ethanporcaro/eric-fulltext-meta huggingface dataset:
Poised for the Unknown: A Responsive Grantmaking Strategy for Teaching and Learning. Principles for Effective Education Grantmaking. Case Study No. 19
Author: Otto, Rafael
Date: 2020-10-00
Type: Reports - Research
Subjects: Grants,Philanthropic Foundations,Private Financial Support,Educational Finance,Educational Change,Equal Education,Racial Discrimination,COVID-19,Pandemics,Elementary Secondary Education

How can funders create a grantmaking strategy that puts them in a position to quickly and effectively respond to unpredictable challenges? This case study follows strategy redevelopment for The William and Flora Hewlett Foundation's education program. The re-envisioning of the strategy ensured the education program team could be nimble and proactive throughout the spring and summer of 2020, in response to the pandemic and renewed attention to racial injustice.
Data Security: Recent K-12 Data Breaches Show That Students Are Vulnerable to Harm. Report to the Republican Leader, Committee on Education and Labor, House of Representatives. GAO-20-644
Author: Nowicki, Jacqueline M.
Date: 2020-09-00
Type: Reports - Research
Subjects: Information Security,Computer Security,Student Records,Elementary Secondary Education,Risk,Disclosure,Public Schools,School Districts,Data Collection,School Closing,Distance Education,COVID-19,Pandemics,Incidence

A cybersecurity incident is an event that actually or potentially jeopardizes a system or the information it holds. When a student's personal information is disclosed, it can lead to physical, emotional, and financial harm. Organizations are vulnerable to data security risks, including over 17,000 public school districts and approximately 98,000 public schools. As schools and districts increasingly rely on complex information technology systems for teaching, learning, and operating, they are collecting more student data electronically that can put a student's information, including PII, at risk of disclosure. The closure of schools and the sudden transition to distance learning across the country due to the Coronavirus Disease 2019 (COVID-19) pandemic also heightened attention on K-12 cybersecurity. The Government Accountability Office (GAO) was asked to review the security of K-12 students' data. This report examines: (1) what is known about recently reported K-12 cybersecurity incidents that compromised student data; and (2) the characteristics of school districts that experienced these incidents. GAO analyzed data from July 1, 2016 to May 5, 2020 from the Cybersecurity Resource Center (CRC) (the most complete source of information on K12 data breaches). CRC is a nonfederal resource sponsored by an educational technology organization that has tracked reported K-12 cybersecurity incidents since 2016. GAO also analyzed 2016-2019 Department of Education data on school district characteristics (the most recent available), and interviewed experts knowledgeable about cybersecurity.
Education Policy &amp; the California Chartered Sector: Conversations in Minnesota with Eric Premack, Charter Schools Development Center, Sacramento CA. Policy Perspectives
Author: Kolderie, Ted
Date: 2013-11-00
Type: Reports - Descriptive
Subjects: Educational Policy,Charter Schools,State Policy,Common Core State Standards,State Legislation,Educational Legislation,Educational Development,Federal Legislation,Standardized Tests,Alternative Assessment,Educational Innovation,21st Century Skills,STEM Education,Home Schooling

Eric Premack grew up in Minneapolis; graduated from Washburn High School. After graduate school in public policy he went to California; worked initially with the Office of the Legislative Analyst where he was assigned to education finance; then worked as a consultant in the field. In 1991 he began making people in California aware of the chartering legislation then just enacted in Minnesota, and became involved with passage of the charter legislation in California in 1992. He set up Charter Schools Development Center (CSDC) as a support organization for the chartered sector in California. About 40 percent of the schools in this largest chartered-school sector in America work with his organization. He is close to the key actors in California education policy. This report contains notes from several discussions with Eric, partly about chartering but also about the important new directions in K-12 policy generally in America's largest state. The notes highlighted in this report are significant for the developing education-policy discussion in the state of Minnesota.
Disaster Recovery: COVID-19 Pandemic Intensifies Disaster Recovery Challenges for K-12 Schools. GAO-21-62R
Author: Nowicki, Jacqueline M.
Date: 2020-10-14
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,School Closing,Disease Control,Natural Disasters,Federal Aid,Crisis Management,Emergency Programs,Federal Programs,Mental Health,Trauma,Time,Burnout,Barriers,Costs,Grants,Needs Assessment

