ethanporcaro/eric-fulltext-meta huggingface dataset:
Case Study Compilation: Integrating Social-Emotional Learning (SEL) into Academics &amp; Beyond
Author: Transforming Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Case Studies,Faculty Development,Coaching (Performance),Vignettes,Social Emotional Learning,Educational Practices,Educational Environment,Social Development,Emotional Development,Teaching Methods,Kindergarten,Elementary Secondary Education,Guides,Goal Orientation,Interpersonal Relationship,Equal Education,Student Attitudes,Feedback (Response),Distance Education,Chemistry,Interpersonal Competence,Laboratory Experiments,Revision (Written Composition),Meetings,Self Advocacy,Critical Thinking,Dialogs (Language),School Community Relationship,Peer Relationship,Teacher Student Relationship,Grading

The Case Study Compilation was developed with and for educators to provide examples of practice related to three questions: (1) What does it mean to focus on social-emotional development and the creation of positive learning environments?; (2) How can educators integrate their approaches to social, emotional, and academic development?; and (3) What does it look, sound, and feel like when Social-Emotional Learning (SEL) is effectively embedded into all elements of the school day? When read one at a time, the case studies offer snapshots of social-emotional learning in action; they describe daily routines, activities, and teachable moments within short vignettes. When read together, the case studies provide a unique picture of what it takes for a school to integrate social, emotional, and academic learning across grade levels, content areas, and other unique contexts. The Case Study Compilation can be used by any educator who works in a K-12 school setting, including teachers, paraprofessionals, counselors, SEL Directors, teacher leaders, school principals, and others. It may also be useful to professional development coaches, trainers, instructional leaders, and nonprofit professionals who support the work of K-12 educators. [These case studies were created in collaboration with TeachPlus MA and the exSEL Network.]
Wisconsin Public Schools at a Glance
Author: Wisconsin Department of Public Instruction
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,School Statistics,School Districts,Educational Finance,Enrollment,Employees,Students,School Personnel,High Schools,Junior High Schools,Middle Schools,Elementary Schools,Charter Schools,Students with Disabilities,English Language Learners,Economically Disadvantaged,State Aid,Teacher Salaries,Private Schools,Home Schooling,American Indian Students,African American Students,Pacific Islanders,White Students,Demography

&quot;Wisconsin Public Schools at a Glance&quot; provides in a single page document statistical information on the following topics: (1) Schools &amp; Districts (2019-2020); (2) Staff (2019-2020); (3) School Funding; (4) Students (2019-2020); and (4) Enrollment by School Type (2019-2020). [For &quot;Wisconsin Public Schools at a Glance&quot; covering 2016-2019, see ED590800.]
Power, Politics, and Preservation of Heritage Languages
Author: Leonard, Danyika
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Language Maintenance,Heritage Education,Language Skill Attrition,English (Second Language),Second Language Learning,Language of Instruction,Native Language,Multilingualism,Barriers,State Policy,Federal Legislation,Native Language Instruction,Language Attitudes,Second Language Instruction,Academic Achievement,Achievement Gap,Asian American Students,Program Descriptions,Educational Legislation,Elementary Secondary Education,American Indian Languages,Spanish,Bilingual Education Programs,Sino Tibetan Languages,Hmong People,Teacher Certification

In the United States, English is not the official language but the dominant one. But for many students, the dominance of English instruction has come at the expense of losing their first language. For much of our history of schooling in the United States, students have been forced to leave their heritage or home languages at the door when they enter the school building--the belief being this was the best way for students to learn English. But research has clearly demonstrated the benefits of multilingualism. As our understanding of the importance of heritage languages increases, so too must our efforts to bring heritage languages into schools in ways that honor and value their importance. In this paper, we explore why heritage language matters, the state and federal policies that support heritage language instruction, the learning programs leading this work, and the challenges heritage languages programs face. [This paper was produced in partnership with the Coalition of Asian American Leaders (CAAL).]
Hispanic Association of Colleges &amp; Universities Annual Report 2019. The Champions of Hispanic Success in Higher Education
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,Higher Education,College Students,Advocacy,Diversity,Hispanic Americans,Nonprofit Organizations,Employment,Labor Force Development,Internship Programs,Conferences (Gatherings),Student Financial Aid,Awards,Access to Education,Student Leadership,Leadership Training

