colleges. Results show that the SAT is a highly effective tool for predicting students' chances of earning a first-year grade point average (FYGPA) of 3.00 or higher and 3.50 or higher, common performance thresholds for retaining scholarships beyond the first year and for participation in honors programs. In particular, findings show that SAT scores and HSGPA are both related to academic performance in college, but with more than two-thirds of incoming college students being &quot;A&quot; students in high school, the SAT provides critical, additive information about which students will be among the very highest performers in college. Colleges can use SAT scores to confidently identify admitted students who have the highest probabilities of earning the grades required to retain scholarships and participate in honors programs. Colleges can also use SAT scores to identify students who may benefit from additional academic support and mentoring to ensure that they retain their scholarship funding and participation in honors programs beyond the first year. Having a more accurate understanding of students' future performance helps colleges and universities to most appropriately allocate precious financial and staff resources to support successful outcomes for the student body and the entire campus community. In the current year, a pandemic has disrupted education at all levels, and it has added to the difficulties that enrollment managers face when making decisions regarding admissions and financial aid. Not all students will have SAT scores. However, when scores are available, the results of this study show that an SAT score can be a highly valuable input that helps institutions make these important decisions.
Authentic Community Engagement in a Time of Crisis
Author: Grantmakers for Education
Date: 2020-06-30
Type: Reports - Descriptive
Subjects: Educational Finance,Grantsmanship,Grants,Private Financial Support,Philanthropic Foundations,Inclusion,COVID-19,Pandemics,Equal Education,Power Structure,Social Justice,Community Involvement,African Americans,Empowerment

During the spring of 2020, Grantmakers for Education held four master classes, which are described in this report; centered around the theme of authentic community engagement: (1) How Should Philanthropy Create More Inclusive Spaces?; (2) Listening to and Learning from Leaders of Color in the COVID-19 Crisis; (3) The Power of Collaboration with Proximate Leaders; and (4) Authenticity, Efficacy and Equity in Virtual Community Engagement. Family voice and community voice are areas of growing interest among education grantmakers. Yet as leaders in positions of privilege, grantmakers must learn together how to navigate power and racial dynamics en route to empowering communities that have been marginalized in the past. Against the backdrop of a global pandemic and national demonstrations for justice for Black Americans, these conversations shed light on the importance of honest connection and community leadership.
Education Grantmaking during COVID-19: Funding Learning from Home
Author: Grantmakers for Education
Date: 2020-07-01
Type: Reports - Descriptive
Subjects: Educational Finance,Grants,Grantsmanship,COVID-19,Pandemics,Private Financial Support,Philanthropic Foundations,Electronic Learning,Distance Education,Technology Uses in Education,Risk

In March 2020, a pandemic brought traditional in-classroom learning to a halt for more than 55 million students in the U.S. Teachers and families, in most cases, found themselves scrambling to provide remote learning at short notice. What may have seemed like a fast solution, moving to online instruction, has highlighted challenges for many learners. Philanthropists across the country quickly stepped up to help fill the gaps. This report briefly addresses: (1) What are grantmakers funding?; (2) How have grantmakers informed their funding priorities?; (3) Where is the greatest risk?; and (4) What should education funders be mindful of moving forward?
Centering the Margins: (Re)Defining Useful Research Evidence through Critical Perspectives
Author: Doucet, Fabienne
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Evidence,Research and Development,Theory Practice Relationship,Research Utilization,Youth,Critical Theory,Race,Interdisciplinary Approach,Cooperation

The William T. Grant Foundation has sought to support new research on ways to promote the use and usefulness of research evidence to improve youth outcomes for over a decade. They have funded numerous studies aimed at identifying and testing strategies to improve the use of research evidence (URE) in policy and practice decisions that affect young people. In the URE focus area, definition is key. They have defined research evidence as a type of evidence derived from applying systematic methods and analyses to address a predefined question or hypothesis. This includes descriptive studies, intervention or evaluation studies, meta-analyses, and cost-effectiveness studies conducted within or outside research organizations. As a human endeavor, research is inextricably implicated in the societal structures and systems that have served to maintain power hierarchies and accept social inequity as a given. Indeed, research has been historically and contemporaneously &quot;(mis)used&quot; to justify a range of social harms from enslavement, colonial conquest, and genocide, to high-stakes testing, disproportionality in child welfare services, and &quot;broken windows&quot; policing (Au, 2016; Jerrim &amp; de Vries, 2017; National Academies of Sciences, Engineering, and Medicine, 2018; Wells, Merritt, &amp; Briggs, 2009). Critical perspectives offer possibilities for repairing these wrongs and for reimagining the possibilities of what research can accomplish. In this essay, Fabienne Doucet asks: What possibilities do such perspectives illuminate for rethinking the production of research with the objective of making research more useful and relevant? Here the idea of usefulness takes on a different quality than it has in the past because it interrogates and centers how well research evidence communicates the lived experiences of marginalized groups so that the understanding of the problem and its response is more likely to be impactful to &quot;the community&quot; in the ways the community itself would want. She argues that this shift requires focusing on the production of research and the ways it can be reimagined. Put another way, &quot;improving the use of research evidence&quot; will require ensuring usefulness--and use--toward ends that are congruent with the goals and visions that marginalized communities have for their self-determined benefits (Tuck &amp; Yang, 2014).
USAID Education: Early Learning and Foundational Skills. Updated
Author: USAID
Date: 2019-04-17
Type: Reports - Descriptive
Subjects: Early Childhood Education,Basic Skills,Partnerships in Education,International Programs,Foreign Countries,Elementary Secondary Education,Literacy,Numeracy,Social Emotional Learning

