ethanporcaro/eric-fulltext-meta huggingface dataset:
Parenting Influences and School Engagement among African American Male Youth: A Personal Narrative
Author: Leatherwood, Darnell
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Parent Influence,Learner Engagement,African American Students,Males,Adolescents,At Risk Students,Student Motivation,Educational Attainment,Academic Achievement,Low Income Students,Parent School Relationship,Parent Participation,Parenting Styles,Disadvantaged Environment,Academic Persistence,Aspiration

In general, African American males lag behind their White counterparts with regards to high school graduation, college completion and beyond. African American males residing in low resourced communities are especially vulnerable for such disadvantage. Existing literature suggests that parental factors and interactions can help to promote youth academic engagement (i.e., school motivation and educational attainment). However, there remains a dearth of studies on this topic as it pertains to low-income male African American youth. This paper briefly examines this literature and presents a personal narrative on how parental factors have influenced academic engagement from the perspectives of the author, students he has interacted with and peers. It concludes with practice and policy recommendations. [This paper was published in &quot;International Journal of Higher Education&quot; v6 n2 p225-233 2017.]
Early Childhood Data Systems: Responding to COVID-19 and Building for the Future
Author: Regenstein, Elliot
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,COVID-19,State Government,Federal Government,Government Role,Data Collection,Student Needs,Access to Education,Family Needs,Access to Information,Educational Technology,Technology Uses in Education,Grants,Capacity Building,Community Involvement,Financial Support,Early Intervention

As of June 2020, it is still too early to know how state early childhood systems will be permanently changed by the COVID-19 crisis. But the need for early childhood data is not new to the pandemic and recovery. States can benefit from data to better understand the landscape of local early childhood services--and about resources needed to help families access those services. State leaders will be tasked with the responsibility of ensuring that early childhood education can succeed in the post-COVID-19 era. This brief explores steps state leaders can take to develop infrastructure, engage with communities, and leverage federal funds to support students in early childhood and beyond.
Using Data to Understand What Works: Research and the COVID-19 Crisis
Author: Data Quality Campaign
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Educational Policy,Administrator Responsibility,Educational Research,Research Needs,Intervention,Evidence,Economic Factors,Educational Finance,Elementary Secondary Education,Higher Education,Information Management,Preschool Education

State and district budgets are spread thin as a result of the pandemic, leaving state and district leaders to make tough decisions about what to prioritize and where to invest resources during the COVID-19 crisis and recovery. Actionable research provides state and district leaders with insights into the policies and programs that best serve their communities. This resource discusses short- and long-term action steps that state and district leaders should take to ensure that research supports recovery, including adapting their state's research agenda to answer the most pressing questions, mobilizing research partnerships and investing in building an effective research infrastructure.
Promoting Transparency and Maintaining Public Trust: Report Cards and the COVID-19 Crisis
Author: Data Quality Campaign
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: COVID-19,Information Dissemination,School Closing,Accountability,Expenditure per Student,Enrollment,Teacher Characteristics,Attendance,Discipline,School Safety,Graduation

Report cards are states' most public-facing documents. To support COVID-19 recovery, states and districts must fulfill their responsibility to the public and demonstrate their commitment to transparency by sharing this information in clear, actionable report cards. This resource shares short- and long-term action steps for state leaders to release updated report cards this year to inform local decisionmaking and recovery efforts, and consider how they can use their state's report card to share updates on recovery efforts and ensure transparency moving forward.
Navigating Environmental Education Practices to Promote Environmental Awareness and Education
Author: Marpa, Eliseo P.
Date: 2020-00-00
Type: Journal Articles
Subjects: Environmental Education,Conservation (Environment),Consciousness Raising,Lecture Method,Outdoor Education,Experiential Learning,Field Trips,Teacher Attitudes,Public Schools,Barriers,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Science Education,Social Studies,Values Education,Integrated Activities

