ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Data Legislation Review: What Happened in 2022?
Author: Data Quality Campaign (DQC)
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Privacy,State Legislation,Student Records,Confidentiality,State Action,Information Policy,Information Security,Information Utilization,Access to Information,Information Management,Elementary Secondary Education,Data,Data Collection

Each year, state legislators craft new policies that drive data use across their states, and as part of a comprehensive review of state education data legislation, the Data Quality Campaign (DQC) keeps track. In 2022, state legislators introduced 131 bills in 35 states--42 of which became law in 17 states-- that would govern the use of data along the early childhood to workforce continuum. This year's data-related bills addressed two realities: (1) people need data; and (2) to understand and address emerging issues, state leaders have new data needs and policy goals. This report discusses practices that are encouraging to include, areas in which to proceed with caution, and provisions to avoid because they will prevent legislators from meeting their goals. The report also includes suggested next steps for legislators. [For the 2021 report, see ED622554.]
Teacher Management in Refugee Settings: Kenya
Author: West, Helen
Date: 2022-00-00
Type: Reports - Research
Subjects: Refugees,Foreign Countries,Educational Policy,Elementary School Teachers,Teacher Recruitment,Teacher Education,Faculty Development,Teacher Motivation,Well Being,Educational Quality,Teacher Persistence,Teaching Conditions,Teacher Supervision,Teacher Administrator Relationship,Public School Teachers,Teacher Characteristics,Elementary Education,Public Schools

This case study aims to contribute to the burgeoning evidence base on teachers working in refugee settings and to provide the Government of Kenya, United Nations High Commissioner for Refugees (UNHCR) and other key partners with research-informed policy guidance to inform the ongoing effective management of teachers to ensure quality education for all learners. Using a collaborative, multi-phased, mixed methods approach, the research examines how teachers are managed in policy and practice in refugee hosting areas in Kenya. This report explores the management practices of teachers in public schools in the surrounding host communities as well as in camp schools. It is also important to understand teacher management practice in the wider context of the Kenyan government's goal of inclusion -- to bring camp schools into the national system and under government management. The study identifies promising commitments, practices and gaps in order to reveal potential areas for further development and successful implementation of policies to support effective teacher management in refugee settings. [For &quot;Teacher Management in Refugee Settings: Public Schools in Jordan,&quot; see ED621829. For &quot;Teacher Management in Refugee Settings: Ethiopia,&quot; see ED607267.]
School Safety Observations and Perspectives among Parents, Teachers, and the Public. A National Polling Brief
Author: EdChoice
Date: 2022-06-00
Type: Numerical/Quantitative Data
Subjects: School Safety,Weapons,Parent Attitudes,Teacher Attitudes,Public Opinion,Adults,Gender Differences,Age Differences,Educational Attainment,Racial Differences,Geographic Regions,School Policy,Mental Health,Bullying,Violence,Ethnicity

This polling brief describes the observations and views about guns and school safety among school parents, teachers, and the general public. The brief highlights their perspectives about what steps can be taken to ensure children across America have safe schools and classrooms for their learning. This poll was conducted between June 15-June 21, 2022 among a sample of 2,198 Adults and June 15-June 25, 2022 among a sample of 1,000 Teachers. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. The poll found that roughly one out of four adults -- and a similar proportion of school parents -- believe that it is likely gun violence will occur at their local school sometime in the next school year. Teachers tend to be much more supportive of policies that have been proposed to reduce school shootings. While parents are much more likely than the general public to support their school district allowing teachers/administrators to carry a firearm/gun in school, only one out of five teachers indicate they would carry a gun in school if allowed. This brief highlights: (1) school safety climate; (2) opinions on school safety policies; and (3) the survey profile.
Equal Is Not Good Enough: An Analysis of School Funding Equity across the U.S. and within Each State
Author: Morgan, Ivy
Date: 2022-12-00
Type: Reports - Research
Subjects: Educational Finance,Educational Equity (Finance),Minority Group Students,English Language Learners,State Aid,Low Income Students,Educational Policy,Elementary Secondary Education,Poverty,Income,School Districts,Public Schools

