ethanporcaro/eric-fulltext-meta huggingface dataset:
COVID-19 Impact on Group Invariance Property of Equating
Author: Kim, Dong-In
Date: 2022-04-23
Type: Speeches/Meeting Papers
Subjects: COVID-19,Pandemics,Test Format,Equated Scores,Test Items,Scoring,Evaluation Methods,Item Response Theory,Grade 6,Grade 8,Language Arts,Mathematics,Evaluation Criteria

In test equating, one critical equating property is the group invariance property which indicates that the equating function used to convert performance on each alternate form to the reporting scale should be the same for various subgroups. To mitigate the impact of disrupted learning on the item parameters during the COVID-19 pandemic, a pre-equated approach was frequently implemented for student scoring in the spring 2021 administration of large-scale assessments. This study examines how much the group invariance property was satisfied for various subgroups when pre-equating was applied to large-scale assessments in spring 2021. While most studies for invariance property have been for post-equating, this study investigated the invariance property with pre-equating. Due to the potential impact on live calibration and equating, many large-scale assessment programs have opted to reuse previously administered forms and applied pre-equating rather than developing new forms and post-equating in 2021. This study included grades 6 and 8 ELA and Math from a spring 2021 large-scale assessment program and examined the invariance property for four subgroups: gender, SES, ethnicity, and LEP. Three different scoring methods were studied: unrounded equated scores, rounded equated scores, and MLE as IRT pattern scoring. As evaluation criteria, RMSD and REMSD indices were included (Dorans &amp; Holland, 2000). The effect size was also used for evaluating the equating function differences between each subgroup's categories and the population. Invariance property is often studied when post-equating is performed with alternate forms under common (i.e., anchor) item design. In this case, the quality and number of anchor items between alternate forms influence the equating results and invariance property. In general, if anchors are close to a minimal test version, equating results can be better with many anchor items. Pre-equating design fully satisfies the requirement of the maximum number of anchor items because all items can be used as anchor items. Therefore invariance property can be better achieved than post-equating with some common items under the same condition. RMSD and REMSD values for ELA, where students' performances were not much impacted by the pandemic, showed the same results. However, there were some deviations in the invariance property for Math where students' performances appeared to be impacted.
Dual Language Learners in Early Care and Education
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Young Children,Bilingual Students,Second Language Learning,English (Second Language),Native Language,Second Languages,Family Environment,Access to Education,English

Access to quality early care and education is particularly important for dual language learners (DLLs), as these years represent an important window for exposure and initial development of both English and their home languages. This fact sheet presents information about children under the age of 6 growing up speaking a language other than English at home. Disparities between DLL households and English language households in accessing high-quality, affordable, early care and education options are highlighted.
COVID-19 Transfer, Mobility, and Progress: First Two Years of the Pandemic Report. Ninth in the Series
Author: Causey, J.
Date: 2022-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,College Transfer Students,Student Mobility,Enrollment Trends,Academic Persistence,Transfer Rates (College),Reverse Transfer Students,Age Differences,Community College Students,Gender Differences,Racial Differences,Trend Analysis,White Students,Hispanic American Students,African American Students,Asian American Students,Rural Schools,Black Colleges,Minority Serving Institutions

The COVID-19 Transfer, Mobility, and Progress report series aims to identify the ways in which the pandemic is changing transfer pathways across higher education. The pandemic's impacts on transfer enrollment shifted as the pandemic progressed, with transfer pathways and student groups showing diverging patterns over time. As the ninth issue in the series, this report summarizes notable changes in transfer enrollment and persistence post-transfer over a two-year period, with results broken out by academic year, student characteristics, and institution type and selectivity. In addition to the minority-serving institutions analyzed in previous editions, such as Historically Black Colleges and Universities (HBCUs) and Hispanic-Serving Institutions (HSIs), this report offers a new analysis of Rural-Serving Institutions (RSIs) to gain insight to how transfer pathways were impacted in rural communities over the last two years. The analysis of RSIs unpacks the broad category of four-year institutions to provide deeper understanding of the sharp decline in upward transfers and the stabilization in lateral transfers between four-year institutions--two notable trends in the second year of the pandemic. The findings in this report are based on a fixed panel of institutions representing 89.9 percent of the Clearinghouse universe of institutions, where over 13 million undergraduate students were enrolled, including 2 million transfer students, during the 2021-22 academic year as of June, 2022. Throughout the report, &quot;pandemic year 1&quot; refers to academic year 2020-21 and &quot;pandemic year 2&quot; refers to academic year 2021-22 whereas academic year 2019-20 is referred to as &quot;pre-pandemic year.&quot; [For &quot;COVID-19 Transfer, Mobility, and Progress: Academic Year 2020-2021 Report. Fifth in the Series,&quot; see ED616263.]
English Learners and Homelessness
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2022-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Homeless People,Enrollment,Kindergarten,Elementary School Students,Secondary School Students,School Districts,Public Schools,Federal Legislation

