ethanporcaro/eric-fulltext-meta huggingface dataset:
How Money Matters for Schools. School Finance Series
Author: Baker, Bruce D.
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,Outcomes of Education,Public Schools,Resource Allocation,Educational Equity (Finance),Finance Reform,State Aid,Funding Formulas,Longitudinal Studies,Educational Resources,Educational Research,Elementary Secondary Education,Educational Quality

For decades, some politicians and pundits have argued that &quot;money does not make a difference&quot; for school outcomes. While it is certainly possible to spend money poorly, this viewpoint is strongly contradicted by a large body of evidence from rigorous empirical research. A thorough review of research on the role of money in determining school quality leads to the following three conclusions: (1) on balance, in direct tests of the relationship between financial resources and student outcomes, money matters; (2) schooling resources that cost money are positively associated with student outcomes; and (3) sustained improvements to the level and distribution of funding across local public school districts lead to improvements in the level and distribution of student outcomes. While money alone is not the answer to all educational ills, more equitable and adequate allocation of financial inputs to schooling provides a necessary underlying condition for improving the equity and adequacy of outcomes. This document presents a brief explanation of the goal of school finance reforms, followed by summaries of the main bodies of evidence that illustrate how equitable and adequate school funding improves student outcomes. It closes with information about how certain kinds of specific investments can help to achieve these outcomes. [For &quot;Revisiting the Age-Old Question: Does Money Matter in Education?,&quot; see ED528632. For &quot;Does Money Matter in Education? Second Edition,&quot; see ED563793. For the policy brief to this report, see ED606471.]
Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2017-01-01
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,National Standards,College Admission,Educational Attainment,Educational Environment,College Instruction,Research,Research Training,Quality Assurance,Governance,College Administration,Accountability,Student Recruitment,Information Management,Access to Information

The Commonwealth Minister for Education and Training has made new national standards for higher education in Australia -- the &quot;Higher Education Standards Framework (Threshold Standards) 2015&quot; (HES Framework). The new HES Framework will apply for regulatory purposes from 1 January 2017. From this date, all providers of higher education in or from Australia must meet and continue to meet the requirements of the new HES Framework. The purpose of this overview is to summarise the intent of the new HES Framework in plain language and to outline some key aspects of TEQSA's approach to regulation against the new Standards. A general overview of the regulatory implications of application of the new HES Framework is given, linked to specific discussion of the seven 'Domains' of the Standards within the HES Framework. The application guides and guidance notes will provide further information on TEQSA's requirements for regulatory assessments and TEQSA's differentiated model of assessment (known as 'core+'), as well as TEQSA's interpretations of the Standards within the HES Framework.
How Money Matters for Schools. School Finance Series. Research Brief
Author: Baker, Bruce
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Educational Finance,Outcomes of Education,Public Schools,Resource Allocation,Educational Equity (Finance),Finance Reform,State Aid,Funding Formulas,Educational Resources,Educational Research,Elementary Secondary Education,Educational Quality

This brief is based upon a report that reviewed research on the role of money in determining school quality. The research documents that resource investments matter for student outcomes, especially when they are directed to under-resourced districts and students from low-income families. The research also shows that spending resources in ways that reduce class sizes for young children and those with greater academic needs and that improve teacher quality have strong payoffs for outcomes. Finally, some research suggests that increasing and equalizing school funding may be most effective when it is part of a comprehensive set of efforts to improve teaching and learning. While money alone is not the answer to all educational ills, more equitable and adequate allocation of financial inputs to schooling provides a necessary underlying condition for improving the equity and adequacy of outcomes. [For the full report, see ED606469.]
Towards Practical Detection of Unproductive Struggle
Author: Fancsali, Stephen E.
Date: 2020-00-00
Type: Speeches/Meeting Papers
Subjects: Artificial Intelligence,Automation,Persistence,Intelligent Tutoring Systems,Alignment (Education),Mastery Learning,Mathematics Instruction,Prediction,Educational Technology

Extensive literature in artificial intelligence in education focuses on developing automated methods for detecting cases in which students struggle to master content while working with educational software. Such cases have often been called &quot;wheel-spinning,&quot; &quot;unproductive persistence,&quot; or &quot;unproductive struggle.&quot; We argue that most existing efforts rely on operationalizations and prediction targets that are misaligned to the approaches of real-world instructional systems. We illustrate facets of misalignment using Carnegie Learning's &quot;MATHia&quot; as a case study, raising important questions being addressed by on-going efforts and for future work. [This paper was published in: I. Bitencourt, M. Cukurova, K. Muldner, R. Luckin, &amp; E. Millan (Eds.), &quot;Proceedings of the 21st International Conference on Artificial Intelligence in Education&quot; (AIED 2020). Lecture Notes in Computer Science (LNCS, Vol. 12164 pp.92-97). Springer, Cham.]
Grading Policy in the Time of COVID-19: Considerations and Implications for Equity. Policy and Practice Brief
Author: Castro, Marina
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Grading,School Policy,Equal Education,School Districts,Access to Education,Educational Change,Educational Quality,Educational Improvement,COVID-19,Pandemics

