ethanporcaro/eric-fulltext-meta huggingface dataset:
Pandemic Recovery, Missing Students and Funding for Public Schools. Policy Brief
Author: Jacksonville Public Education Fund (JPEF)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Public Schools,Educational Finance,Financial Support,Federal Aid,State Aid,Public Education,Enrollment,Budgeting,Budgets,Board of Education Role,School Districts,Taxes,Federal Legislation,Educational Equity (Finance),At Risk Students

Across the country, millions of students that were expected to enroll in school last Fall did not show up. Public schools are searching for these &quot;missing students&quot; and working to get them back to school, either virtually or brick and mortar. The enrollment drop stands to impact more than just the missing students. Education funding follows the student, so enrollment drops could lead to funding losses that have lasting impacts on all public school students. While some families may choose other schooling options, traditional public schools are the only schools constitutionally required to accept any students in their county. Federal stimulus dollars are helping schools, but they can't replace the ongoing support from state funding. In this brief, the Jacksonville Public Education Fund will discuss the funding implications of the pandemic for Florida students and make several recommendations to ensure equitable outcomes for students. To learn more about the basic terms and funding mechanisms used for Florida's schools, see Jacksonville Public Education Fund's research brief &quot;Demystifying School Funding: Where It Comes From, How It's Spent and What We Can Do to Improve&quot; (ED611963).
The Rising Tide That Lifts All Boats: Investing Stimulus Dollars with an Equity Focus
Author: The Center for Learner Equity
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Educational Finance,Equal Education,Federal Aid,Educational Legislation,Federal Legislation,Students with Disabilities,COVID-19,Pandemics,Barriers,Individualized Education Programs,Screening Tests,Social Emotional Learning,Trauma,Family Involvement

The recent federal American Rescue Plan (ARP), passed into law by Congress, provides an unprecedented investment in education, giving schools and districts access to funds to address the needs of students more holistically. &quot;The Rising Tide that Lifts All Boats: Investing Stimulus Dollars with an Equity Focus,&quot; provides several specific strategies that districts, schools, and educators should consider to optimize the positive impact of stimulus dollars on students, especially those with disabilities. This resource encourages decision-makers to be mindful of the need to pace the allocation of resources over the entire authorized period to optimize the impact of all efforts in a comprehensive way.
COVID-19 Considerations for Reopening Schools: Truancy and Compulsory Attendance
Author: Kentucky Department of Education
Date: 2020-09-08
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,School Schedules,Attendance,Truancy,Educational Finance,Financial Support,State Legislation,Student Participation,Educational Technology,Technology Uses in Education,Pupil Personnel Workers,Parent Responsibility

As school districts begin the 2020-2021 school year, they are planning for a variety of instructional delivery models to meet the needs of students and communities in light of continued COVID-19 risks and mitigation measures. The models include traditional in-person instructional days, periods of complete remote learning through non-traditional instruction (NTI) and days of blended in-person and NTI delivery. This document provides attendance information across models as it pertains to: (1) Daily Participation and Non-Traditional Instruction; (2) Compulsory Attendance and Truancy; and (3) Engagement and Enforcement Expectations.
Exploring the Role of the City as a Learning Environment for Heritage Education
Author: Simsek, Gökçe
Date: 2013-00-00
Type: Journal Articles
Subjects: Heritage Education,Municipalities,Elementary School Students,Foreign Countries,Urban Environment,Educational Environment,Cultural Background,Preservation,Program Effectiveness,Knowledge Level,Childrens Attitudes

The paper is based on the results and data gathered from a heritage education project offered by Adnan Menderes University for sixth and eighth grade students (164 children aged 12-14) in the primary schools (25) in Aydin. The programme was applied to 164 children over five periods of eight days each, and data were gathered over the summer of 2011. In particular, children (aged 12-14) from 11 schools located in city centre (Figure 3) are the main focus group, with priority assigned to employed children and high-risk groups. The geographical proximity of the schools to the city centre, where most of the heritage places are located, differs (from within the historical environment itself to schools approximately 1 km away), as well as the socio-economic statuses of the children. The children located to the south and east are predominantly children of lower-income immigrant families, while those living close to the city centre and in the western part of the city have a fairly even mix of native families and the children of civil servants from relatively higher income families.
Remediation in Maryland Higher Education, Part 3: Remedial Course Completion within the First Year of Enrollment
Author: Van Orden, Alexia
Date: 2020-05-00
Type: Reports - Research
Subjects: Remedial Instruction,Higher Education,Program Effectiveness,Barriers,Academic Persistence,Full Time Students,Two Year College Students,Community Colleges,Enrollment,Success,Institutional Characteristics,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Age Differences,Public Colleges,Educational Policy

