ethanporcaro/eric-fulltext-meta huggingface dataset:
A Review of the Literature on Internships for Latinx Students at Hispanic-Serving Institutions: Toward a Latinx-Serving Internship Experience. WCER Working Paper No. 2021-2
Author: Hora, Matthew T.
Date: 2021-04-00
Type: Information Analyses
Subjects: Internship Programs,Hispanic American Students,Minority Serving Institutions,College Students,Program Design,Program Implementation,Student Experience,Racial Factors,Cultural Influences,Institutional Mission,Student Characteristics,Cultural Relevance,Institutional Characteristics,Student Diversity,Work Experience Programs,Educational Research,Success

Internships are a widely promoted high-impact practice (HIP) across the postsecondary landscape, particularly among minority-serving institutions (MSIs), where internships are seen as potentially transformative vehicles for students' career success and social mobility. However, little research exists on how the design, implementation, and ultimate effects of college internships vary (or should vary) according to the unique institutional contexts of MSIs and students' racial identities and cultural backgrounds. This idea is based on research demonstrating that a &quot;one-size-fits-all&quot; approach to classroom teaching and student advising, and broader approaches to student engagement, ignore historic and structural inequalities while also overlooking the unique needs, circumstances and potentials of a diverse student body. Our main goal in this paper is to review the literature on internships in Hispanic-serving institutions (HSIs) and with Latinx college students to determine if internship program design, implementation, and student experience vary based on the unique institutional contexts of HSIs and/or the racial and cultural attributes of Latinx college students. We conducted an integrative review of the literature on HIPs in general and internships in particular as they relate to Latinx students and HSIs. Results indicate a small but growing body of empirical research on these topics. Some studies highlight how specific features of HSIs (e.g., institutional missions, &quot;servingness&quot;) and Latinx students (e.g., their family capital, cultural perspectives on work) influence how HIPs and internships are designed and experienced. These insights underscore the importance of accounting for cultural, structural, and historic factors when studying and designing internship programs. We conclude the paper with a review of existing theoretical frameworks for studying HSIs and a proposal for a new research agenda that pays close attention to the role of culture at individual, group, institutional, and societal levels. Ultimately, we contend that while certain universal principles of internship design and implementation are likely to be applicable for HSIs and Latinx students, there are critical differences and opportunities for internships in these institutions and for these students that should be acknowledged and incorporated into HIP-related policymaking and practice.
SHEF: State Higher Education Finance, FY 2020
Author: Laderman, Sophia
Date: 2021-00-00
Type: Reports - Research
Subjects: Higher Education,Educational Finance,State Aid,Financial Support,State Policy,Financial Policy,Educational Policy,Public Colleges,Tuition,Income,Enrollment Trends,Taxes,Local Government

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers Association (SHEEO) to broaden understanding of the context and consequences of public policy decisions in each state that contribute to public higher education funding levels and funding distributions across states and nationally. The SHEF report supplies important context and trend analysis to help inform state postsecondary finance policy decisions. SHEF provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recently completed fiscal year. This year's report focuses on fiscal year (FY) 2020, which for most states ran from July 1, 2019, through June 30, 2020. [A fully interactive version of this report is available on the publisher's website (shef.sheeo.org), including data downloads, visualization tools, and technical documentation. For the 2019 report, see ED608082.]
A Mastery-Based Math Teacher&apos;s Journey
Author: Ferrara, Ashley
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Case Studies,Mastery Learning,High School Teachers,Mathematics Teachers,Teaching Methods,Instructional Innovation,Competency Based Education,Instructional Design,Educational Change,Mathematics Instruction,Teacher Attitudes,Public School Teachers,Educational Philosophy,Problem Solving,Skill Development,Units of Study,Algebra,Self Evaluation (Individuals),Student Evaluation,High School Students