For 34 years, the mission of the Hispanic Association of Colleges and Universities (HACU) has been to Champion Hispanic Success in Higher Education. HACU fulfills its mission by: promoting the development of member colleges and universities; improving access to and the quality of postsecondary educational opportunities for Hispanic students; and meeting the needs of business, industry and government through the development and sharing of resources, information and expertise. HACU is the only organization that represents existing and emerging Hispanic-Serving Institutions (HSIs). HSIs today represent 17 percent of all institutions of higher education that enroll 67 percent of Hispanic undergraduates. HACU serves its membership through advocacy, conferences, partnerships and educational programs, and offers scholarships and internship opportunities for students. HACU is a nonprofit 501(c)(3) association with a membership of more than 500 colleges and universities in the United States, Washington, D.C., Puerto Rico, Latin America, Spain, and includes U.S. school districts. HACU's headquarters are located in San Antonio, Texas, with regional offices in Washington, D.C., and Sacramento, California. Following a message from HACO's President/CEO and Chair of the Governing Board, this report provides a status report on Hispanics in higher education and the institutions that serve them. Topics discussed in this 2019 annual report include: (1) Opening Doors to a Diverse Workforce/HACU National Internship Program; (2) Investing in College Students; (3) Preparing the Next Generation of Higher Education Leaders; (4) National Capitol Forum on Hispanic Higher Education; (5) International Conference; (6) Annual Conference; (7) Pre/Post Events, Special Events; (8) Sponsors and Partners; (9) Honoring Champions of Hispanic Higher Education Success/HACU Awards; (10) La HACHE de HACU/Donors; and (11) Financials. [For the 2018 report, see ED600640.]
Corrupting the College Board: Confucius Institutes and K-12 Education
Author: Peterson, Rachelle
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Elementary Secondary Education,International Programs,Deception,Advanced Placement Programs,Chinese,Asian Culture,Teacher Education,Teacher Exchange Programs,Social Systems

In exchange for generous Chinese government funding, the College Board has given China strategic access to American K-12 education. Since at least 2003, the College Board has sponsored Confucius Institutes at K-12 schools, served as a recruiter for Chinese government programs, and helped the Chinese Communist Party design and gain control over American teacher training programs. This report details the College Board's corruption by the Chinese government and outlines key policy changes to protect and restore the integrity of the American education system. [Introduction by Peter W. Wood. Follow-up to &quot;Outsourced to China: Confucius Institutes and Soft Power in American Higher Education&quot; (ED580866). This report is made possible by support from the Diana Davis Spencer Foundation.]
Support for Veterans in Effective Apprenticeships Act of 2019 (Public Law 116-134)
Author: US Congress
Date: 2020-03-26
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Veterans Education,Apprenticeships,Public Agencies,Agency Cooperation

The Support for Veterans in Effective Apprenticeships Act of 2019 was put in place to enable registered apprenticeship programs to better serve veterans, and for other purposes. The Act includes the following sections: (1) Short Title; and (2) Improved Apprenticeship Program Coordination between the Department of Labor and the Department of Veterans Affairs.
Indian Education: Actions Needed to Ensure Students with Disabilities Receive Special Education Services. Report to the Republican Leader, Committee on Education and Labor, House of Representatives. GAO-20-358
Author: Emrey-Arras, Melissa
Date: 2020-05-00
Type: Reports - Research
Subjects: American Indian Education,American Indian Students,Students with Disabilities,Access to Education,Special Education,Equal Education,Educational Legislation,Federal Legislation,Compliance (Legal),Technical Assistance,Accountability,Individualized Education Programs,Elementary Secondary Education,Related Services (Special Education),Observation,Educational Policy,Federal Government,Government Role,Student Needs,Needs Assessment,Progress Monitoring,Public Agencies

Schools funded by the Bureau of Indian Education (BIE) are required under the Individuals with Disabilities Education Act (IDEA) to provide services for eligible students with disabilities, such as learning disabilities or health impairments. Services for these students are listed in individualized education programs (IEP). The Department of Education has raised concerns about BIE's implementation of IDEA in recent years, including its long-standing noncompliance with IDEA requirements. The Government Accountability Office (GAO) was asked to examine the provision of special education and related services to eligible BIE students. This report examines the extent to which: (1) BIE students with disabilities are provided the special education and related services required by their IEPs; and (2) BIE oversees and supports the provision of special education at its schools. GAO analyzed data on special education and related services for a generalizable sample of 138 BIE students with IEPs at 30 schools over a 4-month period in school year 2017-2018 (the most recent complete school year at the time of our analysis); compared BIE special education practices with its policies and Interior and IDEA requirements; visited schools in two states selected for their large numbers of BIE schools; and interviewed school and agency officials. GAO is making seven recommendations, including that BIE establish consistent requirements for schools on making up missed services, annually verify special education services at all schools, comply with high-risk monitoring and technical assistance requirements, and ensure that BIE staff receive needed training.
K-12 Education: Characteristics of School Shootings. Report to Congressional Requesters. GAO-20-455
Author: Nowicki, Jacqueline M.
Date: 2020-06-00
Type: Reports - Research
Subjects: Violence,Weapons,Elementary Secondary Education,School Safety,Student Behavior,Discipline,Prevention,Behavior Change,Institutional Characteristics,Correlation,Accidents,Aggression,Conflict,Juvenile Gangs,Victims of Crime,Family Violence,Crime,Individual Characteristics,Interpersonal Relationship,Suicide,At Risk Persons,Environmental Influences,Disadvantaged Youth