When it comes to providing children with a high-quality education, money matters. Research shows that sustained and significant increases in school funding can have a lasting positive impact on student achievement and other outcomes -- especially for students from low-income backgrounds. Yet, the U.S. education system is plagued with persistent and longstanding funding inequities -- with the majority of states sending the fewest number of resources to the districts and schools that actually need the most resources. This analysis examines how revenues of districts serving the most students from low-income backgrounds, students of color, or English learners compare with those of their counterparts in each state and across the country. The analyses compare the average revenues of districts grouped into quartiles based on the student demographic characteristics. This report helps to provide decisionmakers with a clear roadmap for creating policies that can transform state funding systems into vehicles to address racial, socioeconomic, and sociocultural inequities. [For the technical appendix, see ED626475.]
Skills and Earnings in the Part-Time Labor Market. The Impact of Human Capital in the American Labor Market Series
Author: Fogg, Neeta
Date: 2020-05-00
Type: Reports - Research
Subjects: Part Time Employment,Wages,Human Capital,Labor Market,Salary Wage Differentials,Literacy,Numeracy,Skills,Adults

Part-time workers' earnings are much lower than those of their full-time counterparts, a difference often referred to as the part-time wage penalty. The mean hourly wage of part-time workers is only two-thirds that of full-time workers. Despite this wage penalty, there were no significant differences between part- and full-time workers in literacy skills and only modest differences in numeracy skills scores. This report uses new information about the literacy and numeracy skills of part-time workers to explore the connection between these skills and part-time workers' wages. The first section provides a descriptive review of part-time employment in the U.S. labor market, with emphasis on the part-time wage penalty among professional workers. It provides a unique perspective on the wage penalty as we can include not only measures of full- and part-time wages, but also full- and part-time worker literacy and numeracy skills. These issues are explored in this third paper in The Impact of Human Capital in the American Labor Market Series. The report, commissioned by the ETS Center for Research on Human Capital and Education, examines the association between wages and skills in the part-time labor market and is based on analysis of 2012-2014 data from the Survey of Adult Skills of the Programme for the International Assessment of Adult Competencies (PIAAC), an assessment measuring achievement in key domains, including literacy and numeracy, for countries across the world. Following up on the series' initial report, &quot;Skills and Earnings in the Full-Time Labor Market. The Impact of Human Capital in the American Labor Market Series&quot; (ED593028) which discovered a consistent and strong effect of literacy and numeracy skills on the wages of American full-time workers, the authors have found that, the overall effect of skills on the wages of part-time workers, too, were consistent and strong. They also found the skills of part-time workers to be similar on average to those of full-time workers, although wide variations existed among occupational sectors. [For the second report in the series, see &quot;Skills and the Earnings of College Graduates. The Impact of Human Capital in the American Labor Market Series&quot; (ED595423).]
Identifying Barriers to Recruiting and Retaining a Diverse Teacher Workforce
Author: Daniels, Kisha N.
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Minority Group Teachers,Minority Group Students,Teacher Recruitment,Teacher Persistence,Public Schools,Barriers,Preservice Teacher Education,Debt (Financial),Minority Serving Institutions,Student Loan Programs,Teacher Certification,Labor Turnover,Teaching Conditions,Racism

A diverse teacher workforce has the potential to improve outcomes for all students, and especially for students of color. North Carolina has recognized the importance of increasing diversity in the workforce and despite national and local efforts from school districts and policy makers, the teaching workforce has remained largely white and female, even as the students they serve have become increasingly diverse, widening the racial gap between teachers and students. Although attempts have been made to increase the numbers of teachers of color, the nation's public schools are far from reflecting the diversity of the student populations they serve. Among many barriers that may contribute to this mismatch, this brief focuses on four areas: preparation, debt accumulation, completion, and retention. This brief seeks to draw attention to these barriers and make recommendations to policymakers to address these barriers in order to create and sustain a robust and diverse teacher workforce that reflects the diversity of the students it serves.
Equal Is Not Good Enough: An Analysis of School Funding Equity across the U.S. and within Each State. Technical Appendix
Author: Education Trust
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Educational Finance,Educational Equity (Finance),Public Schools,Data,Income,School Districts,Poverty,Minority Group Students,English Language Learners,Elementary Secondary Education

This document contains the technical appendix for the report, &quot;Equal Is Not Good Enough: An Analysis of School Funding Equity across the U.S. and within Each State.&quot; The report describes an analysis of funding disparities between the highest and lowest poverty school districts, as well as districts serving the most and the fewest students of color or English learners. This technical appendix describes the data sources and methodology in detail. [For the full report, see ED626472.]
How Income-Driven Repayment Plans Fail Black Borrowers
Author: Jackson, Victoria
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,African American Students,Debt (Financial),Racial Discrimination,College Students,Outcomes of Education,Income Contingent Loans,Financial Problems,Loan Repayment,Racism,Loan Default,Grants,State Federal Aid,Government Role,Federal Aid,Minority Group Students

