ethanporcaro/eric-fulltext-meta huggingface dataset:
A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin&apos;s Teacher Workforce and the Student-to-Teacher Pipeline
Author: Chapman, Anne
Date: 2020-06-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Student Diversity,Diversity (Faculty),Minority Group Students,Racial Differences,Ethnicity,Minority Group Teachers,Achievement Gap,High School Graduates,Postsecondary Education,Teacher Education Programs,Teacher Employment,Public Schools,Teacher Persistence,Labor Turnover,Teacher Selection,Geographic Location,School Districts,Graduation Rate,Career Choice,Occupations

Among the challenges confronting Wisconsin's K-12 education system are long-standing disparities in educational opportunity and achievement on the basis of race. Racial and ethnic achievement gaps also largely correlate with related socioeconomic differences within students' communities in terms of income, poverty, unemployment, and educational attainment. While students of color have been rising as a share of Wisconsin's K-12 student population, the state's teacher workforce has remained overwhelmingly white. This is the first in a series of Wisconsin Policy Forum reports aimed at informing policy discussions about how to address this imbalance. The report analyzes available public data both to outline the magnitude of Wisconsin's teacher-student race gap over time and to illustrate some of the educational attainment trends that contribute to it. It begins with a brief overview of the Wisconsin context for this issue as well as national research on the connection between teacher diversity and student outcomes. The report then draws on several public data sources to: (1) describe Wisconsin's teacher-student race and ethnicity gaps in terms of their magnitude, how they have changed over time, how they differ by race, and how they vary by geography; and (2) explore high-level potential causes and conditions of such gaps through analysis of trends by race and ethnicity at selected stages of the teacher pipeline, from high school graduation and postsecondary enrollment, to participation in educator preparation programs. Finally, the authors reflect on these trends to illustrate how they affect the nature of the teacher-student race disparities seen today. [For the executive summary, see ED612774.]
A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin&apos;s Teacher Workforce and the Student-to-Teacher Pipeline. Executive Summary
Author: Wisconsin Policy Forum
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Student Diversity,Diversity (Faculty),Minority Group Students,Racial Differences,Ethnicity,Minority Group Teachers,Achievement Gap,High School Graduates,Postsecondary Education,Teacher Education Programs,Public Schools,Geographic Location,School Districts,Graduation Rate,Teaching (Occupation),Career Choice

This is the executive summary for the report, &quot;A Teacher Who Looks Like Me: Examining Racial Diversity in Wisconsin's Teacher Workforce and the Student-to-Teacher Pipeline.&quot; Among the most urgent challenges confronting Wisconsin's K-12 education system are long-standing disparities in educational opportunity and achievement on the basis of race. Significant achievement gaps persist between white students and several groups of students of color, but disparities between Black and white students are especially stark. National data expose Wisconsin's math and reading disparities between Black and white students as among the widest in the country. Proficiency gaps between Black and white third graders over the past four years on the Wisconsin Forward Exam exceeded 34 percentage points, with fewer than 15% of Black third graders able to read proficiently. These disparities limit equitable access to educational, employment, and other opportunities. Consequently, they carry profound implications for racial equity and inclusion as well the overall economy and quality of life across the state. [For the full report, see ED612773.]
K-12 Education: U.S. Military Families Generally Have the Same Schooling Options as Other Families and Consider Multiple Factors When Selecting Schools. Report to Congressional Requesters. GAO-21-80
Author: Nowicki, Jacqueline M.
Date: 2021-02-00
Type: Reports - Research
Subjects: Military Personnel,School Choice,Accountability,Public Schools,Access to Education,Family (Sociological Unit),Parent Attitudes,Decision Making,Elementary Secondary Education,Rural Areas,Urban Areas,Geographic Regions,Federal Legislation,Guidance,Administrator Attitudes,Armed Forces,Advocacy,Organizations (Groups),School Location,Institutional Characteristics

Approximately 650,000 military dependent children in the U.S. face various challenges that may affect their schooling, according to Department of Defense (DOD). The Government Accountability Office (GAO) was asked to examine the schooling options available to school-age dependents of active-duty servicemembers. This report describes: (1) available schooling options for school-age military dependent children in the U.S.; and (2) military families' views on factors they consider and resources they use when making schooling decisions. GAO analyzed data on federal education, military installation locations, and commuting patterns to examine schooling options near military installations. GAO also conducted six discussion groups with a total of 40 parents of school-age military dependent children; and interviewed officials at nine military installations that were selected to reflect a range of factors such as availability of different types of schooling options, rural or urban designation, and geographic region. In addition, GAO reviewed relevant federal laws and guidance, and interviewed officials from DOD, the Coast Guard, and representatives of national advocacy groups for military children.
Does Comparative Judgement of Scripts Provide an Effective Means of Maintaining Standards in Mathematics? Research Report
Author: Benton, Tom
Date: 2020-11-11
Type: Reports - Research
Subjects: Mathematics Tests,Equated Scores,Comparative Analysis,Difficulty Level,Test Items,Statistical Analysis,Accuracy,Interrater Reliability,Judges,Evaluative Thinking