Education is a foundational driver of development, and fundamental to achieving self-reliance. When children and youth build skills they can use for work and school, they can pursue more hopeful and prosperous futures for themselves, their families, their communities, and their countries. USAID works in more than 50 nations to promote education that enables all children and youth to acquire the skills they need to be productive members of society. This brief document highlights examples of USAID's work from pre-primary to secondary education global partnerships including All Children Reading: A Grand Challenge for Development (ACR-GCD) (USAID, World Vision, and the Australian Government), and projects in Mali, Nigeria, and Egypt.
Learning Disabilities: Positive Practice Guide. Improving Access to Psychological Therapies (IAPT)
Author: Dagnan, Dave
Date: 2015-09-00
Type: Guides - Non-Classroom
Subjects: Intellectual Disability,Severity (of Disability),Access to Health Care,Mental Health,Counseling Techniques,Health Needs,Eligibility,Accessibility (for Disabled),Health Services,Delivery Systems,Referral,Evaluation,Intervention,Informed Consent,Readability,Employment,Job Training,Foreign Countries,Disability Identification

The Improving Access to Psychological Therapies (IAPT) programme aims to provide equitable access to NICE-recommended psychological therapies to people from all sectors of the community. There is evidence that people with mild to moderate learning disabilities can benefit from the therapies offered by IAPT services, especially when reasonable adjustments are made to the way in which these therapies are delivered. This Positive Practice Guide, which is written by experts in learning disabilities, summarises the needs of people with learning disabilities and clearly outlines the reasonable adjustments that are recommended to ensure that people with learning disabilities get the maximum benefit from treatment within an IAPT service.
Let&apos;s Get Small: Microschools, Pandemic Pods, and the Future of Education in America. Backgrounder. No. 3540
Author: Bedrick, Jason
Date: 2020-10-06
Type: Reports - Evaluative
Subjects: Small Schools,COVID-19,Pandemics,Educational Change,Futures (of Society),School Choice,One Teacher Schools,Elementary Secondary Education,Nontraditional Education,Educational Benefits,School Size,Access to Education,Electronic Learning,Home Schooling,Educational Innovation

The COVID-19 pandemic upended American education, throwing schools first into an impromptu version of distance learning in the spring of 2020 followed by a summer beset by uncertainty then delayed and uneven reopenings in the fall. Parents faced tough decisions about their children's education during the pandemic. In July 2020, a poll found that more than 80 percent of parents of K-12 children were concerned about their children getting exposed to coronavirus at school, including 53 percent who were &quot;very concerned.&quot; A significant portion of U.S. parents wanted their children to receive high-quality, in-person instruction but concluded that their local schools could not provide it. Faced with uncertainty about the fall of 2020, parents began spontaneously organizing themselves into microschools or &quot;pandemic pods&quot; (also called &quot;parent pods&quot; or &quot;learning pods&quot;) during the summer of 2020. Microschools and pods are a 21st-century reimagining of the one-room schoolhouse. Although there are not yet universally accepted definitions of these terms, they generally refer to small clusters of families that pool resources and collaborate to educate their children. Microschools tend to have about five to 15 students, although some self-declared microschools have as many as 150 students. Microschools also tend to have an in-person instructor hired by the students' parents, and they are often affiliated with a larger network or organization. Pods tend to be independently parent-led and even parent-taught, though many pods pool their resources together to hire instructors. This paper argues that microschooling could revolutionize the nation's K-12 education system, providing a wide array of high-quality, affordable learning options that can meet the individual learning needs of each child. This form of education should not be the exclusive privilege of the few but an option for all families.
USAID Education: Girls&apos; Education. Updated
Author: USAID
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Womens Education,Developing Nations,International Organizations,Equal Education,Access to Education,Sex Fairness,Elementary Secondary Education,Higher Education,Literacy,Numeracy,Daily Living Skills,Scholarships,Educational Policy,Sexual Harassment,Educational Discrimination,Reading Programs

Investments in girls' education in developing countries support U.S. foreign policy, demonstrate U.S. compassion and generosity, drive development efforts, and help reduce extreme poverty. The US Agency for International Development's (USAID's) programming takes into account the gender-related constraints that prevent access of both boys and girls to quality education. A combined set of interventions that promote equitable access and gender equality at primary, secondary, and higher education levels and ensure adequate physical facilities are often needed to address systemic barriers. This fact sheet highlights USAID's global projects supporting girls' education extending from pre-primary to higher education in Liberia, Malawi, Afghanistan, and Pakistan.
USAID Education: Youth Workforce Development. Updated
Author: USAID
Date: 2019-07-05
Type: Reports - Descriptive
Subjects: Foreign Countries,Developing Nations,International Organizations,Labor Force Development,Vocational Education,Career Development,Job Training,Entrepreneurship,Employment Opportunities,Acceleration (Education),Employment Programs

Due to discrimination, crisis and conflict, and violence, many young people have missed out on opportunities to acquire the skills and education needed for employment. The US Agency for International Development (USAID) supports second-chance education programs to serve disadvantaged, marginalized, over-age, and out-of-school children and youth to build foundational skills. USAID also supports secondary education, technical and vocational training, and higher education programs that are relevant to youth and responsive to labor market needs. This brief document describes how in 2018 USAID programs enabled more than 311,000 individuals to gain new or improved employment by providing them with relevant training and necessary skills. Specifically, examples of USAID's work in Egypt, Democratic Republic of Congo, and Serbia are highlighted.