Under the McKinney-Vento Act, students who experience homelessness have the right to remain in their school of origin or to immediate enrollment in a new school. Eligible English learners (ELs) who are homeless have the right to access language assistance services. States must ensure that homeless children and youths have equal access to free, appropriate public education. Every public school district must assign a local homeless education liaison, also called a McKinney-Vento liaison, to ensure that homeless children and youths are identified and that they are informed of and have access to all services to which they are entitled. This fact sheet provides figures on: (1) Percentage of Enrolled Homeless Students Who Are English Learners: 2018-19 School Year; (2) Percentage of Students Who Experienced Homelessness by English Learner Status: 2016 to 2019; and (3) Number and Percentage of Homeless Students among K-12 Students by Public School District Geographic Locale: School Year 2016-17. [For the 2020 edition of this fact sheet, see ED613112.]
High School Benchmarks 2022: National College Progression Rates
Author: National Student Clearinghouse Research Center
Date: 2022-10-27
Type: Numerical/Quantitative Data
Subjects: High School Graduates,Access to Education,College Attendance,Academic Persistence,Benchmarking,College Enrollment,High Schools,Data,Minority Group Students,Family Income,STEM Education,Graduation Rate,Educational Attainment

This tenth annual High School Benchmarks Report provides updated data on high school graduates' college access, persistence, and completion outcomes. This report was designed with several features particularly tailored to secondary education practitioners and policymakers. First, results presented in this report update last years' findings on high school graduates' enrollment in a college or university, persistence from first to second year, and eventual completion of a postsecondary degree. As a result, these metrics provide relevant benchmarks that secondary education practitioners can use to evaluate and monitor progress in assisting students to make the transition from high school to college. Second, these outcomes were disaggregated by several high school characteristics, which include income level, minority enrollment, and locale. This was done to ensure that the postsecondary outcomes provided can be relevant to the specific needs and characteristics of different types of high schools. Finally, in addition to providing the updated benchmarking figures for high schools, the enrollment, persistence, and completion data are more complete than other data sources because it covers all postsecondary enrollments. Specifically, National Student Clearinghouse data captures all patterns of enrollment and completion, regardless of which postsecondary institution students attend (e.g., out of state, private, public, or for-profit institutions) and regardless of transfers. [For the 2021 report, see ED620651.]
PDP Insights: Credit Accumulation and Completion Rates among First-Year College Students
Author: Odle, T. K.
Date: 2022-08-00
Type: Reports - Research
Subjects: College Freshmen,College Credits,Academic Achievement,Achievement Gap,Time to Degree,Gender Differences,Racial Differences,College Transfer Students,Majors (Students)

The Postsecondary Data Partnership (PDP) is a service of the National Student Clearinghouse established in 2017 to empower institutions with more comprehensive data, easier analysis, centralized reporting functions, and interactive visualizations. Since its inception, over 500 colleges and universities have participated in the PDP. The 2022 PDP Insights report focuses on two primary metrics: students' first year credit completion ratio (CCR) and credit accumulation rate (CAR). The CCR is the ratio of credits earned to credits attempted. This measure of student success and credit attainment can provide insights into students' overall course completion outcomes and measure the efficiency of students' movement through coursework. The CAR directly measures students' timely accumulation of college credits by identifying the share of students who surpassed specific credit-hour thresholds within a given period. This early momentum measure can offer insights into students' progression toward degree completion and provide indicators of when and where gaps in ultimate degree attainment between groups may begin. Students in this analysis are first-time (including first-time in college and first-time, transfer-in), degree-seeking students entering a PDP-participating institution in the 2019-20 cohort.
Undergraduate Degree Earners: Academic Year 2020-21. Eighth in the Series
Author: Karamarkovich, S.
Date: 2022-06-00
Type: Numerical/Quantitative Data
Subjects: Undergraduate Study,Bachelors Degrees,Associate Degrees,Credentials,Educational Certificates,Educational Background,College Graduates,Student Characteristics,Trend Analysis,Age Differences

