ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing a Federal Student-Level Data Network (Part II): Insights from Institutional Representatives
Author: Pretlow, Josh
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: College Students,Data,Information Networks,Federal Programs,Higher Education,Enrollment,Graduation,Student Financial Aid,Student Characteristics,Data Collection

We cannot continue to ask students -- and their families -- to make one of the largest and most important investments of their lives without clearer information about what their time and money will yield. In partnership with RTI International (RTI), operating in an independent capacity, IHEP is gathering expert insights needed to support making that critically needed information available through a student-level data network (SLDN). &quot;Implementing a Student-Level Data Network (Part II): Insights from Institutional Representatives&quot; is the second brief in a series to support the modernization of our postsecondary data infrastructure. Building the SLDN outlined in pending federal legislation will require the National Center for Education Statistics (NCES) to make key decisions around design, construction, and implementation. &quot;Implementing a Student-Level Data Network (Part II): Insights from Institutional Representatives&quot; shares perspectives from 12 experts from diverse institutional backgrounds, including public two-year, private nonprofit four-year, and private for-profit four-year institutions, as well as individuals who work in public system and association offices. The representatives reflected on example file layouts and data collection models with an eye to what data are available for all students, when data are available for reporting, and other key factors that could streamline data submission or reduce reporting burdens. [For Part I, &quot;Implementing a Federal Student-Level Data Network: Advice from Experts,&quot; see ED609423.]
Appalachia Rising: A Review of Education Research
Author: Kannapel, Patricia
Date: 2015-09-00
Type: Information Analyses
Subjects: College Readiness,Career Readiness,Teacher Effectiveness,Access to Education,Educational Quality,Health,Wellness,Elementary Secondary Education,Educational Research,Educational Improvement,Capacity Building,Geographic Regions,Regional Characteristics,Administrator Effectiveness

Middle Appalachia--defined in this report as the Appalachian portions of Kentucky, North Carolina, Ohio, Tennessee, Virginia, and West Virginia--is an impoverished area that has been economically dependent on the coal industry for generations. Its schools face unique challenges in ensuring the college and career readiness of students, given that college had been neither needed nor desired in the past, and careers outside the coal industry are limited. Yet no review of education conditions and needs specific to the region has been conducted since 1983. This report responds to the need for such a synthesis, expressed by educators, policymakers, and other stakeholders to CNA Education in the course of more than a decade of work in Appalachia, including through Regional Educational Laboratory (REL) Appalachia. It is the product of a systematic review of published data and research about education in middle Appalachia from 1995 to 2015. Special attention is paid to issues that reflect national and regional priorities: college and career readiness, educator effectiveness, access to and quality of curriculum and instruction, systemic capacity, and health and wellness factors. The majority of the literature identified was small-scale qualitative research, such as case studies involving interviews. A common theme was the importance of Appalachian culture in education improvement initiatives--specifically, its attitudes toward education, attachment to family and place, commitment to the region, and responses to external mandates. Overall, the review suggests that education opportunities and outcomes in middle Appalachia are improving. Directions for future research that would build on past improvement efforts, analyze their long-term impact, and continue to investigate improvement initiatives are highlighted.
From Large Urban to Small Rural Schools: An Empirical Study of National Board Certification and Teaching Effectiveness. Final Report
Author: Cavalluzzo, Linda
Date: 2014-04-15
Type: Reports - Research
Subjects: Teacher Certification,Teacher Effectiveness,High School Teachers,Experienced Teachers,Public Schools,Urban Schools,Rural Schools,Suburban Schools,Human Capital,High School Students,Academic Achievement,Educational Practices,Outcomes of Education,Teacher Improvement