Inhabitants of Planet Earth are experiencing environmental tensions brought about by the different problems plaguing the environment prompting the researcher to conduct a study on navigating environmental education practices in promoting environmental awareness and education. To answer this problem, the researcher employed a quantitative-qualitative method of research using the modified survey questionnaire from Eriko Arai and Shauna Sprules and the developed interview guide for the selected participants. Findings show that the majority is integrating environmental education, and it is evident in sciences, social studies, and values education. Integration, in this regard, was done weekly. On the other hand, activities that helped students learn about sound environment practices were lecturing, hands-on outdoor learning, and field trips that encourage the planting of trees, recycling, greening schoolyards, etc. Findings also reflected that the majority of the teachers did not discuss the different perspectives of environmental issues. When they discussed, they did not encourage students to form their views and ideas on different environmental issues. However, teachers were all eager to integrate environmental education despite barriers such as curriculum materials and teachers' competencies. Along this line, the study suggests for the development of instructional materials and training for teachers in the teaching and integration of environmental education in the different subject areas.
Roadmap for Cross-Agency Data Governance: Key Focus Areas to Ensure Quality Implementation
Author: Data Quality Campaign
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Data Use,Information Management,Elementary Secondary Education,Postsecondary Education,Agency Cooperation,Institutional Role,Agency Role,Interpersonal Communication,Early Childhood Education,Leadership Responsibility,Labor Force,State Legislation,State Agencies,Governing Boards,Educational Research,Committees,Decision Making,Sustainability,Advisory Committees,Objectives,Policy

Data governance provides state agencies a structure in which to define the roles and responsibilities needed to ensure clear processes for collecting and reporting education data and to ensure accountability for data quality and security. To make informed policy decisions across agencies, such as the state education agency and early childhood, higher education, and workforce agencies, cross-agency data governance is needed. This roadmap provides recommendations for states who are looking to develop and implement a high-quality cross-agency data governance committee. To learn about three leading states and how they approached developing their data governance, see &quot;The Art of the Possible: Cross-Agency Data Governance Lessons Learned from Kentucky, Maryland, and Washington&quot; (ED607233).
The Art of the Possible: Cross-Agency Data Governance Lessons Learned from Kentucky, Maryland, and Washington
Author: Data Quality Campaign
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Data Use,Information Management,Elementary Secondary Education,Postsecondary Education,Agency Cooperation,Institutional Role,Agency Role,Student Records,Trust (Psychology),Interpersonal Communication,Early Childhood Education,Leadership Responsibility,Labor Force,State Legislation,State Agencies,Governing Boards,Educational Research,Policy

High-quality data governance, a body or process designed to make decisions about how state education data is linked, used, accessed, and protected, is key to establishing a culture of effective data use in states. The three data governance bodies featured in this paper--the Kentucky Center for Education and Workforce Statistics (KCEWS), the Maryland Longitudinal Data System (MLDS) Center, and Washington's Education Research &amp; Data Center (ERDC)--reflect the unique context of each state and have broken down the silos that tend to exist among state agencies that use data to support education and workforce efforts. For more information and recommendations on how states can develop and implement high-quality data governance, see &quot;Roadmap for Cross-Agency Data Governance: Key Focus Areas to Ensure Quality Implementation&quot; (ED607232).
Common Core State Standards and Assessments: Background and Issues. CRS Report R43711
Author: Skinner, Rebecca R.
Date: 2014-09-02
Type: Reports - Evaluative
Subjects: Common Core State Standards,Educational Assessment,Educational Legislation,Federal Legislation,Elementary Secondary Education,Accountability,Federal Government,Government Role,Federal Programs,Federal Aid,Program Implementation,National Curriculum,Teacher Evaluation

Over the last two decades, there has been interest in developing federal policies that focus on student outcomes in elementary and secondary education. Perhaps most prominently, the enactment of the No Child Left Behind Act of 2001 (NCLB; P.L. 107-110), which amended and reauthorized the Elementary and Secondary Education Act (ESEA), marked a dramatic expansion of the federal government's role in supporting standards-based instruction and test-based accountability, thereby increasing the federal government's involvement in decisions that directly affect teaching and learning. Under the ESEA, states are required to have standards in reading and mathematics for specified grade levels in order to receive funding under Title I-A of the ESEA. In response to this requirement, all 50 states and the District of Columbia have adopted and implemented standards that meet the requirements of the ESEA. Since the ESEA was last comprehensively reauthorized by NCLB, three major changes have taken place that have possibly played a role in the selection of reading and mathematics standards by states: (1) the development and release of the Common Core State Standards; (2) the Race to the Top (RTT) State Grant competition and RTT Assessment Grants competition; and (3) the ESEA flexibility package provided by ED to states with approved applications. This report examines each of the aforementioned changes and discusses how they are interrelated. More specifically, it provides: (1) background information on current law; (2) a discussion of the development of the Common Core State Standards and state adoption of the standards; (3) an analysis of the RTT State Grant competition and how the structure of the grant application process may have incentivized state adoption of the Common Core State Standards; (4) an examination of the RTT Assessment Grants competition and the federal funds provided to support the development of assessments aligned with the Common Core State Standards; and (5) an analysis of the ESEA flexibility package and how the conditions that states had to meet to receive waivers of ESEA accountability provisions may have incentivized state implementation of the Common Core State Standards. This report also examines prohibitions in the ESEA and the General Education Provisions Act related to standards, assessments, and curriculum. Additionally, it includes a brief discussion of the relationship between teacher and school leader evaluation systems that are being developed by states and the Common Core State Standards. Finally, the report examines issues that have arisen in relation to the Common Core State Standards.
Fostering Positive Youth and Staff Development: Understanding the Roles and Experiences of the Afterschool Workforce
Author: Hwang, Sophia H. J.
Date: 2020-00-00
Type: Reports - Research
Subjects: After School Programs,Faculty Development,Teacher Role,Teaching Experience,Satisfaction,Elementary School Teachers,Middle School Teachers,Teacher Attitudes,Classroom Techniques,English Language Learners,Family Environment,Teacher Student Relationship,Caring