More than 260 presidentially-declared major disasters have occurred since 2017, affecting every state and several U.S. territories, according to the Federal Emergency Management Agency (FEMA). Many of these natural disasters have had devastating effects, including rendering K-12 school facilities unusable for extended periods of time. These schools are now experiencing the compounding challenge of recovering from these natural disasters while managing effects of the Coronavirus Disease 2019 (COVID-19). Social distancing practices and building closures are meant to keep staff and students safe, but may also complicate recovery efforts for disaster-affected districts. The Additional Supplemental Appropriations for Disaster Relief Act of 2019 provided funds for the Government Accountability Office (GAO) to audit issues related to presidentially-declared major disasters that occurred in 2018. GAO reviewed: (1) how the COVID-19 pandemic has affected schools recovering from recent natural disasters; and (2) support the U.S. Department of Education (Education) has provided to help schools recover from recent natural disasters and how the COVID-19 pandemic has affected schools' use of these resources. In April 2020 GAO adjusted the scope of their work on school communities' recovery efforts from recent natural disasters to refocus on how such efforts were affected by the COVID-19 pandemic. They interviewed 29 local education officials representing over 50 school districts in California, Commonwealth of the Northern Mariana Islands, Florida, and Hawaii, which were selected because they were affected by a diverse set of major natural disasters in 2018 that occurred in a mix of populated and less-populated areas. In addition, through a national school superintendents association, GAO convened a discussion group of seven district leaders who have experienced natural disasters and mentor other affected districts. They also reviewed 24 articles published in academic journals related to children recovering from natural disasters and interviewed several of the authors. Finally, GAO reviewed federal guidance and interviewed Education officials. They conducted this performance audit from October 2019 to October 2020 in accordance with generally accepted government auditing standards. Those standards require that GAO plan and perform the audit to obtain sufficient, appropriate evidence to provide a reasonable basis for findings and conclusions based on their audit objectives. They believe that the evidence obtained provides a reasonable basis for the findings and conclusions based on the audit objectives.
Homeschooling Experiences and Opinions during the COVID-19 Pandemic: 2020 Schooling in America. Wave 1 (May 22-June 2, 2020)
Author: DiPerna, Paul
Date: 2020-00-00
Type: Reports - Research
Subjects: Home Schooling,COVID-19,Pandemics,School Closing,Racial Differences,Ethnicity,Parent Attitudes,Educational Environment,Barriers,Child Safety,Elementary Secondary Education,Public Schools,Charter Schools,Private Schools,Decision Making,Institutional Characteristics,Preferences,Social Influences

Unlike previous years of our &quot;Schooling in America&quot; survey project, our researchers are releasing multiple sets of results in a new, chart-focused format. This report is focused on questions we asked about families' homeschooling experiences and their opinions about homeschooling during the pandemic. We also include breakouts to show similarities and differences among racial/ethnic communities.
A Method for Identifying Salary Spiking: An Assessment of Pensionable Compensation and Reform in Illinois. Working Paper No. 238-0620
Author: Goldhaber, Dan
Date: 2020-06-00
Type: Reports - Research
Subjects: Retirement Benefits,Teacher Retirement,Teacher Salaries,Incidence,Compensation (Remuneration),Finance Reform,Financial Policy,State Policy,Public School Teachers

Defined benefit (DB) pension systems determine the size of pension payments using an employee's &quot;final average salary&quot;. Thus, employees enrolled in DB pension systems face an incentive to &quot;salary spike&quot; -- strategically increase late career pensionable compensation -- to increase their retirement income. This is an important issue given that public pension systems face increasing scrutiny due to ongoing concerns about their fiscal sustainability. This paper develops an empirical method to quantify the prevalence of salary spiking by identifying cases where end-of-career compensation deviates from expected levels of compensation. We apply this method to the teacher pension systems in Illinois and examine how salary spiking changed in response to policy reform. The results suggest that salary spiking is very common, with about half of late career employees observed as having pensionable compensation that exceeds expectations. Policies designed to dissuade salary spiking by internalizing its costs across districts appear to reduce the prevalence of salary spiking, but there may be unintended consequences for individuals who are &quot;not actually spiking,&quot; as such discouraging the assignment of supplementary responsibilities to late career employees.
Room for Improvement? Mentor Teachers and the Evolution of Teacher Preservice Clinical Evaluations. Working Paper No. 239-0620
Author: Goldhaber, Dan
Date: 2020-06-00
Type: Reports - Research
Subjects: Student Teaching,Cooperating Teachers,Teaching Conditions,Teacher Effectiveness,Student Teachers,Student Improvement,Student Teacher Evaluation

The clinical teaching experience is one of the most important components of teacher preparation. Prior observational research has found that more effective mentors and schools with better professional climates are associated with better preparation for teacher candidates. We test these findings using an experimental assignment of teacher candidates to placement sites in two states. Candidates who were randomly assigned to higher quality placement sites experienced larger improvements in performance over the course of the clinical experience, as evaluated by university instructors. The findings suggest that improving clinical placement procedures can improve the teaching quality of candidates.
Apprenticeship Infographic Report: Results from the 2017 BC Student Outcomes Survey of Former Apprenticeship Students
Author: BC Student Outcomes (Canada)
Date: 2020-05-20
Type: Reports - Research
Subjects: Foreign Countries,Apprenticeships,Postsecondary Education,Student Attitudes,Student Surveys,Outcomes of Education,Program Effectiveness,Student Experience,Workplace Learning,On the Job Training,Females,Student Characteristics,Student Satisfaction,Educational Quality,Instructional Materials,Skilled Occupations,Employment Patterns