One of the most important issues facing education policymakers is how to prepare students to be productive citizens in an increasingly competitive global economy. While state accountability systems suggest that the proportion of students meeting state benchmarks is rising, performance on the National Assessment of Educational Progress (NAEP) has been relatively stagnant. Improving teacher quality has been central to significant national education initiatives in recent decades. One-way teachers can demonstrate their skill level and successes in the classroom is by earning certification from the National Board for Professional Teaching Standards (NBPTS). The NBPTS was established to help professionalize the field of teaching by providing an accepted definition of what &quot;accomplished&quot; teaching is and recognizing teachers who do their jobs exceptionally well. An original goal of National Board certification (NBC) was to build an authentic assessment system that could reliably measure what experienced teachers should know and be able to do (Carnegie Task Force on Teaching as a Profession, 1986. This study analyzes the NBC among high school teachers in understudied subject areas and locales to help fill gaps in the research literature. The research team selected two locales for this analysis, Kentucky and the Chicago public schools. Chicago, a racially and ethnically diverse city, has one of the largest urban school districts in the country. Kentucky, by contrast, is a largely rural state with some suburban and urban areas. [This report was written with Christine Mokher, Thomas Geraghty, and Lauren Sartain.]
Higher Education: Conservative Policy Responses to COVID-19. Backgrounder. No. 3575
Author: Gillen, Andrew
Date: 2021-02-04
Type: Reports - Evaluative
Subjects: Higher Education,Political Attitudes,Educational Policy,Educational Change,COVID-19,Pandemics,Competency Based Education,Accountability,Educational Vouchers

The coronavirus pandemic has and will continue to change many aspects of life. Higher education is no exception, which raises the question of how the conservative approach to higher education should change in response to the pandemic. A conservative response to the coronavirus should include liability protection from virus-related lawsuits, deregulation of competency-based education, voucherization of state funding, and the introduction of alternative accountability metrics. These conservative policy reforms can help higher education get through the current coronavirus epidemic and lay the foundations for a durable and innovative higher education system that America will need to succeed in the future. The key takeaways from this report include: (1) Policymakers should enact real reforms in higher education that allow new educational models, free from excessive government interference, to emerge; (2) The COVID-19 pandemic brought substantial shocks to higher education, from forcing online-only learning to drops in enrollment and state funding; and (3) This is a perfect time to decelerate the politicization of higher education, which threatens free speech and academic freedom.
Students and Democratization in Egypt. Viewpoints. No. 100
Author: Mady, Abdel-Fattah
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational History,Democratic Values,Activism,Democracy,Student Rights,College Students,Civil Rights,Educational Change,Academic Freedom,Politics of Education

From the early 20th century through the 2011 revolution, student activism has played a profound role in supporting liberty and democracy in Egypt. The 2011 revolution was an opportunity for students to call for a series of key demands: the amendment of student bylaws to guarantee autonomy for student unions, alongside radical reforms in the education system in terms of curriculum, teaching styles, university independence, and teachers' salaries. Students believe there will be no liberty within universities if it does not exist in society. Abdel-Fattah Mady argues it is imperative to view student activism as inextricably linked to broader political demands emanating from Egyptian civil society in general. Student demands for educational reform and academic freedom will not be achieved without genuine democratic change in Egypt.
IDRA Newsletter. Volume 47, No. 10, November-December 2020
Author: Goodman, Christie L., Ed.
Date: 2020-00-00
Type: Collected Works - Serial
Subjects: Charter Schools,Public Education,COVID-19,Pandemics,Virtual Schools,Private Schools,Costs,State Legislation,Educational Finance,Expenditure per Student,Minority Group Students,Disproportionate Representation,Racial Bias,Ethnicity,Students with Disabilities,English Language Learners,Social Bias,Federal Aid,Elementary Secondary Education,Accountability,State Government,Government Role,State Aid,Social Justice,Graduate Study,Educational Policy,Federal Legislation

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Keeping the Public in Public Education.&quot; Contents include: (1) Texas Must Scrutinize Potential Charter Schools Before Issuing Approvals for Growth (Chloe Latham Sikes); (2) Pandemic No Excuse for Growth of Poorly Performing Virtual Charter Schools in U.S. South (Terrence Wilson); (3) IDRA Legislative Priorities: Keep the Public in Public Education; and (4) A&amp;M-Commerce Partners with IDRA in Groundbreaking Collaboration: IDRA Will Teach Graduate-Level &quot;Social Justice Through Education Policy&quot; This Spring.
IDRA Newsletter. Volume 48, No. 3
Author: Goodman, Christie L., Ed.
Date: 2021-03-00
Type: Collected Works - Serial
Subjects: Mental Health,Learner Engagement,Educational Technology,Technology Uses in Education,Student Research,COVID-19,Pandemics,Student Attitudes,Minority Group Students,Culturally Relevant Education,Ethnic Studies,Blended Learning,Access to Computers,School Closing,At Risk Students