In the context of examinations, the phrase &quot;maintaining standards&quot; usually refers to any activity designed to ensure that it is no easier (or harder) to achieve a given grade in one year than in another. Specifically, it tends to mean activities associated with setting examination grade boundaries. Benton et al (2020) describes a method to inform grade boundaries called &quot;simplified pairs&quot; that allows educators to map scores between test versions using comparative judgement (CJ). The method requires fewer paired comparisons than previously suggested methods of using CJ to set grade boundaries and simplifies the approach to analysis. This method will be the main focus of this report. Following the research presented by Benton et al (2020) the authors will use equating between assessments completed by the same students to provide a benchmark against which the results of a CJ exercise can be compared. Specifically, the study will compare the results of a simplified pairs approach to the outcome of statistical equating using the equipercentile method. This will give the authors a direct estimate of the accuracy of the simplified pairs method. The experiment presented in this report focusses on creating a mapping of scores between two assessments known to have substantially different difficulties.
Public Service Loan Forgiveness: DOD and Its Personnel Could Benefit from Additional Program Information. Report to Congressional Committees. GAO-21-65
Author: Sherman, Tina Won
Date: 2021-04-00
Type: Reports - Research
Subjects: Student Financial Aid,Loan Repayment,Program Descriptions,Public Service,Career Choice,Accountability,Public Agencies,Program Effectiveness,Military Personnel,Student Recruitment,Military Service,Public Officials,Laws,Administrator Attitudes,Guidance,Cooperation,Educational Legislation,Federal Legislation,Student Loan Programs,Eligibility,Employment

At a time when student loan debt continues to mount for many, the Public Student Loan Forgiveness (PSLF) program--established in 2007 and administered by Education--is intended to encourage individuals to pursue careers in public service. Senate Report 116-48 included a provision for the Government Accountability Office (GAO) to study the effectiveness of the PSLF program at promoting military and civilian recruitment and retention as well as military readiness. This GAO report assesses the extent to which: (1) Department of Defense (DOD) personnel pursue and receive loan forgiveness through the PSLF program; (2) Education has shared information with DOD officials and its military and civilian personnel about the program; and (3) DOD uses the program for recruitment and retention to promote readiness. GAO analyzed student loan data from Education and the PSLF servicer from the beginning of the program through January 2020; reviewed relevant laws, documents, and other information related to PSLF, benefits, recruitment, retention, and readiness; and interviewed DOD and Education officials. GAO is making five recommendations to increase information sharing about the PSLF program. These include that DOD provide information to its personnel and issue guidance to its officials about the program, and that Education and DOD collaborate to share information about the program. Education concurred and DOD partially concurred with the recommendations, which GAO continues to believe are valid, as discussed in the report.
How Six School Systems Are Responding to Disrupted Schooling: Will It Be Enough?
Author: DeArmond, Michael
Date: 2021-05-00
Type: Reports - Research
Subjects: School Districts,COVID-19,Pandemics,Responses,Acceleration (Education),Remedial Instruction,Program Implementation,Instructional Improvement,Equal Education,Educational Change,Public Schools,Social Emotional Learning,Well Being,Outcomes of Education,Expectation

This report is part of the American School District Panel (ASDP), a joint project between the Center on Reinventing Public Education, the RAND Corporation, Chiefs for Change, the Council of Great City Schools, and Kitamba, an education consulting firm. The ASDP's primary work is conducting a series of nationally-representative surveys of school districts. In this report, we complement our survey research with in-depth interviews of leaders on the ground in six school systems. Our goal was to learn how these system leaders approached and managed student learning during this difficult year and to gauge what it means for the future. We found: (1) When it came to instruction, the school systems favored &quot;acceleration&quot; over remediation; (2) School systems that had coherent instructional systems in place before the pandemic had an easier time delivering grade-level content; and (3) In some cases, improving instruction alone may not be enough. Two of the systems that faced deeper inequity and performance challenges before the pandemic were considering more fundamental shifts. What happens next will depend not only on district actions but on the nature and depth of students' academic and social needs, which will only become clear over time. [This report was produced by the American School District Panel (ASDP).]
Higher Education: IRS and Education Could Better Address Risks Associated with Some For-Profit College Conversions. Report to Congressional Requesters. GAO-21-89
Author: Emrey-Arras, Melissa
Date: 2020-12-00
Type: Reports - Research
Subjects: Proprietary Schools,Organizational Change,Private Colleges,Public Agencies,Risk Management,Nonprofit Organizations,Antisocial Behavior

