ethanporcaro/eric-fulltext-meta huggingface dataset:
Characteristics of Approved Universal Prekindergarten Programs in Vermont in 2018/19. Study Snapshot. REL 2021-070
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Preschool Education,Equal Education,Validated Programs,Access to Education,Educational Quality,School Choice,Poverty Areas,Public Schools,Private Schools,School Districts,School Schedules,Enrollment,Population Distribution,Preschool Teachers

In efforts to better understand program availability, quality, and characteristics related to family choice among universal prekindergarten (preK) programs in Vermont, this study examined the characteristics of approved preK programs overall, public school and private programs separately, and programs in local education agencies with different population sizes and poverty levels. The current study builds on a previous study on the characteristics of children enrolled in universal preK programs in Vermont in 2016/17 and helps Vermont stakeholders consider requirements for approved preK programs. The results can inform stakeholders in Vermont and other states about differences in characteristics across preK programs. In conjunction with the previous study, this study can inform conversations about changes to Vermont's preK legislation that might increase equity and access in the state. [For the full report, see ED610702; for the appendixes, see ED610704.]
Alumni Networks Reimagined: Innovations Expanding Alumni Connections to Improve Postsecondary Pathways
Author: Fisher, Julia Freeland
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Alumni,College Graduates,Networks,Educational Innovation,Social Capital,Education Work Relationship,Labor Market,Employment Potential,Outcomes of Education,Endowment Funds

Alumni networks are part of the bill of goods that colleges and universities sell to students. But according to a Strada-Gallup Alumni Survey, only 9% of college graduates reported that their alumni network was helpful or very helpful in the job market. That startling statistic says a lot about how poorly most institutions actually perform when it comes to systematically connecting alumni and students in reliable, scalable ways. Endowment-supported institutions have long-held, elaborate strategies in place to &quot;engage&quot; alumni to mine their financial capital. But if the Strada-Gallup alumni survey is any clue, they--and their peer institutions with smaller or no endowments--could be doing more to successfully activate alumni's social capital. That social capital has immense potential to drive improvements in students' experiences while on campus, and to bolster graduates' long-term return on investment (ROI) in a degree. With the right tools and models, postsecondary institutions could enlist alumni to deliberately equip college-goers with career skills and professional networks. This report highlights innovative companies and models that are emerging to help postsecondary players harness their alumni networks in new ways, and provides an analysis of five ways that rethinking alumni connections could fulfill postsecondary education's promise. The tools and models highlighted in this paper reflect the fact that it's networks--not just degrees--that lead to jobs. Alumni networks are a critical resource as postsecondary programs look to enrich the student experience, particularly with an eye towards boosting graduates' ROI.
Developing a Student-Centered Workforce through Micro-Credentials
Author: Staker, Heather
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Student Centered Learning,Labor Force Development,Credentials,Competency Based Education,Electronic Learning,COVID-19,Pandemics,Faculty Development,Teacher Competencies,Elementary Secondary Education,Individualized Instruction,Authentic Learning,Ecology

The idea of student-centered learning is not new; teachers have long sought to design personalized, competency-based environments that are tailored to individuals and that empower students to drive their own learning. What is new is the emergence of an online learning ecosystem and, with it, the technical possibility of equipping all students with a student-centered model. Add to this mix COVID-19, which has provoked unprecedented demand for reinventing what teachers do, and it's the perfect combination of catalysts for a rapid conversion to student-centered schooling. But a barrier remains. Most K-12 educators today don't have the skill sets necessary to run student-centered schools. This report helps dismantle that barrier by identifying specific student-centered competencies for educators in the field that can be stacked to create customized student-centered teaching micro-credentials. The first part of this report uses the Theory of Interdependence and Modularity as a framework for analyzing solutions for student-centered professional development (PD). The second part proposes 66 educator micro-credentials for student-centered teaching. The third part profiles 14 leaders who are at the vanguard of student-centered teaching and shares their personal lists of the most important educator competencies for specific roles. The fourth part offers recommendations for how to move the micro-credentialing ecosystem forward. Much work remains, but micro-credentials for student-centered teaching could be the key to unlocking a personalized, competency-based education for all learners in all schools. [This report was funded by the Charles Koch Foundation.]
The Impact of COVID-19 on Students in Foster Care
Author: Blake, Stephen
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Foster Care,At Risk Students,Achievement Gap,Barriers,Access to Education,Distance Education,School Closing,Educational Technology,Electronic Learning,Access to Computers,Internet,Homeless People,Student Needs,Mental Health,Access to Health Care,Students with Disabilities,Family Needs