Black students are more likely to take on debt, borrow higher amounts, and struggle with repayment than their peers, because they generally have fewer resources to pay for college, thanks to the ongoing generational effects of systemic racism. This debt burden has far-reaching financial consequences, and many Black borrowers are unable to afford their monthly payments. Federal income-driven repayment (IDR) plans, which are meant to make monthly payments manageable, often do anything but and can be ineffective at reducing a borrower's debt burden over time. This brief looks at the ways that existing IDR plans are failing Black borrowers and highlights the need for Congress and the Biden administration to cancel more student debt, overhaul income-driven repayment plans, double the Pell Grant, and create federal-state partnerships to address affordability in a comprehensive way. It also focuses on the experiences of Black borrowers and the toll the student debt crisis is taking on them. [For a comprehensive report based on the study, see &quot;Jim Crow Debt: How Black Borrowers Experience Student Loans&quot; (ED617539).]
Teacher Workforce Diversity: Why It Matters for Student Outcomes
Author: Daniels, Kisha N.
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Minority Group Students,Minority Group Teachers,Teacher Influence,Ethnicity,Racial Composition,Academic Achievement,Success,Financial Support,Preservice Teachers,Student Financial Aid,Loan Repayment

Teacher diversity is beneficial for all students, but especially students of color. The evidence is clear that having a teacher that matches students' racial identity increases reading and math scores, reduces the use of exclusionary discipline practices, and increases the likelihood of graduating high school and matriculating into a postsecondary institution. Knowing these positive impacts, many policymakers share the same goal of increasing teacher diversity. In North Carolina, Governor Roy Cooper singed Executive Order Number 113 to establish the Developing a Representative and Inclusive Vision for Education (or DRIVE) Task Force, charged with creating and sustaining a diverse educator workforce. Efforts such as these also highlight the complexity of the issues that make it difficult to increase the diversity. This brief seeks to address the importance of promoting a diverse teacher workforce by presenting the current state of teacher diversity in North Carolina and highlighting the benefits that it has on student outcomes. The brief concludes with recommendations for increasing teacher diversity among the educator workforce in North Carolina.
Strengthening Teacher Recruitment and Retention in Missouri. Blue Ribbon Commission Report to the State Board of Education
Author: Hunt Institute
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Barriers,Teacher Shortage,Teacher Influence,Teacher Characteristics,Teacher Salaries,School Districts,Geographic Regions,Institutional Characteristics,Student Characteristics,Teaching Conditions,Financial Support,Team Teaching,Mental Health,Student Financial Aid,Loan Repayment

Teachers are the most important school-based factor for student growth and achievement. Yet, for years, enrollment in the nation's schools of education has been in decline, and local education agencies (LEAs) have struggled to retain teachers. In many places, the stresses of the COVID-19 pandemic have exacerbated these issues, requiring states to consider not only how they can fill vacancies, but also re-build a stronger and more diverse teacher pipeline moving forward. Missouri has not been immune to these challenges, with close to eight percent of its available full-time teaching positions in the 2020-21 school year either vacant or filled by individuals who were not fully qualified. To address the state's teacher shortage, the Missouri State Board of Education (State Board) formed the Teacher Recruitment and Retention Blue Ribbon Commission. This report outlines the Commission's recommendations to the State Board for addressing teacher recruitment and retention and strengthening the teaching profession in Missouri overall.
Teens and Their Schooling Perspectives. A National Polling Report
Author: EdChoice
Date: 2022-10-00
Type: Numerical/Quantitative Data
Subjects: Adolescents,Student Attitudes,Gender Differences,Age Differences,Racial Differences,Ethnicity,Geographic Regions,Psychological Patterns,Planning,College Attendance,COVID-19,Pandemics,Employment,Readiness,School Role,Teacher Role,Parent Role,Peer Influence,Academic Achievement,Mental Health,Student Characteristics,Resources,Student Needs,Educational Technology,Internet,Interpersonal Relationship,Wellness,Decision Making,In Person Learning,Blended Learning,Job Skills,Information Sources,Health Behavior,Educational Environment,Violence,Weapons

