ethanporcaro/eric-fulltext-meta huggingface dataset:
Learning with Others: A Study Exploring the Relationship between Collaboration, Personalization, and Equity. Executive Summary
Author: Surr, Wendy
Date: 2018-10-00
Type: Reports - Research
Subjects: Individualized Instruction,Student Needs,Student Interests,Cooperation,Cultural Differences,Ethnicity,Racial Differences,Student Experience,Cooperative Learning,Barriers,Educational Environment,Educational Practices,Student Centered Learning,Culturally Relevant Education,Learner Engagement,Self Efficacy,Student Motivation,Grades (Scholastic),African American Students,White Students

What does it mean to personalize learning? Does personalized learning look the same for all students? A personalized learning approach aims to offer &quot;learning experiences&quot; that customize education to an individual's personal needs and interests as well as connect the individual to adults and peers in a larger community of learners. Although an important hallmark of personalized learning is addressing the full range of students' learning needs, emerging trends suggest that personalization is often equated with individual learning. This approach to personalization often relies heavily on the use of technology to enable students to learn independently and progress at their own pace. For many students, however, learning on their own in social isolation may not be an effective strategy for meeting their personalized learning needs. Educational approaches that emphasize personalization, but limit students' opportunities for learning with others, also may have implications for equity. Research suggests that collaboration may be especially important for addressing cultural learning differences and in meeting the needs of traditionally underserved students. The aim of this study was to examine how collaboration is linked to personalization and explore racial/ethnic differences in experiences and benefits associated with collaboration. The study posed three research questions: (1) What are the relationships among opportunities for collaboration, classroom experiences, and outcomes, particularly for students who identify as Black? (2) To what extent do students have opportunities to participate in high-quality collaborative learning experiences? (3) What contextual, school-level factors do teachers identify as helping or hindering their ability to provide opportunities for high-quality collaboration in diverse, student-centered classrooms? This study offers further evidence of the benefits of collaboration for student learning. In addition, this study reveals some of the distinct ways in which collaboration is linked to students' perceptions of personalization in the classroom, and how Black students benefit from and experience collaboration differently from White and other non-Black students. [For the full and final report, see ED592089].
Union Reform and Teacher Turnover: Evidence from Wisconsin&apos;s Act 10. Program on Education Policy and Governance Working Papers Series. PEPG 17-02
Author: Roth, Jonathan
Date: 2017-08-04
Type: Reports - Research
Subjects: Unions,Institutional Role,Faculty Mobility,Educational Policy,Educational Change,State Legislation,Labor Legislation,Teacher Salaries,Collective Bargaining,Teacher Retirement,Academic Achievement,Grades (Scholastic),Educational Quality,Outcomes of Education

This paper studies teacher attrition in Wisconsin following Act 10, a policy change which severely weakened teachers' unions and capped wage growth for teachers. I document a sharp increase in turnover after the Act was passed, driven almost entirely by the exit of older teachers, who faced strong incentives to retire before the end of pre-existing collective bargaining agreements. I find that student academic performance increased in grades with teachers who retired following the reform, and I obtain similar results when instrumenting for retirement using the pre-existing age distribution of teachers. Differences in value-added between retirees and their replacements can potentially explain some, but not all, of the observed academic improvements.
High-Quality Early Childhood Development: Implementing Large-Scale Programs in Global Contexts. Social Policy Report Brief
Author: Wartella, Ellen, Ed.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Educational Quality,Early Childhood Education,Program Implementation,At Risk Persons,Program Effectiveness,Child Development,Access to Education

With decades of evidence to support early childhood development (ECD) programs and policies, investment in early childhood policies has expanded globally. The development of about 250 million children is at risk due to extreme poverty or stunting. Effective programs can support children's development, but must target risk level and be implemented at scale with high quality. Currently, more than 70 nations have national ECD laws, with most enacted in the last 20 years. However, the focus has been on access rather than quality. With these increased investments comes evidence that the capacity of policy and social service systems to support ECD--across health, education, social protection, and other sectors--is weak, with serious implications for children reaching their developmental potential. Decades of developmental, economic, and program evaluation research have resulted in a growing global consensus regarding the importance of investing in early childhood development. The United Nations recently incorporated high-quality ECD, care, and education for all children in its 2015-2030 Sustainable Development Goals, expanding the global policy agenda in ECD beyond infant and maternal mortality to include indicators for universal access to preprimary education and children's health, learning, and psychosocial well-being. Despite recent increases in investments, ensuring high-quality ECD services at scale--making sure all children have access to high-quality ECD services--remains a challenge. Two facets of scaling must be addressed: how to build high-quality systems to support large-scale service provisions in places where such systems don't exist, and how to change behavior across existing systems to improve quality. As nations invest in early childhood services, they should monitor systems-level factors. This means moving beyond simply authorizing spending to creating indicators of implementation quality at scale. Efforts to accurately record and track quality data should occur at multiple levels and across sectors. This brief summarizes the Social Policy Report, &quot;Toward High-Quality Early Childhood Development Programs and Policies at a National Scale: Directions for Research in Global Contexts,&quot; February 2018. View the full Social Policy Report at www.srcd.org.
Summary of the Annual Statistical Report of Schools: Describing and Summarizing the FY2016 School Statistical Report. Reported by School Districts by August 15, 2016
Author: Vermont Agency of Education
Date: 2017-04-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,School Districts,School Statistics,Income,Educational Trends,Trend Analysis,Elementary Secondary Education,Data,Public Education,Public Schools,Expenditure per Student,School District Spending,Unions