The COVID-19 pandemic and resulting school closures have further exacerbated the unique challenges that youth in foster care faced long before the pandemic and now put them at even greater risk of falling behind in school. Students in foster care are disproportionately impacted by school closures, since they often lack access to the technology and support they need to participate in distance learning. In &quot;The Impact of COVID-19 on Students in Foster Care&quot; we highlight data that show students in foster care were less engaged than their peers in distance learning during spring 2020 school closures, and identify barriers that foster youth are experiencing during the pandemic that hinder their ability to be engaged in school and prepared to learn. We also offer recommendations to address these challenges and help prevent additional learning loss and trauma, while ensuring that foster youth can overcome the learning loss and trauma they have already experienced.
Student Mobility in K-12 Online Schools
Author: Colorado Department of Education, Office of Blended and Online Learning
Date: 2020-12-00
Type: Numerical/Quantitative Data
Subjects: Student Mobility,Elementary Secondary Education,Virtual Schools,Electronic Learning,Withdrawal (Education),Enrollment,Enrollment Trends,Graduation Rate,Differences,Institutional Characteristics,Individual Differences

Senate Bill 19-129, concerning the regulation of online schools, calls for the Colorado Department of Education's Office of Blended and Online Learning to produce an annual report on the number of students who withdraw from Colorado K-12 online schools after the pupil enrollment count date. An initial report on this topic was included in the 2019 Online Summary Report (ED610712) as an appendix. Beginning in 2020, the information will be shared in a standalone report and will be released annually. This report is required to include the dates on which students withdrew from enrollment, the grade level at which the students were enrolled at the beginning of the school year, the grade levels at which the students were enrolled when the students transferred, and information on whether the students enrolled in another public or private school, homebased education setting, or graduated or completed high school within the same year. Based on an analysis of the 2018-19 data for students enrolled in an online school, the three most widely assigned exit codes are for students withdrawing and transferring to a school in another school district (n=1,115), students dropping out (n=1,074), and students transferring to a non-public home-based education setting (n=813). The data from 2018-19 compared to data from the 2017-18 year showed a slight decline in student withdrawals and a slight increase in the number of students who were coded as completing the school year and not exiting at any time during the year.
Online Summary Report
Author: Colorado Department of Education, Office of Blended and Online Learning
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Virtual Schools,Attendance,Charter Schools,Enrollment,Student Mobility,Accountability,Nontraditional Education,Academic Achievement,Aptitude Tests,College Entrance Examinations,College Readiness,Career Readiness,Dropout Rate,Graduation Rate,Educational Finance,State Legislation,Educational Legislation,Expenditures,Elementary Secondary Education

The Colorado Department of Education (CDE) &quot;Online Summary Report, 2019&quot; was produced in accordance with §22-30.7-103(3)(h), of the Colorado Revised Statute (C.R.S.). The report is required to be prepared every five years with the last publication released in June of 2014. The information contained within this report includes data from June 2014 through the end of the 2018-19 school year. The report is submitted to the Colorado State Board of Education and each Education Committee of the Colorado General Assembly. This report includes a new reporting requirement as enacted by passage of S.B. 19-129 related to the reporting of students who withdraw from enrollment in online schools after the pupil enrollment count day. This new information has been incorporated as an appendix to this report and will become a stand-alone annual report to the General Assembly in future years. Information presented within this report includes an analysis of data related to online school performance levels in comparison to statewide performance levels, enrollment trends, mobility rates, and School Performance Framework (SPF) ratings of online schools. The data included within the report is summary information pulled from various data collections that school districts are required to complete and report to the CDE. The information included is for online schools that have a school code. Information is reported in aggregate for both multi-district online schools and single-district online schools. Online schools are responsible for fulfilling reporting requirements and are held to state and federal mandated accountability processes that are required for all public schools in the state. Online program statistics are included in the data for the school of primary enrollment and are not reported individually. [For the 2014 report, see ED572269.]
ESEA: Title I-A Poverty Measures and Grants to Local Education Agencies and Schools. CRS Report R46600, Version 2
Author: Skinner, Rebecca R.
Date: 2020-11-09
Type: Reports - Descriptive
Subjects: Poverty,Federal Legislation,Educational Legislation,Elementary Secondary Education,Federal Aid,Grants,School Districts,Low Income Students,Family Income,Funding Formulas,Resource Allocation,Accountability,Census Figures,Lunch Programs,Eligibility