The COVID-19 pandemic creates unprecedented conditions for K-12 teaching and learning, and education leaders everywhere are working quickly to make the best policy decisions possible. Knowing that the current context is dramatically different than previous school years and that students' access to learning from home varies, how should schools grade student performance? This brief from the California Collaborative on District Reform, &quot;Grading Policy in the Time of COVID-19: Considerations and Implications for Equity,&quot; explores some of the policy options California districts and other states have pursued, as well as considerations and tradeoffs related to equity. The pandemic serves as a reminder that achieving equity for all students has always been a challenge; differential access to learning threatens to exacerbate existing disparities among students, schools, and districts. But it also raises the question: What can we do to shift this current circumstance to transform a broken, inequitable system to one that provides a high quality education for all?
Closing the Gap: A Brief to the Fair Wages Commission -- Living Wage from the British Columbia Teachers&apos; Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Unions,Living Standards,Wages,Poverty,Foreign Countries,Public Policy,Federal Programs,State Programs

Wages below the living wage are poverty wages for many households. For decades, teachers have been clear about the damaging impact poverty has on childhood development in particular, as well as on individuals and communities as a whole. Teachers experience first-hand the impact that poverty has on children, how it leaves children more vulnerable in so many respects. Poverty means that some children have fewer chances to reach the full development of their human capacities. If education has the potential to be a great equalizer in society, then the persistence of poverty, especially among children, works to undermine its goals. British Columbia teachers have been proud to support the staged increase in the minimum wage to $15 across the province, in line with the opening recommendations of the Fair Wages Commission. With full implementation of this initial goal just two years away, teachers strongly support further increases to the minimum wage that would close the gap between it and the living wage.
Efficacy Validation of the Revised First Step Program: A Randomized Controlled Trial
Author: Feil, Edward G.
Date: 2020-01-00
Type: Reports - Research
Subjects: Preschool Children,Child Behavior,Early Intervention,At Risk Students,Program Effectiveness,Behavior Disorders,Screening Tests,Randomized Controlled Trials,Program Implementation,Outcome Measures,Aggression,Rating Scales,Teacher Student Relationship,Conflict

Disruptive behavior problems frequently emerge in the preschool years and are associated with numerous, long-term negative outcomes, including comorbid disorders. First Step is a psychosocial early intervention with substantial empirical evidence supporting its efficacy among young children (Walker et al., 2014). The present study reports on a validation study of the revised and updated First Step early intervention, called First Step Next (Walker, Stiller et al. 2015), conducted within four preschool settings. One hundred sixty students at risk for school failure, and their teachers, were randomized to intervention and control conditions. Results indicated coach and teacher adherence to implementing the core components of the program was excellent. Teachers and parents had high satisfaction ratings. For the three First Step Next pro-social domains, Hedges' g effect sizes ranged from 0.34 to 0.91. For the problem behavior domain, children who received the First Step Next intervention had significant reductions in teacher and parent-reported problem behavior as compared to children randomized to the control condition. For the problem behavior domain, Hedges' g effect sizes ranged from 0.33 to 0.63, again favoring the intervention condition. All of the domains were statistically significant. This study builds on the evidence base supporting the First Step intervention in preschool settings (Feil et al., 2014; 2016; Frey et al., 2015). [This paper will be published in &quot;Exceptional Children.&quot;]
Healthy, Resilient Schools: Cornerstones of Community and COVID-19 Recovery. Education Funding Brief 2021
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Public Schools,Public Health,Economic Factors,Educational Finance,Educational Needs,Foreign Countries,Financial Support,Safety,Teacher Recruitment,Teacher Persistence,Adult Education,Government Role,Special Education,Elementary Secondary Education,Grants,Resource Allocation,School Districts,Occupational Safety and Health,Educational Environment,Space Utilization,Trauma,Disability Identification,Expenditure per Student,Funding Formulas,Educational Resources,Lunch Programs,Breakfast Programs,Gardening,Child Care,Internet,State Government,Federal Government,COVID-19,Pandemics