The Undergraduate Degree Earners report series, published annually, provides demographic and educational profile data for all students graduating with an undergraduate credential each year. Undergraduate credentials may include associate and bachelor's degrees and certificates. In the current report, graduates in the 2020-21 academic year are profiled, with a focus on first-time versus non-first-time graduates, and changes in demographics and education credentials received over the last nine academic years, since 2012-13. The appendix provides state-level and regional trends, in addition to the national graduate profiles by age and type of credential received. [For the seventh report in the series, see ED613165.]
Charter Schools Falling 2021-2022: Enrollment in Charter Schools Declines. An NPE Analysis
Author: Burris, Carol
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Enrollment,School Choice,Admission (School),COVID-19,Pandemics,Virtual Schools,Federal Programs,Federal Aid,Educational Finance

Demand for charter schools is declining. In sixteen of the forty-one states that have published 2021-2022 enrollment numbers, charter school enrollment has dropped, in some cases, by substantial amounts. In an additional six states, charter enrollment has stalled with increases of fewer than 200 students in charter schools across the state. Using the 2020-2021 charter enrollment numbers provided by the National Alliance for Public Charter Schools (NAPCS) as the comparison year, this report analyzes charter enrollment data for each state. Data were available, from each state's education department websites, publications or via email or phone contact, for 41 of the 43 states operating charter schools and the District of Columbia. Two states, Tennessee and Washington, were not included because they have not publicly released enrollment data as yet.
2021-2022 Annual Report Guidelines for New York State Charter Schools. Updated
Author: New York State Education Department
Date: 2022-07-19
Type: Guides - Non-Classroom
Subjects: Charter Schools,Annual Reports,Financial Audits,Budgets,Trustees,Enrollment,School Holding Power,Teacher Certification,Administrative Organization,School Schedules,Elementary Secondary Education

By August 1 of each year, each charter school in New York State is required by law to complete and submit an Annual Report to the New York State Education Department's Charter School Office (NYSED CSO) and to the school's charter entity. The 2021-2022 Annual Report Guidelines include general instructions for submission, report content requirements, and key inquiries that highlight academic, organization, and fiscal performance, as well as the extent to which a school is meeting the requirements of its charter. These Guidelines are intended to walk schools through and supplement the prompts in the online Annual Report Portal. A charter school's Annual Report provides information about its performance over the prior academic year, as well as a report on progress toward performance goals agreed upon in the charter contract. The components to be included in each section of the Annual Report are outlined in these Guidelines. [For the 2020-2021 report, see ED613166.]
Education Support Professionals as Partners in Improving School Climate. Policy Update. Vol. 29, No. 8
Author: Fleischer, Darren
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Teacher Aides,School Personnel,Paraprofessional School Personnel,Resource Staff,Educational Environment,Educational Improvement,Professional Development,Recognition (Achievement),Social Support Groups,Career Pathways,Beginning Teachers,Individualized Education Programs,Promotion (Occupational),Empowerment

There are many types of jobs under the heading education support professionals (ESPs): paraeducators, technical service workers, skilled trade workers, and health workers. Making up about one third of the public education workforce from early education through college, ESPs not only ensure that schools run smoothly, they also play a role in supporting the whole child. Schools are facing major challenges: staff shortages, student trauma, opportunity gaps, and students' sense of disconnection from their schools. ESPs are an untapped resource for addressing these challenges. They should be included in whole-child policies and practices designed to improve students' educational experiences, and state boards are in a position to champion them as partners. This policy update discusses opportunities for recognition and support of ESPs and questions state boards can ask to examine working conditions ESPs face and opportunities for making better use of their skills and capacity.
States Sketch &apos;Portraits of a Graduate.&apos; State Innovations. Vol. 27, No. 1
Author: Norville, Valerie
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: High School Graduates,Profiles,Graduation Requirements,State Policy,Educational Policy,Competency Based Education

Several state boards of education have adopted graduate profiles or portraits to better define the skills and knowledge students should master before they graduate high school. This report discusses the graduate profiles developed by the following states: South Carolina, Utah, Virginia, and Washington. While their entry points and approaches to the work differ, these states have all drawn up profiles that many call the North Star of their state education systems. Particularly since the federal Every Student Succeeds Act (ESSA) opened the door to state-specific accountability measures, states have searched for ways to better shape and communicate the elements of school and system performance that more holistically reflect what preK-12 students should be able to know and do upon graduation. Profiles of a graduate provide the broad strokes for a range of skills and dispositions that go well beyond reading and math. In creating them, states have sought to respond to the critique that a high school diploma is not sufficient to prepare all students to engage in the next steps in work, postsecondary education, and life.
NORDSCI International Conference Proceedings: 5th Anniversary Edition (Sofia, Bulgaria, October 17-19, 2022). Book 1. Volume 5
Author: NORDSCI
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Second Language Learning,Second Language Instruction,Educational Policy,Health Services,Educational History,Educational Sociology,Teaching Methods,Linguistics,Diachronic Linguistics,Social Change,Linguistic Theory,Social Structure,Language Styles,Special Education,Slavic Languages,Elementary Secondary Education,Foreign Countries,Classroom Techniques,Teacher Burnout,Health Personnel,Job Satisfaction,Older Adults,Human Resources,Art Education,Social Media,Tribes,COVID-19,Pandemics,Family Work Relationship,Cross Cultural Studies,Depression (Psychology),Cultural Education,News Reporting,Preferences