The primary source of federal aid to elementary and secondary education is the Elementary and Secondary Education Act (ESEA)--particularly its Title I-A program, which authorizes federal aid for the education of disadvantaged students. The ESEA was initially enacted in 1965 (P.L. 89- 10) &quot;to strengthen and improve educational quality and educational opportunities in the Nation's elementary and secondary schools.&quot; The Title I-A program in particular provides supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students from low-income families, as well as eligible students who live in the areas served by these public schools but attend private schools. Since the enactment of the ESEA, Title I-A grants have always been calculated based on one or more measures of a child's family financial situation (also referred to as poverty measures), with an emphasis on providing aid to schools serving concentrations of children from low-income families. Currently, four individual formulas are used to determine Title I-A grants to local educational agencies (LEAs). These formulas are based on a variety of factors, including data available from the Small Area Income and Poverty Estimates (SAIPE) program, which is administered by the U.S. Census Bureau. SAIPE includes estimates of the number of children ages 5-17 living in families in poverty. This report begins with an overview of the Title I-A formulas used by the U.S. Department of Education (ED) to make grants to LEAs, with a focus on the numerous ways in which measures of a child's family income are employed. This is followed by an historical overview of the Title IA formulas and how the measures of poverty included in them have changed over time. The discussion then focuses on measures of school-level poverty that are used to make Title I-A grants from LEAs to the school level. This includes a focus on allocation methods for the past 20 years and complications that have arisen related to continuing to use these allocation methods to make grants to schools and for Title I-A accountability and reporting requirements. The last section of the report discusses some alternative school-level poverty measures that ED has considered or is currently examining. The report also includes two appendices. Appendix A provides an overview of the key factors included in each of the Title I-A formulas. Appendix B provides a detailed discussion about the standard federal poverty measure included in the SAIPE data used to determine Title I-A LEA grants.
Using High School Data to Predict College Success in Palau. REL 2021-059
Author: Rentz, Bradley
Date: 2021-02-00
Type: Reports - Research
Subjects: Foreign Countries,College Readiness,High School Students,College Preparation,Community Colleges,College Graduates,Grade Point Average,Academic Persistence,Associate Degrees,Educational Certificates,Student Characteristics,Gender Differences,Vocational Education,Predictor Variables,Language Arts,Academic Achievement,Mathematics Achievement,Career Academies,Probability

The Palau Ministry of Education and Palau Community College are aligning their education systems to better prepare students for college. Research on the high school academic preparation variables that predict college success is limited for students in Palau. Using data from Palau's Ministry of Education and Palau Community College, this study examined factors that predict early community college success and college completion. The study found that 60 percent of Palau High School graduates who enrolled in Palau Community College earned a grade point average of 2.0 or higher in their first year of college, 56 percent persisted to a second year, and 20 percent completed an associate degree or certificate within three years. Students with a higher grade point average and those with a higher math score on the grade 12 Palau Achievement Test in high school had better community college outcomes, after other academic preparation variables and student characteristic variables (gender and college cohort) were controlled for. In addition, students who earned a grade of C or higher in English I in grade 9 or in English IV in grade 12 had better community college outcomes, after the other variables were controlled for. In contrast, enrollment in the Construction Technology Career Academy in high school was a negative predictor of persisting to a second year of college and of earning an associate degree or certificate within three years. [For the study snapshot, see ED610716. For the study brief, see ED610717. For the appendices, see ED610720.]
SBA Veterans Assistance Programs: An Analysis of Contemporary Issues. CRS Report R42695, Version 77. Updated
Author: Dilger, Robert Jay
Date: 2020-09-18
Type: Reports - Descriptive
Subjects: Small Businesses,Public Agencies,Veterans,Veterans Education,Employment Services,Entrepreneurship,Federal Programs,Unemployment,Transitional Programs,Federal Legislation,Federal Aid,Financial Support,Privatization