Informed by strengths-based perspectives and systems theory of social settings, this mixed-methods study focuses on the experiences of the afterschool workforce employed by a large, urban community-based organization. Through directed content analysis of semi-structured individual and small-group interviews with afterschool instructors (ASI), this study sheds light on the roles, experiences, challenges, and supports of ASIs. Results demonstrate that ASIs navigate multiple roles in the afterschool setting, acknowledge the challenges of youth and families, experience several sources of professional support through the people and resources in afterschool, and articulate long-term professional goals related to their current work. In addition, concurrently collected quantitative survey and administrative data about ASIs' overall work experiences and satisfaction are analyzed to examine the extent to which they confirm and complement the qualitative results. Implications for practice and policy are discussed to highlight how these findings may be used to strengthen the youth-serving workforce in urban communities. [This is the online version of an article published in &quot;Journal of Community Psychology.&quot;]
Calculated Avoidance: Math Anxiety Predicts Math Avoidance in Effort-Based Decision-Making
Author: Choe, Kyoung Whan
Date: 2019-00-00
Type: Reports - Research
Subjects: Mathematics Anxiety,Predictor Variables,Decision Making,Individual Differences,Problem Solving,Difficulty Level,Rating Scales

Math anxiety -- negative feelings towards math -- is hypothesized to be associated with the avoidance of math-related activities such as taking math courses and pursuing STEM careers. Surprisingly, however, there is little experimental evidence for the math anxiety- avoidance link. Such evidence is important for formulating how to break this relation. Here, we hypothesize that math avoidance emerges when one perceives the costs of effortful math engagement to outweigh its benefits and that this perception depends on individual differences in math anxiety. To test this, we developed an effort-based decision-making task in which participants chose between solving easy, low-reward problems and hard, high-reward problems in both math and non-math contexts. Higher levels of math anxiety were associated with a tendency to select easier, low-reward problems over harder, high-reward math (but not word) problems. Addressing this robust math anxiety-avoidance link has the potential to increase interest and success in STEM fields. [This paper was published in &quot;Science Advances&quot; v5 n11 eaay1062 2019.]
Supporting Students While Learning at Home: Individual Student Data and the COVID-19 Crisis
Author: Data Quality Campaign
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Distance Education,Student Records,COVID-19,Pandemics,School Closing,Progress Monitoring,Family Involvement,Faculty Development,Educational Policy,Data Use,Resource Materials

School closures resulting from the COVID-19 pandemic have left educators and families with the responsibility of rapidly learning how to support students while they are at home. This fundamental shift in the way most students receive instruction makes it critical for educators and families to be able to use data to meet students where they are and tailor instruction to their needs. This brief highlights short- and long-term actions education leaders must take to prioritize access to individual student data and empower those closest to students to use it to inform instruction and meet learners where they are.
Visual Cortex Entrains to Sign Language
Author: Brookshire, Geoffrey
Date: 2017-04-11
Type: Reports - Research
Subjects: Brain Hemisphere Functions,Visual Perception,Auditory Perception,Learning Modalities,American Sign Language,Visual Stimuli,Speech Communication