This volume includes three sections of the 2022 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; and (3) Sociology and Healthcare. Education and Educational Research includes 7 papers covering a full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. The category covers also pedagogy and special education. Language and Linguistics includes 3 papers related to theoretical, literary and historical linguistics as well as stylistics and philology. Sociology and Healthcare includes 11 papers related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]
2022 Fordham Sponsorship Annual Report
Author: Thomas B. Fordham Foundation
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Annual Reports,Institutional Mission,Institutional Evaluation,Outcomes of Education,Educational Improvement,Educational Policy,Accountability,Charter Schools,Elementary Secondary Education,Academic Achievement,School Turnaround,Proprietary Schools,Governance,Portfolios (Background Materials),School Effectiveness,Educational Indicators,Institutional Characteristics,Compliance (Legal),State Departments of Education,School Closing,Educational Planning,COVID-19,Pandemics

The latest edition of the Thomas B. Fordham Foundation's sponsorship annual report highlights our work during the 2021-22 school year, overseeing twelve schools that served 5,500 students in four Ohio cities. We value this opportunity to keep stakeholders and the public informed about our efforts, and provide information on each of the schools that we sponsor. The report also highlights the most significant projects produced by our research teams at the Thomas B. Fordham Institute's Ohio and national offices. Our goal is to provide a transparent look at the performance of our portfolio of schools. We hope that you will find the report informative. [For the 2021 report, see ED616336.]
Why Massachusetts Should Be a Leader in Encouraging Education Entrepreneurship and Innovative K-12 Learning Models. Policy Brief
Author: McDonald, Kerry
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Leadership,Entrepreneurship,Education,Educational Innovation,Elementary Secondary Education,Learning,Models,Small Schools,Educational Policy,Nontraditional Education

JEM Learning is a new microschool community that provides families with a child-centered alternative to both traditional public and private schools. Microschools like JEM Learning are small, multi-age learning communities with paid educators that are reminiscent of the one-room schoolhouse model. They were gaining traction prior to 2020, but their popularity has soared amidst the education disruption of the past few years. In Massachusetts, numerous microschool collaboratives have sprouted, offering more individualized learning options and paving a pathway for a more bottom-up, decentralized education model. This policy brief urges Massachusetts policymakers to encourage the proliferation and progress of non-traditional models that offer families creative, flexible, personalized and low-cost private education options.
Blueprint for an AI Bill of Rights: Making Automated Systems Work for the American People
Author: White House, Office of Science and Technology Policy (OSTP)
Date: 2022-10-00
Type: Guides - General
Subjects: Artificial Intelligence,Algorithms,Privacy,Information Security,Automation,Civil Rights,Federal Legislation,Public Policy,Risk,Data Collection,Data Use,Racial Discrimination,Gender Discrimination,Social Discrimination,Confidentiality,Access to Information

Among the great challenges posed to democracy today is the use of technology, data, and automated systems in ways that threaten the rights of the American public. Too often, these tools are used to limit our opportunities and prevent our access to critical resources or services. These problems are well documented. In America and around the world, systems supposed to help with patient care have proven unsafe, ineffective, or biased. Algorithms used in hiring and credit decisions have been found to reflect and reproduce existing unwanted inequities or embed new harmful bias and discrimination. Unchecked social media data collection has been used to threaten people's opportunities, undermine their privacy, or pervasively track their activity--often without their knowledge or consent. To advance President Biden's vision, the White House Office of Science and Technology Policy has identified five principles that should guide the design, use, and deployment of automated systems to protect the American public in the age of artificial intelligence. &quot;The Blueprint for an AI Bill of Rights&quot; is a guide for a society that protects all people from these threats--and uses technologies in ways that reinforce our highest values. Responding to the experiences of the American public, and informed by insights from researchers, technologists, advocates, journalists, and policymakers, this framework is accompanied by a technical companion--a handbook for anyone seeking to incorporate these protections into policy and practice, including detailed steps toward actualizing these principles in the technological design process. These principles help provide guidance whenever automated systems can meaningfully impact the public's rights, opportunities, or access to critical needs.