The Summary of the Annual Statistical Report of Schools (SASRS) report provides Local Education Agencies (LEAs) and other interested parties the data submitted to the National Center for Education Statistics (NCES) by the Agency of Education. Consequently, data in SASRS are organized according to federal definitions. NCES uses this information to identify issues and trends in school finance, to assess the condition of school finance in each state and for making comparisons among states. Data submitted to NCES are also used to determine state allocations for some federal programs. Highlighted findings for this year's report include: (1) 341 Public Local Education Agencies (including 15 technical centers), submitted the FY16 Annual Statistical Report of Schools; (2) Total public school revenues are $2,044,339,149 but this amount includes $320,024,898 in inter-district receipts for tuition, assessments, transportation and other services. Unduplicated public school revenues are $1,724,314,251; (3) There is a reported $1,496,700,230 in total public education PK-12 current expenditures. This represents an increase in spending of $25.1 million (1.7%) from the previous year's spending level. The Federal definition of Current Expenditures excludes community service and adult education program costs, capital outlay and equipment expenditures and principal and interest payments on long-term debt; (4) The FY16 statewide average Current Expenditure per Student in Membership is $18,615, a 5% increase from FY15. This change over prior year reflects an increase in overall Current Expenditures of 1.7% and a decrease in student FTEs of almost 3%. This figure is based on the &quot;federal&quot; definition of Current Expense, which incorporates special education and transportation expenditures in the definition. The student count is calculated by combining the number of Attendances and Absences for each Public School and dividing by the number of Session Days the school was officially in session. Students attending less than full-time are pro-rated into full-time equivalent (FTE) totals. [For the FY2015 report, see ED592075].
Reentry Education Framework: Guidelines for Providing High-Quality Education for Adults Involved in the Criminal Justice System
Author: Tolbert, Michelle
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Correctional Education,Reentry Students,Institutionalized Persons,Correctional Institutions,Adult Education,Partnerships in Education,Transitional Programs,Sustainability,Program Content,Career Development,Job Skills,Employment Qualifications,Student Recruitment,Academic Persistence,Educational Technology

Although reentry education is well documented as an evidence-based, cost-effective approach to preparing incarcerated adults for release (Davis et al. 2014), education services offered by correctional facilities often are disconnected from community-based education programs and other support. This lack of communication and coordination can make it difficult for adults to complete their coursework and earn a credential as they transition in and out of the criminal justice system. The Reentry Education Framework presents an approach for reentry education providers to develop an education continuum that strengthens their services and bridges the gap between facility- and community-based programs. This report offers guidelines, tools, and resources to support implementation of the five components of the framework: (1) Program Infrastructure; (2) Strategic Partnerships; (3) Education Services; (4) Transition Processes; and (5) Sustainability. To assist education providers in using the framework to guide the development and implementation of their individualized education continuum, the report includes: (1) an overview of the Reentry Education Framework; (2) guidelines, technical assistance tools, and resources informed by the experiences of three Promoting Reentry Success Through the Continuity of Education Opportunities (PRSCEO) sites; and (3) examples from the PRSCEO sites describing their experiences with implementing an education continuum.
How College Students Use Advanced Placement Credit. CEPA Working Paper No. 18-20
Author: Evans, Brent J.
Date: 2018-10-00
Type: Reports - Research
Subjects: College Students,College Credits,Advanced Placement Programs,Time to Degree,Advanced Courses,Majors (Students),Enrollment,Student Employment,Graduate Study,Student Characteristics,Low Income Students,High School Students