The apprenticeship training system in British Columbia (BC) includes public post-secondary institutions, the Industry Training Authority (ITA), private training institutions, and employers. Currently, apprenticeship training is available in more than 100 trades, including 49 Interprovincial Red Seal trades. The majority of apprenticeship training is provided on-the-job, while approximately 20 percent is delivered as in-class technical training through a postsecondary institution or private training provider. The majority of apprenticeships require a minimum of four years to complete, though they vary by occupation, ranging from one to five years. A successful apprentice is one who completes the in-school technical training and the required work hours, passes examinations, and is recommended for certification by their sponsoring employer to earn a &quot;ticket&quot; in a skilled trade. That credential, a Certificate of Qualification (C of Q), is issued by the Industry Training Authority on behalf of the Province of British Columbia. Former apprenticeship students are surveyed as part of BC Student Outcomes, an ongoing research program that gathers information from former students for B.C.'s public postsecondary institutions, the ITA, and the Province of British Columbia. This report presents results for the thirteenth annual survey of former apprenticeship students. In total, 4,662 former apprenticeship students were eligible to complete the survey. Of these, 95 percent had taken traditional apprenticeship programs, which are programs with multiple levels of in-school technical training taken during block release periods from work. These programs result in certification only upon completion of all levels of the program. [The report has been prepared by BC Stats for the BC Student Outcomes Research Forum. For &quot;Apprenticeship Training in British Columbia: What We Can Learn from the 2016 Apprenticeship Student Outcomes Survey,&quot; see ED590494.]
Trades Foundation Infographic Report: Results from the 2017 BC Student Outcomes Survey of Former Trades Foundation Students
Author: BC Student Outcomes (Canada)
Date: 2020-05-20
Type: Reports - Research
Subjects: Trade and Industrial Education,Foreign Countries,Graduates,Student Characteristics,Student Loan Programs,Apprenticeships,Education Work Relationship,Educational Experience,Educational Attainment,Employment,Outcomes of Education

Trades foundation programs, which usually offer training in both classrooms and shop settings, are designed to give students the key skills and knowledge needed for entry into a particular trade. Most foundation programs link to apprenticeship and can provide credit for the first level of technical training and for some of the work-based training hours that are required to complete an apprenticeship. Trades foundation students are surveyed as part of BC Student Outcomes, an ongoing research program that gathers information from former students for B.C.'s public post-secondary institutions, the Industry Training Authority (ITA), and the Province of British Columbia. This report presents results for the 2017 BC Student Outcomes Survey of Former Trades Foundation Students. In total, 5,817 former trades foundation students were eligible to complete the survey. Of these, 2,734 completed the survey for an overall response rate of 47 percent. [The report has been prepared by BC Stats for the BC Student Outcomes Research Forum.]
Work-Based Education in VET
Author: Osborne, Kristen
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocational Education,Work Experience Programs,Educational Benefits,Job Skills,Skill Development,Transfer of Training,Productivity,Costs,Resources,Access to Education,Best Practices,Trainees,Foreign Countries

The inclusion of work as a distinct component of an education program is a key element of a successful vocational education and training (VET) system. This summary explores available literature with the aim of identifying the benefits and challenges associated with work-based education experiences. It also presents a range of best practices for the provision of work-based education. The benefits of work-based education for students include smoother transitions into ongoing employment and the development of broad occupational skills. Employers benefit from productivity gains through 'work-ready' recruits, having current employees upskilled in the workplace, and the more effective transfer of skills learned in the classroom to work tasks. The challenges of work-based education for employers relate to costs and resourcing. For training providers, on the other hand, resourcing and coordination of placements are areas identified as problematic. Students are constrained by motivation and access to work-based education opportunities.
Evidence for Teacher-Powered Schools: A Practical Route to Better and More Equitable Student Outcomes
Author: Junge, Amy
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Outcomes of Education,Teacher Leadership,Evidence Based Practice,Educational Innovation,Institutional Characteristics,Teacher Attitudes,School Administration,Decision Making,School Effectiveness,Academic Achievement,Measurement,Student Centered Learning,Teaching Methods,Teacher Collaboration,Teamwork,Instructional Leadership,Student Attitudes,Family School Relationship,Peer Evaluation,Teacher Student Relationship,Elementary Secondary Education