A for-profit college may convert to nonprofit status for a variety of reasons, such as wanting to align its status and mission. The Government Accountability Office (GAO) was asked to examine for-profit college conversions. This report reviews what is known about insider involvement in conversions and to what extent the Internal Revenue Service (IRS) and the Department of Education identify and respond to the risk of improper benefit. GAO identified converted for-profit colleges and reviewed their public IRS filings. GAO also examined IRS and the Department of Education processes for overseeing conversions, interviewed agency officials, and reviewed federal laws, regulations and agency guidance. GAO selected five case study colleges based on certain risk factors, obtained information from college officials, and reviewed their audited financial statements. In three cases, GAO also reviewed Department of Education case files. Because of the focus on IRS and Department of Education oversight, GAO did not audit any college in this review to determine whether its conversion improperly benefitted insiders. GAO is making three recommendations, including that IRS assess and improve conversion application reviews and that Department of Education develop and implement procedures to monitor newly converted colleges. IRS said it will assess its review process and will evaluate GAO's other recommendation, as discussed in the report. The Department of Education agreed with GAO's recommendation.
Graduate Medical Education: Programs and Residents Increased during Transition to Single Accreditor; Distribution Largely Unchanged. Report to Congressional Requesters. GAO-21-329
Author: Clowers, A. Nicole
Date: 2021-04-00
Type: Reports - Research
Subjects: Graduate Medical Education,Accreditation (Institutions),Graduate Students,Medical Students,Geographic Distribution,COVID-19,Pandemics

Physician graduate medical education (GME) provides the clinical education to practice medicine independently in the U.S. Agencies within the Department of Health and Human Services (HHS) fund GME, including over $15 billion from Medicare in 2018 (the latest year for which data were available). To be eligible for federal funding, GME programs generally must be accredited. In 2014, the two primary accreditation organizations for physician GME--Accreditation Council for Graduate Medical Education (ACGME) and American Osteopathic Association (AOA)--announced plans for ACGME to serve as the nation's single accreditor for these GME programs as of July 2020. The transition, which began in 2015, established a physician training framework to provide uniform, quality care to patients across the U.S. The US Government Accountability Office (GAO) was asked to review the changes during the transition to a single GME accreditor. This report describes changes in the number, composition (e.g., specialty or subspecialty), and geographic distribution of GME programs and their residents. GAO analyzed ACGME and AOA program and resident data for academic years 2014-2015 through 2019-2020. GAO also reviewed documents and interviewed officials from HHS agencies, ACGME, and AOA about Department of Health and Human Services (HHS) programs that fund GME, as well as changes in the number of programs and residents, their composition, and geographic distribution of their primary training sites during the transition to ACGME as the single accreditor.
Measures of Student Learning: Support Professional. Edition II
Author: Rhode Island Department of Education (RIDE)
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Measures (Individuals),Student Evaluation,Behavioral Objectives,School Personnel,Personnel Evaluation,Students with Disabilities,English Language Learners,Scoring

The purpose of this Guidebook is to describe the process and basic requirements for the student learning measures that are used as part of the support professional evaluation and support process. For aspects of the process that have room for flexibility and school/district-level discretion, the report has clearly separated and labeled different options with a &quot;Flexibility Factor.&quot; To help educators better understand &quot;how&quot; to best implement various aspects of student learning process, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. [For the previous edition, see ED561956.]
Which Skills Do Founders and Freelancers Need? Unpacking the Entrepreneurial Skills Gap. SNAAP DataBrief. Volume 8, Number 1
Author: Frenette, Alexandre
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Entrepreneurship,Business Skills,Artists,Self Employment,Alumni,Art Education