Millions of high school students take Advanced Placement (AP) courses, which can provide college credit. Using nationally representative data, I identify a diverse set of higher education outcomes that are related to receipt of AP college credit. Institution fixed effects regression reduces bias associated with varying AP credit policies and student sorting across higher education. Results indicate college credits earned in high school are related to reduced time to degree, double majoring, and taking more advanced coursework. Bounding exercises suggest the time to degree and double major outcomes are not likely driven by bias from unobserved student characteristics. Policies used to support earning college credits while in high school appear to enhance undergraduate education and may accelerate time to degree
Career Readiness &amp; the Every Student Succeeds Act: Mapping Career Readiness in State ESSA Plans
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Career Readiness,Educational Legislation,Federal Legislation,Statewide Planning,Educational Policy,State Policy,Accountability,Educational Finance,Access to Education,Elementary Secondary Education,Alignment (Education),College Readiness,Faculty Development,Instructional Effectiveness,Vocational Education,Grants,Federal Aid,STEM Education,Advanced Placement Programs

One of the key priorities for the Every Student Succeeds Act (ESSA) is alignment and conformity across different federal and state systems. ESSA gives states the flexibility to hold schools accountable, measure student outcomes, and provide supports and technical assistance in a way that is aligned with their own priorities. States are encouraged to streamline services across Career Technical Education (CTE), workforce development and higher education and truly support learners to achieve career success. This report from Advance CTE and Education Strategy Group examines state plans in all 50 states and the District of Columbia to see how states are taking advantage of key opportunities to support career readiness. The report also profiles state plans for Title II, Part A funding, which supports the development of teachers and school administrators, and Title IV, which provides critical funding to expand access to opportunities for a &quot;well-rounded education.&quot;
Using Integrated Data to Identify and Solve Housing Conditions That Harm School Readiness. Case Study 5
Author: Auspos, Patricia
Date: 2018-00-00
Type: Reports - Research
Subjects: Housing,School Readiness,Physical Environment,Data,Information Utilization,Risk,Poisoning,Information Systems,Prevention,Urban Areas,Young Children,Poverty

This case study shows how data systems can be combined to identify educational risk factors and then develop and implement solutions for addressing them. It shares a detailed account of strategies -- made possible through data systems developed by the Poverty Center -- that various stakeholders utilized to protect children in Cleveland from lead exposure and its damaging effects on school readiness. The information presented is geared toward researchers and leaders who are interested in learning about the practical application of linked data.
National Survey of Institutional Research Offices
Author: Swing, Randy L.
Date: 2016-00-00
Type: Reports - Research
Subjects: Institutional Research,National Surveys,Institutional Characteristics,Colleges,Two Year Colleges,Administrative Organization

A national survey of a professional field is an appropriate and logical undertaking for a professional membership association such as the Association for Institutional Research (AIR). The National Survey of Institutional Research Offices is the most comprehensive survey of offices of institutional research ever undertaken. The goal was to collect information on the tasks, staff, organization, and resources of offices of institutional research as they exist in 2015. The data provide a detailed picture of Institutional Research (IR) offices and, in disaggregation, a nuanced perspective of those offices by sector and other institutional characteristics. The purpose of this study is to capture a &quot;real time&quot; snapshot of the resources and capacities of institutional research offices. This report contains three major sections: (1) key findings from the 2015 study; (2) interpretation of key findings with comparison to a survey from 2008; and (3) the study methodology.
Gender Achievement Gaps in U.S. School Districts. CEPA Working Paper No. 18-13
Author: Reardon, Sean F.
Date: 2018-06-00
Type: Reports - Research
Subjects: Gender Differences,Achievement Gap,Scores,Language Arts,Mathematics,Standardized Tests,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,School Districts,Socioeconomic Influences,Geographic Location,Sex Stereotypes,Parent Background,Educational Attainment,Employment Level,Poverty,Occupations

In the first systematic study of gender achievement gaps in U.S. school districts, we estimate male-female test score gaps in math and English Language Arts (ELA) for nearly 10,000 school districts in the U.S. We use state accountability test data from third through eighth grade students in the 2008-09 through 2014-15 school years. The average school district in our sample has no gender achievement gap in math, but a gap of roughly 0.23 standard deviations in ELA that favors girls. Both math and ELA gender achievement gaps vary among school districts and are positively correlated -- some districts have more male-favoring gaps and some more female-favoring gaps. We find that math gaps tend to favor males more in socioeconomically advantaged school districts and in districts with larger gender disparities in adult socioeconomic status. These two variables explain about one fifth of the variation in the math gaps. However, we find little or no association between the ELA gender gap and either socioeconomic variable, and we explain virtually none of the geographic variation in ELA gaps.
Expertise and Independence on Governing Boards: Evidence from School Districts. CEPA Working Paper No. 18-21
Author: Shi, Ying
Date: 2018-11-00
Type: Reports - Research
Subjects: Boards of Education,Expertise,School Districts,Professional Autonomy,Teachers,Principals,Superintendents,Administrators,Elections