This report presents the results of a poll focusing on teens and their schooling perspectives. This poll was conducted between September 21-October 3, 2022 among a national sample of 1,000 Teens. The interviews were conducted online and the data were weighted to approximate a target sample of Teens based on gender, age, race, and region. The poll found that teens continue to be much more positive about the future rather than feeling negative. When compared to school parents, teens have much more negative feelings about how their school addresses several issues related to mental health, guns, violent behaviors, and bullying. Teens who are planning on entering the workforce, or taking a gap year right after graduating high school, report feeling more prepared than those who are planning on attending college. This report highlights: (1) post-high school plans; (2) support for teens; (3) school year experiences; (4) teen perspectives; and (5) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [January 2023]
Author: EdChoice
Date: 2023-01-00
Type: Numerical/Quantitative Data
Subjects: Public Opinion,Parent Attitudes,Institutional Characteristics,School Districts,National Surveys,Kindergarten,Elementary Secondary Education,Gender Differences,Age Differences,School Safety,Race,Geographic Regions,Home Schooling,Parent Teacher Cooperation,Preferences,Educational Quality,Educational Attainment,School Choice,Private Schools,Public Schools,Comparative Analysis,Educational Attitudes,Extracurricular Activities,Educational Policy,Profiles,Educational Practices,Expenditure per Student,Educational Finance,Socioeconomic Status,Well Being,Social Development,Special Education,Tutoring,Charter Schools,Educational Vouchers,Costs

This poll was conducted between January 6-9, 2023 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Among those parents reporting a child switching school types, district schools and home schooling appear to show net-positive switching; (2) A safe environment at school is a top three reason for enrollment among parents, regardless of school type. Private school parents have significantly increased their preference for safety and academic quality since December; and (3) Private school parents are much more likely than district school parents to believe that their child's teachers have very good or better communications with them. However, both groups tend to believe their child's teachers have at least good communication with them. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) survey profile and demographics.
Delivering on the Promise of Digital Equity
Author: Weaver, D'Andre J.
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Access to Computers,Digital Literacy,Equal Education,Educational Opportunities,Federal Aid,21st Century Skills,Computer Literacy,Job Skills,Job Training,Economic Opportunities,Computer Uses in Education,Elementary Secondary Education,Professional Development,Teacher Education,Disproportionate Representation,Federal Legislation,Skill Development,Technological Literacy,Internet,Parents,Students

Digital knowledge and skills are needed to fully participate in the society and economy of the United States. The historic $65 billion Infrastructure Investment and Jobs Act represents a significant federal investment in advancing digital equity and inclusion, and an opportunity to make lasting change in communities across the country. This report proposes solutions to strategically use that funding to advance digital equity and inclusion. We recommend nine &quot;big plays&quot; that districts and states can make to that end, including building and sustaining infrastructure, strengthening teachers' digital skills, and deeply engaging underrepresented communities.
The Public, Parents, and K-12 Education: A National Polling Report [April 2022]
Author: EdChoice
Date: 2022-04-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Elementary Secondary Education,Charter Schools,Decision Making,Economic Factors,Private Schools,Positive Attitudes,Academic Achievement,Emotional Development,Social Development,Parent Participation,Nontraditional Education,Group Instruction,COVID-19,Pandemics,School Choice,Educational Policy

This poll was conducted between April 21-April 23, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Americans do not agree on who should decide whether or not a public charter school can open or operate in a particular area; (2) In April, slightly more Americans viewed education issues as a top priority compared to the previous month. Economic issues are still clearly top of mind when considering local, state, and federal public office levels; (3) Private school parents are more positive about their children's academic, emotional, and social progress this school year when compared to other school parents; and (4) Parent participation and interest in learning pods increased by five points in April. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [August 2022]
Author: EdChoice
Date: 2022-08-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Elementary Secondary Education,Teacher Shortage,Expenditure per Student,State Policy,State Action,Tutoring,School Choice,Educational Policy,Extracurricular Activities

This poll was conducted between August 15-16, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) More than two-thirds of school parents have heard of teacher shortages in the last month; (2) Americans are much less likely (-16 points) to say their state's per-student spending is &quot;too low&quot; when given a publicly reported statistic; (3) In August, the monthly amount parents were willing to spend on tutoring declined slightly to just under $350 per child; (4) All school choice policies continue to see a lift in support when people are given a description. On a few policies there were slight declines since July. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) school choice profiles; and (4) the survey profile and demographics.
Recruitment and Retention: Pilot Solutions Designed by Teachers of Color. Phase I Report
Author: Bland, Jennifer
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Minority Group Teachers,Preschool Education,Kindergarten,Elementary Secondary Education,Inclusion,Educational Innovation,Teacher Certification,School Districts,Equal Education,Faculty Mobility,Design,Teamwork,Diversity (Faculty),Outcomes of Education,Pilot Projects

This report profiles five public PreK-12 learning education agencies across the U.S. that participated in the Digital Promise Center for Inclusive Innovation Teacher of Color Recruitment and Retention cohort and utilized the Inclusive Innovation model to create and launch locally contextualized programs designed by teachers of color.