ethanporcaro/eric-fulltext-meta huggingface dataset:
Securing and Protecting Education Funding in California
Author: Hahnel, Carrie
Date: 2020-09-00
Type: Reports - Research
Subjects: Educational Finance,Financial Support,Budgets,State Aid,Federal Aid,Income,Fund Raising,Taxes,Elementary Secondary Education,Resource Allocation,School Districts,Educational Policy,Educational Equity (Finance),Political Issues,Accountability,Early Childhood Education,Stakeholders,Role,Administrator Role,Sustainability,Strategic Planning,Postsecondary Education

Funding for California schools had improved rapidly in recent years but is still insufficient to meet educational goals and address the needs of students. Now, schools and districts face three major challenges: precipitous declines in student academic achievement and social-emotional wellbeing; increased costs associated with distance learning and school reconfiguration to comply with public health orders; and the need to tighten budgets. State leaders have temporarily shielded school districts from budget cuts by spending state reserves and promising but deferring payments to schools. That debt will eventually have to be repaid but could be reduced if California receives more federal stimulus dollars. Districts can also weather the deferrals by borrowing from banks and utilizing their local reserves. Longer term, the picture is more bleak as the state economy remains severely depressed. Even if upcoming state ballot measures to increase revenues pass, the new taxes may not be enough to prevent reductions to schools, much less to fully fund them. Nonetheless, investments in education and other children's services will be critical to strengthening the economic and social future of the state and its citizens. This report examines how California might secure and protect revenues for schools in sustainable and responsible ways. Drawing from interviews with 23 education stakeholders and an extensive literature review, the authors outline how education is currently funded and discuss the ways in which California could increase revenue, including: (1) making full and better use of available funds by reexamining state spending priorities and braiding funding across education and children's services areas; (2) raising new revenues from broader and more stable sources, including property and services taxes, and making it easier for local governments to levy taxes so long as equity is safeguarded; and (3) reducing tax expenditures by eliminating tax breaks and incentives. [For the summary brief, see ED609212.]
Securing and Protecting Education Funding in California: A Summary Brief
Author: Hahnel, Carrie
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Budgets,State Aid,Federal Aid,Income,Fund Raising,Taxes,Elementary Secondary Education,Resource Allocation,School Districts,Educational Policy,Educational Equity (Finance),Political Issues,Accountability,Early Childhood Education,Stakeholders,Role,Administrator Role,Sustainability,Strategic Planning,Postsecondary Education

Funding for California schools has improved rapidly in recent years but remains insufficient to meet educational goals and address the needs of students, particularly given California's high cost of living. Now, school districts face flat or declining revenues and rapidly growing student academic and social-emotional needs due to COVID-19. Securing the funding necessary to address these needs and meet state goals will require an enormous, sustained effort. This brief examines how California could generate and protect education revenues. It concludes that the solutions are bigger than what can be achieved through a single tax reform or federal stimulus. It suggests that California's leaders and education stakeholders act now to address urgent, short-term fiscal needs while also creating a long-term master funding plan for education. [For the full report, see ED609211.]
A Guide for SEA-led Resource Allocation Reviews
Author: Hagan, Katherine
Date: 2019-09-00
Type: Guides - General
Subjects: State Departments of Education,Resource Allocation,Guidelines,Educational Legislation,Elementary Secondary Education,Federal Legislation,Data Collection,Expenditure per Student,Program Effectiveness

The Every Student Succeeds Act (ESSA) requires that state education agencies (SEAs) conduct periodic resource allocation reviews (RARs) in districts that serve low-performing schools. The mandate represents a new opportunity for states and districts to examine the connection between resource allocation and academic outcomes, but the language of the law may leave state agencies unsure of their role in this process. This document offers a step-by-step guide that SEA leaders can use when conducting their RARs: (1) SEA Leaders Prepare for the RAR; (2) SEA Leaders Assemble Data and Conduct Base Analyses; (3) SEA Leaders Share Data with LEA Leaders; (4) SEA Leaders Administer Discussion Protocol; and (5) Additional SEA follow-up to increase overall effectiveness of the RAR.
Physics Masters: One Year after Degree. Data from the Degree Recipient Follow-Up Survey for the Classes of 2016, 2017, and 2018. Focus On
Author: Pold, Jack
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Physics,College Graduates,Masters Degrees,Employment,Foreign Students,Age,Sex,Salaries,Education Work Relationship,Job Satisfaction,Private Sector,Public Sector,Higher Education,High Schools,Military Personnel