In this paper, we study the role of expertise and independence on governing boards in the context of education. In particular, we examine the causal influence of professional educators elected to local school boards on education production. Educators may bring valuable human capital or experience to school district leadership, thereby improving student learning. Alternatively, the independence of educators may be distorted by interest groups. The key empirical challenge is that school board composition is endogenously determined through the electoral process. To overcome this, we develop and implement a novel research design that exploits California's randomized assignment of the order that candidates appear on election ballots. The insight of our empirical strategy is that ballot order effects generate quasi-random variation in the elected school board's composition. This approach is made possible by a unique dataset that combines election information about California school board candidates with district-level data on education inputs and outcomes. The results reveal that educators on the school board causally increase teacher salaries and reduce district enrollment in charter schools relative to other board members. We do not find accompanying effects on student test scores. We interpret these findings as consistent with educators on school boards shifting bargaining in favor of teachers' unions.
Educational Opportunity in Early and Middle Childhood: Variation by Place and Age. CEPA Working Paper No. 17-12
Author: Reardon, Sean F.
Date: 2018-03-00
Type: Reports - Research
Subjects: Educational Opportunities,Standardized Tests,Academic Achievement,Achievement Gains,Scores,School Districts,Age Differences,Geographic Location,Early Childhood Education,Grade 3,Grade 8,Elementary School Students,Middle School Students,Socioeconomic Status,Public Schools,Low Income Students,Gender Differences,Racial Differences,White Students,African American Students,Hispanic American Students,Asian American Students

I use standardized test scores from roughly 45 million students to describe the temporal structure of educational opportunity in over 11,000 school districts--almost every district in the US. For each school district, I construct two measures: the average academic performance of students in grade 3 and the within-cohort growth in test scores from grade 3 to 8. I argue that third grade average test scores can be thought of as measures of the average extent of educational opportunities available to students in a community prior to age 9. Growth rates in average scores from grade 3 to 8 can be thought of as reflecting educational opportunities available to children in a school district between the ages of 9 and 14. I document considerable variation among school districts in both average third grade scores and test score growth rates. Importantly, the two measures are uncorrelated, indicating that the characteristics of communities that provide high levels of early childhood educational opportunity are not the same as those that provide high opportunities for growth from third to eighth grade. This suggests that the role of schools in shaping educational opportunity varies across school districts. Moreover, the variation among districts in the two temporal opportunity dimensions implies that strategies to improve educational opportunity may need to target different age groups in different places. One additional implication of the low correlation between growth rates and average third grade scores is that measures of average test scores are likely very poor measures of school effectiveness. The growth measure I construct does not isolate the contribution of schools to children's academic skills, but is likely closer to a measure of school effectiveness than are measures of average test scores.
Student Transitions into Post-Secondary Education Sectors -- B.C. Public, B.C. Private and Non-B.C. Institutions: Ten Research Questions. Research Results from the Student Transitions Project
Author: Heslop, Joanne
Date: 2010-05-00
Type: Reports - Research
Subjects: Foreign Countries,High School Graduates,Public Colleges,Private Colleges,Out of State Students,Enrollment,Academic Achievement,Differences,Regional Characteristics,Enrollment Trends,Student Characteristics,Grade Point Average,College Programs

The Student Transitions Project (STP) has broadened its research agenda by beginning to examine transitions of B.C. grade 12 graduates beyond the B.C. public post-secondary education system -- into B.C. private and non-B.C. institutions. Lacking student-by-student enrolment data from outside the BC public system, STP was able to use government student assistance data to identify the transition patterns into private and out-of-province institutions for at least those students who received government loans or Passport to Education credits. The data sources were linked on an encrypted student identifier to reveal the study destinations of B.C. grade 12 graduates while protecting students' privacy. This study begins with the population of roughly 258,000 B.C. grade 12 graduates of 2001/02 to 2006/07. Within one to six years of high school graduation, a minimum of 186,000 students from this population subsequently transitioned to post-secondary education by 2007/08. These &quot;transitioners&quot; and their post-secondary destinations are the focus of this study. This study begins with the population of roughly 258,000 B.C. grade 12 graduates of 2001/02 to 2006/07. Within one to six years of high school graduation, a minimum of 186,000 students from this population subsequently transitioned to post-secondary education by 2007/08. These &quot;transitioners&quot; and their post-secondary destinations are the focus of this study. A brief summary of the research findings consisting of the ten research questions and detailed analysis is provided here.