This case study highlights a high school math teacher's successful journey of taking the steps needed to move away from traditional teaching methods to innovative pedagogies supporting mastery-based teaching and learning. Mastery-based learning (also called competency-based learning) is a shift away from traditional, one-size-fits-all teaching. Teachers ensure each student masters academic knowledge and builds core skills as they progress through K-12 education. It also increases student engagement and agency, or ownership of their learning. In competency-based learning environments, all students are held to the same high standards and assessed based on showing what they know through a performance, with flexibility in pacing and assurances for equity. Mastery-based learning poses unique opportunities for creating new personalized learning designs and transforming the traditional education system. Educators are leading new designs from the ground up to spearhead innovative learning that increases equity, agency, and meaningful learning and assessment for every student. When author Ashley Ferrara, a founding faculty member and math instructor at the Academy for Software Engineering (AFSE), a public high school in New York City, heard her school was transitioning from traditional practices to mastery-based learning, she was skeptical. Today, after a multi-year transition, she is an enthusiastic and devoted practitioner of mastery-based learning. In &quot;A Mastery-Based Math Teacher's Journey,&quot; Ferrara shares a refreshing and candid account of her own transition to mastery-based learning with her students. Lessons learned from Ferrara's transition can be applied beyond mathematics to inform mastery-based learning in all academic disciplines. Ferrara's journey of deep devotion, reinvention, improvement, and a commitment to all learners achieving success serves as a guiding resource for applying competency-based learning principles in the field.
Reflections on What Pandemic-Related State Test Waiver Requests Suggest about the Priorities for the Use of Tests. Opinion Brief. CALDER Policy Brief No. 26-0721
Author: Bruno, Paul
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Standardized Tests,Testing,Test Use,Educational Improvement,Elementary Secondary Education,Federal Legislation,Educational Legislation,Test Results

Students' performance on standardized tests is clearly predictive of their later outcomes (Goldhaber &amp; Özek, 2019) but whether the costs of administering tests are justified by the value of the tests for improving students' outcomes is controversial. This controversy fuels heated debates over federal testing requirements, such as those instituted under No Child Left Behind (NCLB) and continued under the Every Student Succeeds Act (ESSA). All ESSA-required tests were canceled in the 2019-20 school year due to COVID-19, and there was significant political debate about whether they ought to be required in 2020-21. Ultimately the U.S. Department of Education (USDOE) allowed for some testing flexibility in the form of ESSA waivers. Below, we outline some of the common ways states might use tests to improve student outcomes and the implications of requested and approved waivers on these uses. In particular, we highlight features of waiver requests that are especially important if tests are to be used by specific actors (e.g., families) to benefit students in specific ways. We conclude with a discussion of how testing policy needs to be designed if statewide tests are going to both be useful and maintain political support.
The Front End of the STEM Teacher Pipeline: Early Career STEM Teachers&apos; Field Experiences and Perceptions of Preparation. Working Paper No. 254-0721
Author: Goldhaber, Dan
Date: 2021-07-00
Type: Reports - Research
Subjects: STEM Education,Elementary Secondary Education,Beginning Teachers,Public School Teachers,Teacher Attitudes,Cooperating Teachers,Field Experience Programs,Teaching Experience,Program Effectiveness,Preservice Teacher Education,Student Teachers,Classroom Environment,Classroom Techniques,Predictor Variables,English Language Learners,Economically Disadvantaged,Self Efficacy,Readiness

A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We use data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation are related to student teaching placements and current classroom environment. We find evidence that the composition of students in student teaching classrooms are predictive of STEM teachers' perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English Language Learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom.
Privacy and Security in State Postsecondary Data Systems: Strong Foundations 2020
Author: Ezeugo, Ernest
Date: 2021-07-00
Type: Reports - Evaluative
Subjects: Privacy,Information Security,Information Systems,Postsecondary Education,Access to Education,State Legislation,Standards,State Programs

State postsecondary data systems contain a wealth of information--including detailed records about individuals--that allow states to analyze and improve their postsecondary education systems. The entities that maintain these systems operate in a context of concern about the privacy and security of educational records. They have both an interest in making valuable information available to researchers and policy analysts and a duty to protect sensitive data. This paper outlines the use of benchmark privacy and security processes, standards, and practices in state postsecondary data systems, using results from the 2020 administration of the State Higher Education Executive Officers Association's Strong Foundations survey. [For &quot;Strong Foundations 2018: The State of State Postsecondary Data Systems,&quot; see ED598660.]
Student Experience with the High School Choice Process in Chicago Public Schools. Research Brief
Author: Shyjka, Andria
Date: 2021-07-00
Type: Reports - Research-practitioner Partnerships
Subjects: School Choice,High Schools,Institutional Characteristics,Public Schools,Admission (School),Equal Education,Urban Areas,Grade 8,Middle School Students,Student Experience,Decision Making,Information Sources,Computer Mediated Communication,Selective Admission,Admission Criteria,African American Students,Low Income Students,Proximity,Web Sites,Student Attitudes