In addition to the potential loss of life, school shootings can evoke feelings of profound fear and anxiety that disturb a community's sense of safety and security. Questions have been raised about whether schools' approaches to addressing student behavior are a factor in school shootings. These approaches include discipline that removes the offending students from the classroom or school, and preventative approaches meant to change student behaviors before problems arise. The Government Accountability Office (GAO) was asked to examine school shootings, including the link between discipline and shootings. This report examines: (1) the characteristics of school shootings and affected schools; and (2) what is known about the link between discipline and school shootings. To do so, GAO analyzed data on school shootings and school characteristics for school years 2009-10 through 2018-19; and conducted a literature review to identify empirical research from 2009 to 2019 that examined discipline approaches in school, and the effects of these approaches on outcomes of school gun violence, school violence, or school safety. GAO also interviewed selected researchers to gather perspectives about challenges and limitations in conducting research on school discipline and school shootings. Findings show that shootings at K-12 schools most commonly resulted from disputes or grievances, for example, between students or staff, or between gangs, although the specific characteristics of school shootings over the past 10 years varied widely, according to GAO's analysis of the Naval Postgraduate School's K-12 School Shooting Database. After disputes and grievances, accidental shootings were most common, followed closely by school-targeted shootings, such as those in Parkland, Florida and Santa Fe, Texas.
K-12 Education: School Districts Need Better Information to Help Improve Access for People with Disabilities. Report to Congressional Requesters. GAO-20-448
Author: Nowicki, Jacqueline M.
Date: 2020-06-00
Type: Reports - Research
Subjects: Access to Education,Students with Disabilities,Public Schools,Barriers,School Districts,Educational Facilities Planning,Disabilities,Federal Legislation,Civil Rights Legislation,Student Rights,Elementary Secondary Education,Federal Government,Government Role

National reports have raised concerns about the physical accessibility of public school facilities for people with disabilities. These facilities serve important roles as schools, voting locations, and emergency shelters, among other things. The Government Accountability Office (GAO) was asked to examine the physical accessibility of public school facilities. This report examines the extent to which: (1) school districts have school facilities with physical barriers that may limit access for people with disabilities; (2) districts plan to improve the accessibility of school facilities and the challenges they face; and (3) U.S. Departments of Justice and Education assist districts and states in improving school facilities' physical accessibility. GAO conducted a nationally representative survey of school districts; surveyed states and the District of Columbia; examined 55 schools across six states, selected for variation in size and other characteristics; reviewed relevant federal laws, regulations, and guidance; and interviewed federal, state, and school district officials, and national disability groups. Findings show that two-thirds of U.S. public school districts have schools with physical barriers that may limit access for people with disabilities, according to GAO's survey of district officials. Barriers, such as a lack of accessible door hardware and steep ramps, can make it challenging for students, teachers, and others with disabilities to use public school facilities. GAO recommends that the Department of Justice work with the Department of Education to: (1) provide information specific to accessibility of public school facilities; and (2) provide information on federal accessibility requirements in the context of public school safety and security.
Online Learning: How Do Brick and Mortar Schools Stack up to Virtual Schools? Working Paper 2020-4
Author: Kingsbury, Ian
Date: 2020-09-30
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Virtual Schools,Educational Technology,Electronic Learning,Online Courses,Program Effectiveness,Active Learning,Interpersonal Communication,Classroom Techniques,Instructional Effectiveness,Racial Differences,Ethnicity,Institutional Characteristics,Elementary Secondary Education,Teaching Methods,Conventional Instruction,Parent Attitudes