After receiving their degrees, exiting master's degree holders have a variety of employment and education options available to them. Many students enter or remain in the workforce, whereas others continue their graduate education in physics or other subjects. Some new exiting masters, mostly non-US citizens, leave the US after receiving their degrees. Physics departments in the US averaged 942 exiting physics master's degrees a year in the classes of 2016, 2017, and 2018. These new exiting physics masters were asked about their current status in the winter following the academic year in which they received their degrees. This report looks at the different post-degree pursuits of the exiting physics masters from these three classes combined, reporting on sectors and fields of employment, skills used, and starting salaries.
Mapping for Alignment: Inventorying School-Based Services in WCCUSD. PLUS Fellows Policy Brief 2014
Author: Baldiga, Maura
Date: 2014-00-00
Type: Reports - Research
Subjects: School Districts,Educational Planning,Strategic Planning,Well Being,Public Schools,Low Income Students,Community Schools,Health Services,Mental Health Programs,Needs Assessment

Aiming to support the &quot;whole child,&quot; many public schools are complementing their academic focus with physical and mental health services, as well as family support programs. These efforts are particularly important in low-income neighborhoods where children may experience social and physical challenges to their wellbeing. West Contra Costa Unified School District (WCCUSD) has committed to this important cause in their 2014-2019 Strategic Plan, which details a district-wide vision for Full-Service Community Schools (FSCS). However, WCCUSD does not have a complete inventory of all programs at each school. To strategically plan for FSCS implementation, this project sought to identify existing programs at school sites in WCCUSD and analyze how the distribution of services aligns with local needs. This brief summarizes the methodology, findings, and recommendations of the project.
Is Reading Prosody Related to Reading Comprehension? A Meta-Analysis
Author: Wolters, Alissa P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Suprasegmentals,Reading Fluency,Reading Comprehension,Meta Analysis,Elementary School Students,Middle School Students,Rating Scales,Orthographic Symbols,Intonation,Decoding (Reading)

We examined the relation between reading prosody and reading comprehension, using a systematic review and meta-analysis to estimate the strength of the relation and to understand whether the strength of the relation varies by prosody feature (adult-like contour, F0 sentence-final declination, grammatical pauses, ungrammatical pauses, prosody scale), students' developmental phase of reading skill as examined by grade level, and orthographic depth. A total of 35 studies (N = 9,349; Grades 1-9, 8 languages) met inclusion criteria. Overall a moderate relation (0.51) was found between reading prosody and reading comprehension. Furthermore, the strength varied by prosody feature such that the relation was stronger for prosody rating scale than for pitch indicators such as adult-like contour and F0 sentence-final declination. However, grade and orthographic depth were not significant moderators. These results suggest that the relation between reading prosody and reading comprehension is not unitary and should consider specific aspects of reading prosody. [This is the online version of an article published in &quot;Scientific Studies of Reading.&quot;]
Richmond Community Informs and Transforms the Role of Family and Community Voice in the WCCUSD LCAP
Author: Casanova, Diana
Date: 2019-00-00
Type: Reports - Research
Subjects: School Districts,Funding Formulas,Educational Finance,Educational Equity (Finance),Resource Allocation,Parent Participation,Student Participation,Community Involvement,Community Organizations,Capacity Building,Accountability

The Local Control Funding Formula (LCFF) represents a significant shift in how California funds its schools. Established in 2013, the State of California founded LCFF on a principle of equity. Under this new law, the state uses a weighted pupil formula and allocates more money to school districts for high-need student subgroups as defined by the state: English learners (EL), foster youth (FY), and low income (LI) students. As part of LCFF, school districts are required to produce a Local Control Accountability Plan (LCAP), which documents how supplemental and concentration funds are allocated to improve student services, and academic and social emotional outcomes for the three high-need student subgroups. A key component of this process is that districts must engage parents, students, and the community as they develop their LCAP. As districts move forward in developing and implementing LCAPS, in some cases, community-based organizations play substantive roles to ensure that parents and students--especially those that represent the high-needs subgroups-- are active participants in this new era of shared decision making and school governance. The project examines the West Contra Costa Unified School District (WCCUSD) LCAP development and engagement process, focusing on the role that community based-organizations play in building capacity and supporting parents and students to work in partnership with the district. Specifically, the study focuses on The California Endowment's (TCE) Building Healthy Communities initiative and Healthy Richmond to investigate their influence in engaging stakeholders in the oversight and accountability of district-wide funding decisions. [This report was produced with Healthy Richmond.]
State Policies to Enhance Transitions into Kindergarten. Policy Guide
Author: Bornfreund, Laura
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: State Policy,Kindergarten,Student Adjustment,Young Children,Early Experience,School Readiness,Child Health,Access to Health Care,Integrated Services,Preschool Education,Grants,Federal Aid,Alignment (Education),Cooperation,Coordination,Planning,Family School Relationship,Technical Assistance,Guidance