Despite immense variability across languages, people can learn to understand any human language, spoken or signed. What neural mechanisms allow people to comprehend language across sensory modalities? When people listen to speech, electrophysiological oscillations in auditory cortex entrain to slow (&lt;8 Hz) fluctuations in the acoustic envelope. Entrainment to the speech envelope may reflect mechanisms specialized for auditory perception. Alternatively, flexible entrainment may be a general-purpose cortical mechanism that optimizes sensitivity to rhythmic information regardless of modality. Here we test these proposals by examining cortical coherence to visual information in sign language. First, we develop a metric to quantify visual change over time. We find quasi-periodic fluctuations in sign language, characterized by lower frequencies than fluctuations in speech. Next, we test for entrainment of neural oscillations to visual change in sign language, using electroencephalography (EEG) in fluent speakers of American Sign Language (ASL) as they watch videos in ASL. We find significant cortical entrainment to visual oscillations in sign language below 5 Hz, peaking at about 1 Hz. Coherence to sign is strongest over occipital and parietal cortex, in contrast to speech, where coherence is strongest over the auditory cortex. Non-signers also show coherence to sign language but entrainment at frontal sites is reduced relative to fluent signers. These results demonstrate that flexible cortical entrainment to language does not depend on neural processes that are specific to auditory speech perception. Low-frequency oscillatory entrainment may reflect a general cortical mechanism that maximizes sensitivity to informational peaks in time-varying signals. [This paper was published in &quot;Proceedings of the National Academy of Sciences&quot; v114 n24 p6352-6357 2017.]
Assessing Language Proficiency during Extended School Closures: Sample Questionnaires
Author: Council of the Great City Schools
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Language Proficiency,Student Evaluation,School Closing,Questionnaires,Identification,English Language Learners,COVID-19,Pandemics,Screening Tests,Distance Education,Elementary Secondary Education,English (Second Language),Second Language Learning,Writing Evaluation

Despite the COVID-19-related school closures, school districts are handling enrollment of newly arriving students or students who will be starting Kindergarten in school year 2020-21. The school closure and health-related requirements of social distancing impede staff from conducting in-person screening for English proficiency as required by state educational agencies and the protocols of specific assessment instruments. This document provides sample questionnaires across grade bands that are designed to provisionally identify students as English learners (ELs) during the COVID-19-related school closures, which impede the administration of face-to-face screening protocols. Provisional screening protocols and interview questions do not replace the formal identification process, which districts are required to administer as soon as possible once school resumes normal operations for any student who has been given a provisional status. These sample questionnaires must be considered in light of guidance provided by the U.S. Department of Education fact sheets and funding information related to COVID-19. The sample questionnaires are designed to assess particular skills to help schools understand how much support students will need in a remote learning environment in which they are not in their usual classroom routines, and thus, are not able to fully interact and learn from peers who may be more proficient in English.
A 2017 Follow-Up: Six-Year Persistence and Attainment at Any Institution for 2011-12 First-Time Postsecondary Students. Web Tables. NCES 2020-238
Author: Pretlow, Joshua
Date: 2020-08-00
Type: Numerical/Quantitative Data
Subjects: College Students,Student Characteristics,Academic Persistence,Educational Attainment,Withdrawal (Education),Stopouts,College Transfer Students,Educational Certificates,Associate Degrees,Bachelors Degrees,Institutional Characteristics,Family Characteristics,Student Attitudes,Knowledge Level,High School Students,Enrollment,Student Experience,College Freshmen,Grade Point Average,College Entrance Examinations,Student Financial Aid

This set of Web Tables is the third in a series of four that together provide key information about 2011-12 first-time postsecondary students' characteristics and their 6-year retention, persistence, attainment, withdrawal, stopout, and transfer rates. The series draws on data collected for the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17)--a nationally representative longitudinal sample survey conducted by the National Center for Education Statistics (NCES)--which followed first-time students for 6 years after they began their postsecondary education. This set of Web Tables highlights 6-year persistence and attainment rates at &quot;any institution attended.&quot; The tables indicate the percentage of 2011-12 first-time postsecondary students who attained a certificate, an associate's degree, or a bachelor's degree at any institution by spring 2017. They also show whether those who had not yet attained a credential were enrolled at a 4-year institution, enrolled at a less-than-4-year institution, or not enrolled in spring 2017. There are two sections of tables. Section 1 provides persistence and attainment rates at any institution for all first-time postsecondary students (tables 1.1-A through 1.1-D) and then for first-time postsecondary students by the control (i.e., public, private nonprofit, and private for-profit) and level (i.e., less-than-2-year, 2-year, or 4-year) of the first institution they attended. Section 2 of this publication focuses on the same outcomes addressed in section 1, persistence and attainment at any institution, but provides estimates for first-time postsecondary students who were pursuing different types of degree programs when they began in 2011-12. [For the second set of Web Tables in this series, see ED607119.]