The COVID-19 pandemic has upended life for students, teachers and everyone connected to public schools. The crisis has also exposed the fragilities of the economy in meeting the basic needs of all and highlighted the importance of the public sector, of community, and of care work. Schools are key public spaces of community and care. They must be protected and made more resilient both during and coming out of this public health crisis. In this unique, urgent context, British Columbia teachers are pleased to present their views on priorities for the 2021 provincial budget to the Select Standing Committee on Finance and Government Services. The British Columbia Teachers' Federation (BCTF) represents 43,000 teachers and associated professionals in public schools across British Columbia. This year, the brief to the Committee is focused on two categories of recommendation: those aimed at underlying, long-term issues in the public education system, and those arising from the intertwined public health and economic crises, labelled (COVID-19). In these challenging times, British Columbia has an opportunity to make the necessary and pressing improvements to public education that will re-orient public education funding to fully reflect the needs of students, classrooms, and schools as community hubs. Good will on the part of everyone in the system will surely allow for the establishment of a new equilibrium, where schools and students across the province have what they need to flourish and thrive.
Mind the Gap: International Student Tuition and COVID-19. BCTF Research Note
Author: Rozworski, Michal
Date: 2020-04-22
Type: Reports - Evaluative
Subjects: Foreign Students,Tuition,School Closing,Crisis Management,Foreign Countries,Budgeting,Retrenchment,Hygiene,Income,School Districts,Job Layoff,Public Health,COVID-19,Pandemics

The COVID-19 pandemic has upended public education systems around the world. Schools are shut, children are at home, and teachers and parents are anxiously waiting for what comes next. In British Columbia, trustees in many school districts are also considering budget cuts for the 2020-21 school year in advance of an expected and precipitous drop in international students--and international tuition revenue. Such cuts, however, would be very damaging, both to public education and economic recovery. Physical distancing necessary to keep children and education workers safe will require more, not, less staffing and supports. Public spending will be the driving force in getting societies out of the deepest economic crisis since the Great Depression. In this situation, budget cuts and any resulting job losses are the last thing school districts should be considering. Instead, the provincial government should cover any revenue losses of school districts due to lower numbers of international students coming to British Columbia for the upcoming school year. In the long term, the provincial Ministry of Education should create a provincial international student program that overcomes the current system of competition and inequity between districts.
Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done. Research Brief
Author: Levin, Stephanie
Date: 2020-05-14
Type: Reports - Research
Subjects: Principals,Administrator Responsibility,Administrator Attitudes,Persistence,Work Environment,Labor Turnover,Salaries,Accountability,High Stakes Tests,Decision Making,Barriers,Professional Development,Compensation (Remuneration),Evaluation Methods,Feedback (Response),Mentors,Professional Autonomy,Administrator Education,Federal Aid,State Aid,Educational Legislation,Elementary Secondary Education,Federal Legislation,Institutional Characteristics,Poverty,Rural Schools,Suburban Schools,Urban Schools,Higher Education,Debt (Financial)

Research shows that school functioning and student achievement often suffer when effective principals leave their schools and that principal retention is related to the conditions they experience in five areas: working conditions, compensation, accountability, decision-making authority, and professional learning. A recent NASSP-LPI study examined reasons for principal turnover using a national survey supplemented by focus groups that asked principals about the conditions in their schools and their intentions to leave their positions. This brief summarizes the study findings and suggests specific strategies that districts, states, and the federal government may want to consider to address factors most likely to influence principal mobility. [For the full report, see ED606481.]
Supporting a Strong, Stable Principal Workforce: What Matters and What Can Be Done. Research Report
Author: Levin, Stephanie
Date: 2020-05-14
Type: Reports - Research
Subjects: Principals,Administrator Responsibility,Administrator Attitudes,Persistence,Work Environment,Labor Turnover,Salaries,Accountability,High Stakes Tests,Decision Making,Barriers,Professional Development,Compensation (Remuneration),Evaluation Methods,Feedback (Response),Mentors,Professional Autonomy,Administrator Education,Federal Aid,State Aid,Educational Legislation,Elementary Secondary Education,Federal Legislation,Institutional Characteristics,Poverty,Rural Schools,Suburban Schools,Urban Schools,Higher Education,Administrator Characteristics,Debt (Financial)

Strong and stable school leadership is critical for success in schools across the nation. The duties of the principal are many and varied. Principals, for example, can oversee instruction, purchase curricular materials and supplies, and provide professional learning and supports for teachers. Carrying out these duties effectively makes a difference for student achievement and graduation. Principal leadership also impacts teacher satisfaction and teacher turnover. Unfortunately, many schools do not have stable principal leadership. To better understand the phenomenon of principal turnover, the National Association of Secondary School Principals (NASSP) and the Learning Policy Institute (LPI) collaborated on a study. The survey and focus groups asked principals about their intentions to stay in the principalship, as well as the extent to which they experience conditions that research has shown to be related to principal retention and turnover. This report discusses the following findings: (1) Survey and focus group responses reflected national concerns about principal turnover; (2) Working conditions and district supports related to working conditions emerged as major concerns; (3) Principals' compensation and financial obligations were related to their mobility plans; (4) High-stakes accountability systems and evaluation practices can discourage some principals from remaining in their school or position; (5) A lack of decision-making authority was a concern for some principals; and (6) Many principals reported facing obstacles to professional learning opportunities. [For the research brief, see ED606480.]
Addressing IEP Goals through the Arts and Increasing Engagement in Students, Teachers, and Paraeducators with Universal Design for Learning
Author: Joyal, Suzanne
Date: 2020-08-00
Type: Dissertations/Theses - Masters Theses
Subjects: Individualized Education Programs,Art Education,Access to Education,Paraprofessional School Personnel,Students with Disabilities,School Closing,Distance Education,Freehand Drawing,Portraiture,Special Education,Suburban Schools,High Schools,Stakeholders,Learner Engagement,Learning Disabilities,Student Educational Objectives,COVID-19,Pandemics