The start of kindergarten signifies the beginning of elementary school and everything that may come with it: a new building, new teachers, new expectations, and a different routine and culture. These new students transition into kindergarten from different settings, bringing with them a variety of assets and experiences. From a holistic perspective, this transition necessitates a focus on the social, emotional and health needs of children and families; the culture in a community and in individual schools; and the resources available to support individual children, family members, teachers and school leaders. It requires relationships, collaboration and partnerships across the community, as well as time and energy from school leaders well before children enter their building. State policymakers, from state departments of education and health and human services agencies, governors' offices and state boards of education, all have a role to play in setting policy goals to enable successful transitions for young children. Acknowledging the complex nature of this transition will enable state and district leaders to identify the necessary pieces to build comprehensive systems of support. Understanding the components of a comprehensive and effective transition system can help state leaders steadily make improvements and monitor these changes over time. States have made some progress on this issue, yet knowing exactly where to begin or how to improve existing systems can be difficult. This Policy Brief highlights the variety of student experiences prior to kindergarten; focuses on the importance of early education and health; and provides a comprehensive set of state policy strategies, examples and considerations that enable the conditions for successful transitions.
The Road Back: Restart and Recovery Plan for Education
Author: New Jersey Department of Education
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,Disease Control,Public Health,School Schedules,Student Needs,Educational Environment,Child Health,School Safety,Social Development,Academic Ability,Student Behavior,Social Emotional Learning,School Culture,Intervention,Holistic Approach,Food,Child Care,Leadership Responsibility,Planning,Teacher Role,Educational Technology,Technology Uses in Education,Educational Finance,Financial Support,Special Education,Students with Disabilities,Related Services (Special Education),Access to Computers,Curriculum,Instruction,Student Evaluation,Faculty Development,Vocational Education,Preschool Education,Elementary Secondary Education

The COVID-19 pandemic has impacted every aspect of people's lives. As New Jersey looks to the future and plan for students to return to schools in-person this fall, they must recognize and prepare for the ways the virus and necessary public health response has changed and will change the way students learn. This Restart and Recovery Plan provides educators and administrators with the information necessary to ensure that schools reopen safely and are prepared to accommodate students' unique needs during this unprecedented time. The Plan presents guidance related to four key subject areas: (1) Conditions for Learning; (2) Leadership and Planning; (3) Policy and Funding; and (4) Continuity of Learning. Three appendices are included in the document. [For the executive summary, see ED609258.]
A Changing Paradigm in High School Mathematics. CCRC Working Paper No. 125
Author: Moussa, Adnan
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: High Schools,Secondary School Mathematics,Mathematics Instruction,STEM Education,Algebra,Geometry,Alignment (Education),Mathematics Curriculum,Colleges,Educational Innovation,Educational Change,Required Courses,Educational Legislation,Federal Legislation,Common Core State Standards,Educational Policy,Federal Government,State Government,College Readiness

In the United States, the prevailing high school mathematics course sequence begins with a year of Algebra I, followed by a year of geometry and a year of Algebra II. Educators and others have raised concerns about the extent to which this sequence, which prioritizes the mastery of algebra, is appropriate for the longer-term education and career goals of students who do not intend to pursue STEM degrees in college. These concerns have impelled educators and policymakers to reexamine the prominence of algebra in high school mathematics curricula and to consider new approaches that provide students with more mathematics course options better aligned with their academic and career goals. In this paper, we explore existing approaches to high school mathematics curricula as well as new developments in the field. To start, we discuss a range of high school mathematics course sequences that are currently offered across the country and look at some of the systemic challenges embedded within the traditional paradigm. Then we explore federal and state changes to the provision of high school mathematics in the early 21st century, which we follow with a look at the influence of postsecondary institutions on high school math curricula. We then introduce short case studies of innovative high school math reforms that are occurring in five states. We conclude the paper by considering the Charles A. Dana Center's new initiative, Launch Years, and how this project works to reimagine high school mathematics and its relationship to postsecondary education and careers.
Improving Developmental and College-Level Mathematics: Prominent Reforms and the Need to Address Equity. CCRC Working Paper No. 124
Author: Brathwaite, Jessica
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: College Mathematics,Remedial Mathematics,Minority Group Students,At Risk Students,Developmental Studies Programs,Equal Education,Educational Change,Social Justice,Stereotypes,Mathematics Anxiety,Teacher Attitudes,Social Bias,Track System (Education),Student Evaluation,Student Placement,Acceleration (Education),Curriculum Development