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Student Engagement.&quot; Contents include: (1) Mental Health Implications of Virtual Learning on Student Engagement (Christina Muñoz); (2) Student Researchers Collect Insights from Peers about the Pandemic's Effects on Schooling (Ana Ramón); (3) Students of Color Deserve Culturally Responsive Instruction and Ethnic Studies (Altheria Caldera and Nino Rodríguez); (4) Strategies for Engaging Students in Today's Virtual and Hybrid Classrooms (Stephanie García); and (5) Digital Divide Directly Impacted Student-School Engagement During COVID-19 (Christina Muñoz).
IDRA Newsletter. Volume 48, No. 4
Author: Goodman, Christie L., Ed.
Date: 2021-04-00
Type: Collected Works - Serial
Subjects: Family Involvement,Access to Computers,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,State Legislation,Advocacy,Educational Policy,State Policy,Leadership,Educational Needs,Student Evaluation,Evaluation Methods

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Family Engagement.&quot; Contents include: (1) Solving the Digital Divide Requires Authentic Family Engagement (Thomas Marshall); (2) Education CAFE Families Provide Insight on State-Level Education Policies (Aurelio M. Montemayor); and (3) The Case for Alternate Assessments and Community Oversight (Chloe Latham Sikes, Hector Bojorquez, and Morgan Craven).
Six Ways Congress Can Improve Education without More Bailouts. Backgrounder. No. 3561
Author: Schwalbach, Jude
Date: 2020-12-03
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Educational Finance,Federal Aid,Federal Legislation,Elementary Secondary Education,Government Role,State Government,Federal Government,Resource Allocation,Equal Education,Students with Disabilities,Educational Legislation,Expenditures,Funding Formulas,Grants,Low Income Groups,Early Intervention,Educational Vouchers

COVID-19 has provided the impetus for Congress to implement reforms, many of which are long overdue. Policymakers should take the necessary steps to restore educational autonomy to states and reduce federal regulations and compliance. This &quot;Backgrounder&quot; outlines six reforms that federal policymakers can undertake to free school leaders to meet the needs of families more effectively and to put more power in the hands of parents to determine where and how their children learn. These reforms are: (1) reducing burdensome federal regulations; (2) adopting the policies in the Academic Partnerships Lead Us to Success (A-PLUS) Act; (3) allowing Title I portability; (4) allowing Individuals with Disabilities Education Act (IDEA) portability; (5) making Head Start dollars student-centered and portable; and (6) expanding the DC Opportunity Scholarship Program.
State Education Officials Must Restore a Sense of National Character in Public Schools. Backgrounder. No. 3571
Author: Gonzalez, Mike
Date: 2021-04-22
Type: Reports - Descriptive
Subjects: State Policy,Values Education,Public Schools,Critical Theory,Race,Curriculum Development,Elementary Secondary Education,Educational Policy,Racial Discrimination,Racial Bias,Policy Formation

The new Biden Administration promptly reversed the Trump Administration's ban on training the federal workforce in the ideology of Critical Race Theory (CRT). CRT has its intellectual origin in Critical Theory, a philosophy based on applying Marxism to every area of life--counter to America's promise of freedom and equality under the law. CRT teaches that America is racist at its core, and that the existing societal institutions must be dismantled. The reversal of the ban sent the momentum for combatting CRT to the states, where legislatures and governors are currently considering the impact of CRT's Marxist roots and intolerance of other ideas on K-12 curricula. This &quot;Backgrounder&quot; discusses why state education officials must resist the ever-increasing application of CRT in public schools in order to restore a sense of national character. Key takeaways in this report include: (1) CRT upends civil rights and equal protection under the law by treating people differently, according to their race or ethnicity; (2) The Biden Administration's support of CRT training in schools leaves it up to the states to stop this radical ideology from corrupting school curricula; and (3) Lawmakers should require public schools to promote America's founding principles and teach history impartially, and with a balance of viewpoints.
Is Corporal Punishment Permitted? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Punishment,Violence,School District Autonomy,Elementary Secondary Education