This study explored ways in which the arts could be infused into the day-to-day practices of special education teachers and paraeducators to support them in addressing Individual Education Plan (IEP) goals. This study further explored the impact of positive or negative help from teachers, nurses and paraeducators on student engagement. Due to changes in the field (indefinite school closures), half of this project employed remote learning. Findings of the unexpected benefits of observational drawing and portraiture through remote learning were also explored. A communitarian approach to Universal Design for Learning was introduced to two special education classrooms on a suburban high school campus. This intrinsic case study focused on interactions with stakeholders (students experiencing disabilities, teachers, paraeducators, and one-on-one nurses) to better understand their experiences working together. Tools designed to help educators address Individual Education Plans through a creative lens included a template for addressing an IEP goal through a universal design for learning three-step process, a multiple choice survey to help students understand their own learning needs, and a cloud-based ARTS Bank of creative resources for educators to apply to IEPs. Teachers in this project noticed student attention and engagement triple when approaching IEPs through the arts.
2013/14-2017/18 Transfer Students: Profile and Performance
Author: British Columbia Council on Admissions and Transfer (BCCAT) (Canada)
Date: 2020-06-00
Type: Reports - Research
Subjects: Foreign Countries,College Transfer Students,Student Characteristics,College Credits,College Admission,Foreign Students,Canada Natives,Age,Sex,Grade Point Average,Graduation Rate,Time to Degree,Intellectual Disciplines,Colleges,Geographic Regions,Credentials,Academic Achievement

This report examines transfer student pathways and performance from British Columbia (BC) Transfer System institutions into BC's public research-intensive universities: Royal Roads University (RRU), Simon Fraser University (SFU), Thompson Rivers University (TRU), University of British Columbia (UBC), University of Northern British Columbia (UNBC), and University of Victoria (UVIC). The analysis uses data from the 2013/14 academic year through to the 2017/18 academic year. The British Columbia Council on Admissions and Transfer (BCCAT) has commissioned similar reports for nearly 30 years, with the latest editions completed in 2010 and 2015. These reports have found utility among several audiences. Sending institutions may use the information in their curriculum and student success planning, as well as in student recruiting, while receiving institutions may use the information to evaluate transfer student success or to refine admission requirements. This report highlights both the continued overall success of transfer students following their transfer to research universities, and the ongoing change in how students transfer within BC's post-secondary system, as institutions change and new pathway options become available. The report begins with a description of the background of the research project and a description of the research methodology. The results of the data analysis are then presented in three parts: a profile of transfer student demographics and activity, a comparison of the academic performance of direct entry students and transfer students, and a comparison of transfer student and direct entry students in specific courses. [This report was prepared by Plaid Consulting. For &quot;BC Transfer Students: Profile and Performance Report (2008/09-2012/13),&quot; see ED573313.]
Higher Ambitions: How America Plans for Post-Secondary Education
Author: Sallie Mae Bank
Date: 2020-00-00
Type: Reports - Research
Subjects: Postsecondary Education,High School Students,Paying for College,Parent Financial Contribution,Parent Attitudes,Expectation,Decision Making,Parent Aspiration,Parent Background,Educational Attitudes,Occupational Aspiration,Academic Aspiration,Educational Finance,Money Management,Planning

Sallie Mae partnered with Ipsos, a global independent market research company, to introduce this new study. The study focuses on how high school students and their parents are planning for higher education. In addition, it examines the value students and their families place on higher education and, among those who plan to attend, how they are preparing for post-secondary education and how they expect to pay for it. Interviews were conducted online in English between January 8, 2020 and January 17, 2020. The survey sample comprised a cross-section of key demographic variables of: (1) 1,503 parents of high school students; and (2) 1,507 high school students from the continental U.S., Alaska and Hawaii. This report includes a full set of response tables associated with each itemized question. [Research for this report was conducted by Ipsos. For the results of the adjunct survey, see &quot;Higher Ambitions: The Effect of COVID-19 on How Families Plan for Post-secondary Education&quot; (ED606488).]