In recent years, there has been a growing recognition that the traditional system of college mathematics remediation that relies on high-stakes placement tests and prerequisite, multi-level course sequences is associated with lowered chances of students completing developmental requirements and increased rates of student attrition. This recognition has led to nationwide reform efforts that strive to alter the structure and curricula of remedial math courses. However, these broad-based reforms have been insufficient in eliminating inequities in developmental placement and completion between students of color and other underserved students and their more advantaged peers. Informed by relevant research literature, this paper argues that the majority of reforms to developmental math education seek to remedy general barriers to student progress but are not typically designed to address equity gaps and, perhaps unsurprisingly, do little to reduce them. We examine issues of concern present in traditional developmental math education and how existing reforms--including assessment and placement reforms, acceleration reforms, contextualization reforms, and curricular and pedagogic reforms--aim to address these issues, noting if they are associated with reductions in equity gaps. Lastly, we explore the potential for targeted reforms in developmental math to more effectively address the factors that contribute to inequities in student outcomes, factors such as stereotype threat, math anxiety, instructor bias, and tracking.
COVID-19 Crisis Response in Pajaro Valley Started with Listening to Families
Author: Kaura, Priyanka
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Crisis Management,English Language Learners,At Risk Persons,Distance Education,School Closing,Access to Computers,Educational Technology,Electronic Learning,Family Needs,Student Needs,Homeless People,Spanish Speaking,Family School Relationship,Low Income Students

COVID-19 has disrupted California's education system in fundamental ways. Districts across the state are quickly creating strategies to serve all students, and many are designing their response around the needs of their most vulnerable students. This brief highlights Pajaro Valley Unified School District (PVUSD)'s crisis response, which prioritizes the needs of their Spanish-, Mixteco bajo-, and English-speaking community. PVUSD began their distance learning transition by providing access to digital devices, phone-based and in-person tech support, and increased multilingual family outreach. District staff are collaborating with a wide network of community organizations to meet students' instructional and noninstructional needs. The model that PVUSD is building addresses multiple levels of equity and will benefit their students and families even after school resumes.
Lead with Equity: What California&apos;s Leaders Must Do Next to Advance Student Learning during COVID-19
Author: Hough, Heather
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Leadership Responsibility,COVID-19,Pandemics,School Closing,At Risk Students,Equal Education,State Government,Government Role,State Policy,Educational Quality,Safety,Public Health,Accountability,Access to Education,Educational Technology,Electronic Learning,School Districts,Educational Finance

On July 17th, 2020, Governor Newsom announced that all K-12 schools in California counties with rising COVID-19 infections would be required to teach remotely. Without a strong focus on improving the quality of remote education at scale, students could lose up to a year's worth of learning, and as many as 1.1 million students could fail to graduate high school. That academic impact would be felt most acutely by low-income, Black, and Latinx students. California's leaders must act now to prioritize equity and ensure quality across all of the state's districts. New policies do establish baseline statewide teaching and learning requirements, but these expectations can be strengthened. State leaders must ensure adequate monitoring, support, and resources, all with deep attention to equity. Absent these things, we can expect to see even more troubling differences in opportunity and achievement arise among districts, schools, and groups of students.
The Health Sciences and Technology Academy (HSTA): Providing 26 Years of Academic and Social Support to Appalachian Youth in West Virginia
Author: Chester, Ann
Date: 2020-10-00
Type: Journal Articles
Subjects: Health Sciences,STEM Education,After School Programs,Youth Clubs,Summer Programs,Camps,Student Research,Rural Youth,African American Students,Low Income Students,First Generation College Students,High School Students,Mentors,Enrichment Activities,College Attendance,Graduation Rate,Program Effectiveness,Financial Support,Educational Finance,Barriers,Educational Strategies,Disproportionate Representation

The Health Sciences and Technology Academy's, (HSTA) goals are to increase college attendance of African American, financially disadvantaged, first generation college and rural Appalachian youth and increase health-care providers and STEM professionals in underserved communities. Students enter in the 9th grade and remain in HSTA four years. They engage in a rigorous academic program within the nurturing environment of small after-school clubs punctuated by yearly summer camps on multiple college campuses. A distinctive piece of HSTA is its students' development of research projects under the mentorship of teachers and researchers that examine and address health issues faced by their communi-ties. The projects help HSTA students to understand the health dynamics in their local community, transforming them into community advocates who address health and social issues at home as they prepare to move on to college and beyond. Substantial in-state tuition waivers inspire 99% of the 3,021 HSTA graduates to attend college versus 56% of WV high school graduates. Approximately 85% of matriculating HSTA students graduate with a four-year degree or higher versus less than 50% of all college entrants. To date, 57% of HSTA students go into health and other STEM majors, much higher than the state and national figures.