Teacher-powered schools are a powerful, practical route to better and more equitable student learning. This paper makes the evidence-based case for these innovative schools. &quot;Evidence for Teacher-Powered Schools: A Practical Route to Better and More Equitable Student Outcomes&quot; explores outcomes for students and schools led by teacher-powered teams. In the paper, we review academic research which demonstrates how teacher-powered schools are the manifestation of well-studied ideas linked with improved outcomes. And we take a deep dive on the schools themselves--informed by two decades of records, surveys, interviews, and more. Finally, we lay out simple steps teacher-powered leaders can take to show the power of the movement.
Native American Youth: Agencies Incorporated Almost All Leading Practices When Assessing Grant Programs That Could Prevent or Address Delinquency. Report to Congressional Requesters. GAO-20-600
Author: Goodwin, Gretta L.
Date: 2020-08-00
Type: Legal/Legislative/Regulatory Materials
Subjects: American Indians,Delinquency,Youth,Violence,Substance Abuse,Law Enforcement,Juvenile Justice,Barriers,Tribes,Federal Aid,Prevention,Public Agencies,Grants,Program Effectiveness,Best Practices,Program Evaluation,Consortia,Federal Indian Relationship

Federal and other studies have noted that exposure to violence and substance abuse make Native American youth susceptible to becoming involved with the justice system. The Government Accountability Office (GAO) was asked to examine federal and tribal efforts to address juvenile delinquency and the barriers tribes face in doing so. This report examines: (1) federal financial assistance targeting tribes that could prevent or address juvenile delinquency; (2) the extent to which federal agencies assess the performance of selected grant programs and incorporate leading practices; and (3) the juvenile delinquency challenges tribes report facing. GAO identified relevant grant programs during fiscal years 2015 through 2018--the most recent data available when GAO began the review. GAO analyzed documents and interviewed agency officials to determine how they assessed grant program performance and conducted interviews with 10 tribes and two tribal consortia to discuss challenges with delinquency.
Pre-Assessment to Plan Instruction for Students with Disabilities during Distance Learning. NCEO Brief Number 21
Author: Brookhart, Susan
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Distance Education,Student Evaluation,Educational Technology,Needs Assessment,Planning,Formative Evaluation,Questioning Techniques,Brainstorming,Group Activities,Journal Writing,Prompting,Misconceptions,Knowledge Level,Visual Aids,Concept Mapping,Tests

Distance learning, whether completely remote or in combination with classroom experiences, can pose challenges for teachers, students, and families. Pre-assessment to plan instruction can help guide the instructional planning process and improve the distance learning experience for students with disabilities, as well as for other students. This brief describes pre-assessment to plan instruction and presents 10 tools that can be used for pre-assessment of students with disabilities. Ideas are presented about ways to use each tool during distance learning. Pre-assessment and the 10 tools can also be used during face-to-face learning. [For the companion brief, &quot;Five Formative Assessment Strategies to Improve Distance Learning Outcomes for Students with Disabilities. NCEO Brief Number 20,&quot; see ED605750.]
K-12 Education and School Choice Reforms: 2020 Schooling in America. Wave 1 (May 22-June 2, 2020)
Author: DiPerna, Paul
Date: 2020-00-00
Type: Reports - Research
Subjects: School Choice,Elementary Secondary Education,Public Opinion,Parent Attitudes,Satisfaction,Institutional Characteristics,Educational Environment,Reputation,Enrollment Trends,Racial Differences,Ethnicity,School Effectiveness,Educational Finance,Financial Support,Expenditures,Money Management,Educational Vouchers,Tax Credits,Scholarships,Public Schools,Charter Schools,Private Schools,Home Schooling

Unlike previous years of our &quot;Schooling in America&quot; survey project, our researchers are releasing multiple sets of results in a new, chart-focused format. This report is focused on questions we asked about schooling experiences and educational choice reforms. We also include breakouts to show similarities and differences among racial/ethnic communities. [This report was co-produced with Braun Research, Inc.]
Public Opinion on COVID-19 and K-12 Education. 2020 Schooling in America. Wave 1 (May 22-June 2, 2020)
Author: DiPerna, Paul
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Parent Attitudes,School Schedules,School Closing,Racial Differences,Ethnicity,Distance Education,Electronic Learning,Conventional Instruction,At Risk Persons,Well Being,Psychological Patterns,Stress Variables,Parent Role,Institutional Characteristics,Family Characteristics

Unlike previous years of our &quot;Schooling in America&quot; survey project, our researchers are releasing multiple sets of results in a new, chart-focused format. This report is focused on questions we asked about how comfortable parents are returning their children to K-12 school buildings during the pandemic, which schooling options parents prefer at this time, and how parents grade their schools' handling of COVID-19. We also include breakouts to show differences in Black, Latinx and white parents' experiences and opinions.