The current economic landscape highlights the critical need for artists to be entrepreneurial: artistic careers involve identifying and seeking out opportunities, taking risks, and rapidly becoming comfortable with change. The current landscape also underscores the likelihood of artists becoming entrepreneurs: artists are more likely than other professional workers to become self-employed (as new venture founders or freelancers) and are often pushed into self-employment during an economic recession. In a paper Alexandre Frenette co-authored with Rachel Skaggs and Megan Robinson, and recently presented at the Indiana University Center for Cultural Affairs' Leveraging Creativity symposium, they draw on Strategic National Arts Alumni Project (SNAAP) data to further unpack debates about skills gaps by analyzing the skill profiles of founders and other self-employed workers (freelancers and independent contractors). The study asked: How prevalent are artistic, financial/business, and entrepreneurial skills matches and gaps among different kinds of entrepreneurial workers? This DataBrief highlights the findings.
Major Choices: Arts Graduates Who Never Intended to Become Artists. SNAAP DataBrief. Volume 8, Number 3
Author: Frenette, Alexandre
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Art Education,College Graduates,Artists,Occupational Aspiration,Undergraduate Study,Intention,Professional Identity,Relevance (Education),Satisfaction,Specialization

Every year, tens of thousands of students in the United States begin their postsecondary education with the intention of becoming artists. Strategic National Arts Alumni Project (SNAAP) research has focused greatly on these students, paying particular attention to their educational experiences and careers. However, not every arts graduate intends on becoming an artist. SNAAP asks arts graduates whether they intended to become artists when they began their undergraduate studies. Notably, more recent college graduates are increasingly likely to say they never intended to become artists. Based on analyses conducted by Alexandre Frenette and Rachel Skaggs, this DataBrief explores three overlapping explanations for this rise: artistic identity, hypo-specialization, and reluctant or accidental arts graduates.
A Meta-Analysis of Mathematics Instructional Interventions for Students with Learning Disabilities: Technical Report
Author: Gersten, Russell
Date: 2009-00-00
Type: Reports - Research
Subjects: Mathematics Instruction,Intervention,Learning Disabilities,Students with Disabilities,Teaching Methods,Curriculum Design,Formative Evaluation,Feedback (Response),Peer Teaching,Instructional Effectiveness,Instructional Design

The purpose of this study was to use meta-analysis to synthesize findings from randomized control trials and quasi-experimental research on instructional approaches that enhance the mathematics proficiency of students with learning disabilities. A search of the literature from January 1971 to August 2007 resulted in a total of 42 interventions (41 studies) that met the criteria for inclusion in the study. We examined the impact of four categories of instructional components: (a) approaches to instruction and/or curriculum design, (b) providing formative assessment data and feedback to teachers on students' mathematics performance, (c) providing formative data and feedback to students with LD on their mathematics performance, and (d) peer-assisted mathematics instruction. We first examined the effectiveness of each instructional component in isolation by determining unconditional stratified mean effects and heterogeneity. All instructional components except for student feedback with goal-setting and peer-assisted learning within a class resulted in significant mean effects ranging from 0.21 to 1.56. We then examined the effectiveness of these same components conditionally, using hierarchical multiple regressions. We created a model to understand instructional variables that explain significant amounts of unique variance in outcomes. Two instructional components were associated with practically and statistically important increases in effect size -- teaching students to use heuristics and explicit instruction. Limitations of the study, suggestions for future research, and applications for improvement of current practice are discussed.
Strengthening Community College Workforce Training. Federal Policy Brief
Author: Columbia University, Community College Research Center
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Job Training,Labor Force Development,Federal Aid,Outcomes of Education,Wages,Employment Level,Two Year College Students,Job Skills,Skill Development,Academic Degrees,Educational Certificates,Certification,Educational Quality,Equal Education,Access to Education,Labor Needs,Adult Students,Student Needs,School Business Relationship,Barriers,Racial Bias,Ethnicity,Government Role,Grants,Data Collection

Investing in community college workforce training is a central part of the Biden administration's agenda for improving the lives of American families. Now more than ever, as the nation's economy enters a post-pandemic period of significant organizational and technological change, community colleges are well-situated to help millions of low-income Americans, particularly adults, get back into and advance in the labor market. This brief highlights ways in which new federal funding can best support community college workforce training. It first describes the landscape of community college workforce education and presents evidence on the earnings and employment outcomes of students who earn workforce credentials. Next, it reviews current CCRC research on how innovative community colleges are responding to evolving skill demands from employers and to ongoing needs both for better integration of degree and non-degree programming and for more robust student support services. It concludes with suggestions on how a federal investment could encourage community colleges to expand and improve their workforce efforts by strengthening their capacity to deliver high-quality programs and by reducing inequities in access and outcomes by race and income.