This data point highlights state policy permitting or prohibiting the use of corporal punishment. Corporal punishment is permitted in at least 18 states, is prohibited in at least 27 states and the District of Columbia, and at least five states did not specify their policy in statute or regulation. Of the minimum 18 states where it is permitted, at least 11 states give local jurisdictions responsibility for either permitting or prohibiting corporal punishment. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
What &quot;May&quot; a Student Be Suspended or Expelled For? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Antisocial Behavior,Violence,Drug Use,Elementary Secondary Education

States use statute and regulations to substantiate which behaviors &quot;may&quot; result in a student being suspended or expelled, with varying degrees of discretion allowed at local levels. This data point captures the offenses for which students may be suspended or expelled. At least 32 states and the District of Columbia allow suspension or expulsion for defiant or disruptive behavior. At least 10 states allow suspension or expulsion for robbery/theft, destruction of property and physical harm/threat of physical harm. At least five states allow suspension or expulsion for bullying, profanity/vulgarity, inappropriate use of technology, membership in a fraternity/sorority/secret organization and vandalism. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
What &quot;Must&quot; a Student Be Suspended or Expelled For? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Weapons,Antisocial Behavior,Drug Use,Violence,Elementary Secondary Education

States use statute and regulations to specify which behaviors &quot;must&quot; result in a student being suspended or expelled, with varying degrees of discretion allowed at local levels. This data point captures the offenses for which students must be suspended or expelled. Forty-six states and the District of Columbia must suspend students for firearms/weapons possession. Assault and possession/sale/use of controlled substances were the next most common offenses for which students must be suspended or expelled. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
What Limitations Are Placed on the Use of Suspension and/or Expulsion? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Age Differences,Truancy,Elementary Secondary Education

Many states place limitations on the use of suspension and expulsion. This data point captures restrictions on the use of suspension and/or expulsion that states have set in policy. At least 15 states and the District of Columbia have restrictions on the use of suspension and/or expulsion for students based on their grade level or age. At least 14 states and the District of Columbia prohibit suspension and expulsion for attendance or tardiness issues. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
Which Nonpunitive Approaches, if Any, Are Outlined as Alternatives to Suspension and/or Expulsion? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Punishment,Positive Behavior Supports,Behavior Modification,Elementary Secondary Education

At least 37 states and the District of Columbia outline alternatives to suspension/expulsion or non-punitive supports that are either available or encouraged. Commonly cited approaches include community service, conflict resolution, counseling, peer mediation, positive behavioral interventions, restitution and restorative justice. This data point highlights nonpunitive approaches and alternative discipline strategies states may use in place of or in addition to suspension and expulsion, as outlined in state statute or regulation. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]
Which Alternative Schooling Options, if Any, Are Available for Students Who Are Suspended or Expelled? 50-State Comparison: School Discipline Policies
Author: Education Commission of the States
Date: 2021-05-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Discipline Policy,Suspension,Expulsion,Nontraditional Education,Elementary Secondary Education

In some states, alternative schooling options are provided for specific student populations. State statute or regulation commonly notes which alternatives are available, which entity is responsible for establishing or providing such alternatives and for which student populations these alternatives are made available. This data point highlights alternative schooling options made available for students who are suspended or expelled. At least 48 states and the District of Columbia have policies in statute or regulation requiring, allowing or making available alternative schooling options for students who are suspended or expelled. This document is part of the &quot;50-State Comparison: School Discipline Policies&quot; that provides much-needed context for considerations of school discipline by outlining current state statute and regulations in an easily accessible format. [View the full &quot;50-State Comparison: School Discipline Policies&quot; here: https://www.ecs.org/50-state-comparison-school-discipline-policies/.]