One of the most substantial concerns surrounding remedial education at the postsecondary level is the impact that it may have on student success and completion. While Parts 1 and 2 of this series of briefs focused on providing context necessary to understand the concept and purpose of remediation and what postsecondary populations are assessed to need it, this brief, as well as those to follow, will focus on two of the most substantial questions surrounding developmental education in higher education: (1) Does it work?; and (2) Does it represent a barrier to persistence and completion of college? Key takeaways from Part 3 of this series include: (1) While a large number of full-time students are assessed to need remedial work prior to completing credit-bearing coursework, many of them fail to complete necessary remedial work within their first year; (2) As discussed in Part 2 of this series, the percentage of first-time, full-time undergraduate students assessed to need remediation at community colleges is much higher than at four-year institutions. In addition, community college students are much less likely to complete remedial courses in their first year of enrollment; (3) At community colleges, students are equally likely to complete remedial courses in math as in English; and (4) At four-year institutions, students are much more likely to complete assigned remedial work in math than in English. This brief will focus on remedial course completion in higher education as a way of evaluating the impact that remedial assessment and completion may have on an undergraduate student's enrollment behavior and academic success in the first year of postsecondary education. The analysis contained in this report will examine data at Maryland community colleges and four-year public institutions for all full-time students. Additionally, as Part 2 of this series showed, there are substantial differences across demographic groups regarding students' likelihood of being assessed to need developmental work. Accordingly, further analysis will review whether there might be differences in outcomes across demographic groups, including gender, age group, or race/ethnicity. [For Part 1, see ED604255. For Part 2, see ED604259. For Part 4, see ED611938.]
Remediation in Maryland Higher Education, Part 4: Credit-Bearing Course Completion within the First Year of Enrollment
Author: Van Orden, Alexia
Date: 2020-10-00
Type: Reports - Research
Subjects: Remedial Instruction,Higher Education,Program Effectiveness,Barriers,Academic Persistence,Full Time Students,Two Year College Students,Community Colleges,Enrollment,Success,Institutional Characteristics,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Age Differences,Public Colleges,Educational Policy,College Credits,Mathematics Instruction

There are concerns that the assignment to remedial courses itself may prove a barrier to successful outcomes by discouraging students or increasing their time to completion. As discussed in earlier reports in this series, one of the arguments supporting elimination or redesign of remedial courses is that those courses may prohibit student progress toward a degree by preventing them from enrolling in credit-bearing coursework in a timely fashion. In other words, remedial courses create a potentially unnecessary barrier to credit-bearing coursework and may ultimately elongate a student's time to program completion. This report seeks to understand whether the data support these arguments by examining students' completion of credit-bearing &quot;gateway&quot; courses during the first year. Part 3 of this series (ED611937) investigated remedial course completion among those students assessed to need developmental work at the time of entry. This analysis, part 4 of the series, will identify differences among three developmental assessment/completion categories: those not assessed to need remediation at entry, those assessed to need remediation who completed at least one associated remedial course, and those who failed to complete any associated remedial course within the first year by segment and by demographic characteristics. [For Part 1, see ED604255. For Part 2, see ED604259.
Forum Guide to School Courses for the Exchange of Data (SCED) Uses and Benefits. NFES 2021-023
Author: National Forum on Education Statistics (ED)
Date: 2021-01-00
Type: Guides - Non-Classroom
Subjects: Courses,Elementary Secondary Education,Classification,Course Content,Information Utilization,State Departments of Education,Federal Programs

The purpose of this document is to provide timely and useful best practice information to help education agencies understand the different uses and benefits of School Courses for the Exchange of Data (SCED). This guide was developed to provide a brief overview of SCED, highlight the research application and benefits of SCED to users, and illustrate SCED uses with case studies. SCED is a voluntary, common classification system for prior-to-secondary and secondary school courses. It can be used to compare course information, maintain longitudinal data about student coursework, and efficiently exchange coursetaking records. SCED is based on a five-digit Course Code that provides a basic structure for classifying course content. Additional SCED elements and attributes provide descriptive information about each course. SCED is a free resource intended for federal, state, and local education agencies.
Does the State Have an Education Savings Account Program? 50-State Comparison: Education Savings Accounts
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Money Management,Educational Finance,Student Financial Aid,School Choice,Educational Vouchers,Elementary Secondary Education

Education Savings Accounts (ESAs) are private savings accounts funded by a deposit from the state government and managed by a parent. The deposit amount varies from state to state and is typically based on the state's per-pupil amount. To use an ESA, parents withdraw their child from the public school system and use ESA funds to purchase specified educational services, like tutoring, online courses or private school tuition. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document answers the following question: Does the state have an education savings account program? [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Program Name. 50-State Comparison: Education Savings Accounts
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Money Management,Educational Finance,Student Financial Aid,School Choice,Educational Vouchers,Elementary Secondary Education

Education Savings Accounts (ESAs) are private savings accounts funded by a deposit from the state government and managed by a parent. The deposit amount varies from state to state and is typically based on the state's per-pupil amount. To use an ESA, parents withdraw their child from the public school system and use ESA funds to purchase specified educational services, like tutoring, online courses or private school tuition. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document provides the program name for the six states with ESA programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Student Eligibility Requirements: Primary Requirements. 50-State Comparison: Education Savings Accounts
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Money Management,Educational Finance,Student Financial Aid,School Choice,Educational Vouchers,Elementary Secondary Education,Eligibility,Students with Disabilities,Individualized Education Programs