Thousands of American schools shuttered their doors during the second half of the 2019-2020 school year due to the COVID-19 pandemic. Most schools that closed their physical campus switched to online learning to conclude the school year. Brick and mortar schools uninitiated to online learning were tasked with adapting teaching practices to a different modality with almost no training or experience to call upon. While anecdotal accounts indicate that some schools achieved remarkable success in transitioning to distance modalities of learning, many others schools struggled to keep students and teachers engaged in the learning process. There is great urgency in assessing the overall efficacy with which brick and mortar schools executed online learning. Many American schools are beginning the 2020-2021 academic year with virtual or blended models of schooling, while countless others scheduled to open will inevitably transition to virtual or blended learning as public health concerns mount. This working paper compares the online learning experience of students enrolled in brick and mortar schools that transitioned to online learning to the experience of students who were already enrolled in virtual schools when the pandemic began.
Distance Learning: Challenges Providing Services to K-12 English Learners and Students with Disabilities during COVID-19. Report to Congressional Committees. GAO-21-43
Author: Nowicki, Jacqueline M.
Date: 2020-11-00
Type: Reports - Research
Subjects: Distance Education,Elementary Secondary Education,English Language Learners,Students with Disabilities,COVID-19,Pandemics,School Districts,Federal Aid,Federal Legislation,Equal Education,Educational Legislation,Outreach Programs,Web Based Instruction,Instructional Materials,Technology Uses in Education,Barriers,Family Needs,Internet,Delivery Systems,Individualized Education Programs,Meetings,Parent Teacher Cooperation

Due to the Coronavirus Disease 2019 (COVID-19) pandemic, almost all school districts rapidly shifted to distance learning in spring of the 2019-2020 school year. This shift laid bare both the logistical and instructional challenges of distance learning, particularly for English learners and students with disabilities, both of whom have faced persistent achievement gaps. This work was conducted as part of the Government Accountability Office's (GAO's) COVID-19 monitoring and oversight responsibilities under the Coronavirus Aid, Relief, and Economic Security (CARES) Act. It examines what is known about the challenges of and lessons learned from providing distance learning to English learners and students with disabilities during school building closures in spring 2020. GAO reviewed distance learning plans from a nongeneralizable group of 15 school districts, selected for their high proportion of either English learners or students with disabilities. GAO also interviewed district officials in four of these 15 districts, selected based on the districts' detailed plans for distance learning for either group of students; interviewed advocates, researchers, and representatives of associations of school administrators and related service providers; reviewed relevant federal laws including Individuals with Disabilities Education Act (IDEA), regulations, and guidance; and interviewed federal officials.
K-12 Education: School Districts Frequently Identified Multiple Building Systems Needing Updates or Replacement. Report to Congressional Addressees. GAO-20-494
Author: Nowicki, Jacqueline M.
Date: 2020-06-00
Type: Reports - Research
Subjects: Public Schools,Educational Facilities,School Districts,Kindergarten,Elementary Secondary Education,Resource Allocation,Educational Facilities Improvement,School Buildings,Accountability,Federal Legislation,Identification,Financial Support,Geographic Regions,Expenditures,School Construction,School Visitation,Public Officials,Administrator Attitudes,Federal Aid,School Security,Information Technology,Hazardous Materials,Charter Schools

Public school facilities primarily serve an educational role, and they also serve a civic role as voting places and emergency shelters. School districts collectively spend tens of billions of dollars each year on facilities construction needs at the nearly 100,000 K-12 public schools nationwide. About half (an estimated 54 percent) of public school districts need to update or replace multiple building systems or features in their schools, according to the Government Accountability Office's (GAO's) national survey of school districts. The Joint Explanatory Statement accompanying the Department of Defense and Labor, Health and Human Services, and Education Appropriations Act, 2019 and Continuing Appropriations Act, 2019 included a provision for GAO to study the condition of public school facilities. This report examines: (1) the common facility condition issues school districts identify in public schools and how they have done so; and (2) school districts' highest priorities for their school facility renovations and updates, and how districts and states fund them. GAO conducted a nationally representative survey of school districts and also surveyed 50 states and the District of Columbia; visited 55 schools in 16 districts across six states, selected for geographic variation and other characteristics; analyzed federal data on school district expenditures for capital construction projects; and interviewed federal, state, district, and school officials.
The Role of Special Education Services in an Equitable Multi-Level System of Supports
Author: Taylor, Carolyn Stanford
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Special Education,Positive Behavior Supports,Equal Education,Educational Quality,Instructional Effectiveness,Instructional Design,Documentation,Educational Finance,Individualized Education Programs,Students with Disabilities,Progress Monitoring,Eligibility,Federal Legislation,Educational Legislation,Regular and Special Education Relationship

For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social and emotional skills. This report answers questions related to the role of special education services in an equitable multi-level system of supports. The report is organized into four sections: (1) High Quality Instruction and Special Education Services; (2) Delivery and Receipt of Intervention Including Specially Designed Instruction; (3) Strategic Assessment and Collaboration; and (4) Documentation and Funding for Specially Designed Instruction. [This report was prepared by the Wisconsin Response to Intervention (RTI) Center.]