Several federal agencies, including the Small Business Administration (SBA), provide training and other assistance to veterans seeking civilian employment. For example, the Department of Defense (DOD), in cooperation with the SBA, Department of Labor, Department of Veterans Affairs, and several other federal agencies, operates the Transition Goals Plans Success program (Transition GPS), which provides employment information and entrepreneurship training to exiting military servicemembers to assist them in transitioning from the military to the civilian labor force. This report opens with an examination of the economic circumstances of veteran-owned businesses. It then provides a brief overview of veterans' employment experiences, comparing unemployment and labor force participation rates for veterans, veterans who have left the military since September 2001, and nonveterans. The report also describes employment assistance programs offered by several federal agencies to assist veterans in their transition from the military to the civilian labor force and examines, in greater detail, the SBA's veteran business development programs, the SBA's efforts to assist veterans' access to capital, and the SBA's veteran contracting programs. It also discusses the SBA's Military Reservist Economic Injury Disaster Loan program and P.L. 114-38, the Veterans Entrepreneurship Act of 2015, which authorized and made permanent, under specified circumstances, the SBA's recent practice of waiving the SBAExpress loan program's one time, up-front loan guarantee fee for veterans (and their spouse).
Using High School Data to Predict College Success in Palau. Study Snapshot. REL 2021-059
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Readiness,High School Students,College Preparation,Community Colleges,College Graduates,Grade Point Average,Academic Persistence,Associate Degrees,Educational Certificates,Vocational Education,Predictor Variables,Language Arts,Academic Achievement,Mathematics Achievement,Career Academies,Probability

To support efforts to improve students' college readiness and success, leaders at the Palau Ministry of Education and Palau Community College want to understand the experiences and background of Palau High School graduates who are better prepared for Palau Community College. This study identified the Palau High School academic preparation variables (such as high school grade point average and achievement in high school English language arts and math courses) that predict success at Palau Community College, as measured by three outcomes: earning a cumulative grade point average of 2.0 or higher in the first year of college, persisting to a second year of college, and completing an associate degree or certificate within three years. This study provides new evidence on high school academic preparation variables that predict community college success and is expected to support the Palau Ministry of Education and Palau Community College in their strategic planning to ensure that public high school graduates are college and career ready. [For the full report, see ED610714. For the study brief, see ED610717. For the appendices, see ED610720.]
Using High School Data to Predict College Success in Palau. Study Brief. REL 2021-059
Author: Rentz, Bradley
Date: 2021-02-00
Type: Reports - Research
Subjects: Foreign Countries,College Readiness,High School Students,College Preparation,Community Colleges,College Graduates,Grade Point Average,Academic Persistence,Associate Degrees,Educational Certificates,Student Characteristics,Gender Differences,Vocational Education,Predictor Variables,Language Arts,Academic Achievement,Mathematics Achievement,Career Academies,Probability

The Palau Ministry of Education and Palau Community College are aligning their education systems to better prepare students for college. Research on the high school academic preparation variables that predict college success is limited for students in Palau. Using data from Palau's Ministry of Education and Palau Community College, this study examined factors that predict early community college success and college-completion. The study found that 60 percent of Palau High School graduates who enrolled in Palau Community College earned a grade point average of 2.0 or higher in their first year of college, 56 percent persisted to a second year, and 20 percent completed an associate degree or certificate within three years. Students with a higher grade point average and those with a higher math score on the grade 12 Palau Achievement Test in high school had better community college outcomes, after other academic preparation variables and student characteristic variables (gender and college cohort) were controlled for. In addition, students who earned a grade of C or higher in English I in grade 9 or in English IV in grade 12 had better community college outcomes, after the other variables were controlled for. In contrast, enrollment in the Construction Technology Career Academy in high school was a negative predictor of persisting to a second year of college and of earning an associate degree or certificate within three years. [For the full report, see ED610714. For the study snapshot, see ED610716. For the appendices, see ED610720.]
Examining the Relationship between Teachers&apos; and Preservice Teachers&apos; Sense of Humour and Attitude toward Death
Author: Yilmaz, Betül
Date: 2021-00-00
Type: Journal Articles
Subjects: Correlation,Humor,Teacher Attitudes,Preservice Teachers,Student Attitudes,Death,Anxiety,COVID-19,Pandemics,Measures (Individuals),Comparative Analysis,Preschool Teachers,Foreign Countries

The study aimed to reveal if there is a relationship between teachers' and preservice teachers' sense of humour and death attitude. The researchers used correlational research design which is one of the quantitative research designs. Data were collected by using two scales that are &quot;Multidimensional Sense of Humour Scale&quot; and the &quot;Attitude towards Death Scale.&quot; As a result of the study, there was a meaningful relationship between sense of humour and attitude toward death for both teachers and preservice teachers. Besides, even if there is no difference between teachers and preservice teachers on sense of humour, there is difference one of the subfactors on death attitude. In the period of COVID-19 pandemic in which people highly face with death anxiety, the results can help to understand the importance of humour. Qualitative studies that could provide a deep understanding of the reasons behind these relationships can be conducted in the future.