Education Savings Accounts (ESAs) are private savings accounts funded by a deposit from the state government and managed by a parent. The deposit amount varies from state to state and is typically based on the state's per-pupil amount. To use an ESA, parents withdraw their child from the public school system and use ESA funds to purchase specified educational services, like tutoring, online courses or private school tuition. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document shows the most common eligibility requirement for education savings account programs and the number of states that have them. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Student Eligibility Requirement: Previous Public School Attendance. 50-State Comparison: Education Savings Accounts
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Money Management,Educational Finance,Student Financial Aid,School Choice,Educational Vouchers,Elementary Secondary Education,Eligibility,Attendance

Education Savings Accounts (ESAs) are private savings accounts funded by a deposit from the state government and managed by a parent. The deposit amount varies from state to state and is typically based on the state's per-pupil amount. To use an ESA, parents withdraw their child from the public school system and use ESA funds to purchase specified educational services, like tutoring, online courses or private school tuition. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document shows if the six states with ESA programs require previous public school attendance for student eligibility in the program. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Enrollment Limits. 50-State Comparison: Education Savings Accounts
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Money Management,Educational Finance,Student Financial Aid,School Choice,Educational Vouchers,Elementary Secondary Education,Enrollment

Education Savings Accounts (ESAs) are private savings accounts funded by a deposit from the state government and managed by a parent. The deposit amount varies from state to state and is typically based on the state's per-pupil amount. To use an ESA, parents withdraw their child from the public school system and use ESA funds to purchase specified educational services, like tutoring, online courses or private school tuition. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document shows the enrollment limits, if any, for the six states with ESA programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Permissible Use of Funds. 50-State Comparison: Education Savings Accounts
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Money Management,Educational Finance,Student Financial Aid,School Choice,Educational Vouchers,Elementary Secondary Education,Expenditures,Eligibility

Education Savings Accounts (ESAs) are private savings accounts funded by a deposit from the state government and managed by a parent. The deposit amount varies from state to state and is typically based on the state's per-pupil amount. To use an ESA, parents withdraw their child from the public school system and use ESA funds to purchase specified educational services, like tutoring, online courses or private school tuition. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document shows the permissible use of funds for the six states with ESA programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
ESA Amount. 50-State Comparison: Education Savings Accounts
Author: Education Commission of the States
Date: 2021-03-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Money Management,Educational Finance,Student Financial Aid,School Choice,Educational Vouchers,Elementary Secondary Education,Expenditure per Student

Education Savings Accounts (ESAs) are private savings accounts funded by a deposit from the state government and managed by a parent. The deposit amount varies from state to state and is typically based on the state's per-pupil amount. To use an ESA, parents withdraw their child from the public school system and use ESA funds to purchase specified educational services, like tutoring, online courses or private school tuition. This document is part of the &quot;50-State Comparison: Private School Choice&quot; that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document shows the ESA amount for each of the six states with ESA programs. [View the full &quot;50-State Comparison: Private School Choice&quot; here: https://www.ecs.org/50-state-comparison-private-school-choice/.]
Investing in Our Future: The Top 5 Student Aid Policies Needed to Sustain and Strengthen Higher Education
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Policy,Student Financial Aid,College Students,Paying for College,Federal Legislation,Federal Aid,COVID-19,Pandemics,Educational Finance,Grants,Financial Aid Applicants,Debt (Financial),Loan Repayment,Educational Change

As our country is on the brink of a new presidential administration and new Congress, amid a global pandemic, the importance of investing in and strengthening our nation's postsecondary education system has never been more important. Concerns over college access, affordability, and transparency are colliding with the growing demand in the workforce for college educated individuals, all while racial disparities in college access and attainment are becoming more stark than ever. The COVID-19 pandemic has exacerbated these issues and created additional concerns, but also presents an opportunity, along with the reauthorization of the Higher Education Act, to examine and re-evaluate our country's higher education policies. Action -- in some cases immediate -- is needed to refocus, reinvest, and recalibrate our country's policies around postsecondary education. Robust, streamlined student aid policy must play a central role in this effort, and we advise the incoming Biden administration and 117th Congress to strongly consider and prioritize the following policy recommendations as a way to strengthen access to, and success in, higher education for our nation's students.
Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR). NFES 2021-013
Author: National Forum on Education Statistics (ED)
Date: 2021-03-00
Type: Guides - Non-Classroom
Subjects: Data Collection,Educational Research,Statistical Data,Data Analysis,Information Dissemination,School Districts,State Departments of Education,Public Schools,Data Use

&quot;The Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR)&quot; was created to provide timely and useful best practices for education agencies that are interested in designing and implementing a strategy for data collection and reporting, focusing on these as key elements of the larger data process. It builds upon the &quot;Standards for Education Data Collection and Reporting&quot; (published by the Forum in 1991) and reflects the vast increase over the past three decades in the number of compulsory and/or continual data collections conducted by education agencies. This new resource is designed to be relevant to the state and local education agencies (SEAs and LEAs) of today, in which data are regularly collected for multiple purposes, and data collection and recording may be conducted by many different individuals within an agency. [For &quot;SEDCAR (Standards for Education Data Collection and Reporting)&quot; (1991), see ED343937.]