Students and families in Chicago are increasingly taking up school choice options offered by the school district. Prospective high school students and their families have 160 high schools to choose from. These options include a broad variety of schools in governance, size, academic approach, and programs offered. To streamline the school application process, Chicago Public Schools (CPS) launched GoCPS, an online application platform for high schools, in the fall of 2017. In 2018 and 2019, the University of Chicago Consortium on School Research (UChicago Consortium) released two studies that described the GoCPS process in detail, and showed patterns in applications, offers, and resulting enrollments in high schools. Those studies found the GoCPS system worked as intended, in terms of its technical specifications, and that almost all students received an offer to one of their top school choices. But the GoCPS system did not improve equity in the types of schools in which students enrolled, even though this was one of the goals of district leaders. The UChicago Consortium also conducted an evaluation of the North Lawndale Cluster Initiative (NLCI)--a strategy to improve outcomes in neighborhood schools in the North Lawndale area, run for CPS by the Academy for Urban School Leadership (AUSL). This study included focus groups with eighth-grade students about their experiences in the high school search and application process. This brief offers key insights from that qualitative study and illuminates how eighth-grade students in three CPS elementary/middle schools experienced the school choice process in Chicago, shortly after GoCPS was implemented. Specifically, this brief addresses how students navigated the school choice process, including their experiences researching, applying to, and selecting a school, and addresses the following research questions: (1) Choice Factors: What factors did students consider when choosing which high schools to apply to?; (2) School Exploration: How and from what sources did students learn about potential high schools?; and (3) Application Process: How did students experience the application process using GoCPS?
Individual Adjustments for Many and Structural Change for Some: Teacher and Staff Perceptions of and Adjustments for High School Students&apos; Classed Responsibilities outside of School. WCER Working Paper No. 2021-3
Author: Grant, Annaliese
Date: 2021-05-00
Type: Reports - Research
Subjects: High School Students,Student Responsibility,Teacher Attitudes,High School Teachers,Social Class,Low Income Students,Administrator Attitudes,Adjustment (to Environment),Student Employment,Child Care,Educational Change

Past research demonstrates the degree to which extracurricular activities, paid work, and major family responsibilities impinge on student academic trajectories. Largely absent from this body of work is consideration of the ways in which schools and teachers mitigate the adverse consequences of out-of-school obligations and choices on academic outcomes. In this paper, we seek to understand when, and for whom, teachers and administrators exercise their power to accommodate students' out-of-school time commitments. Analyzing 61 interviews with teachers and staff at five high schools that serve predominantly low-income students and survey responses from teachers across the state (N=601), we assess how teachers describe student responsibilities and accommodate student responsibilities outside of school. We identify the ways teachers portray the classed nature of different student responsibilities and the kinds of solutions they provide to help resolve the tensions between student responsibilities and academic life. We find that school staff describe a range of student responsibilities and identify these responsibilities as connected to students' social-class status. Teacher responses to student responsibilities are largely individual and ad hoc. When administrators report addressing the impacts of student responsibilities through structural change, this change often specifically centers students' paid work (usually intensive paid work that contributes to family finances) while neglecting other types of responsibilities (such as caregiving).
Reconsidering Calkins&apos; Process Writing Pedagogy for Multilingual Learners: Units of Study in a Fourth Grade Classroom. WCER Working Paper No. 2021-4
Author: Westerlund, Ruslana
Date: 2021-06-00
Type: Reports - Research
Subjects: Process Approach (Writing),Units of Study,Grade 4,Multilingualism,Elementary School Students,Elementary School Teachers,Instructional Effectiveness,Equal Education,English Language Learners

Lucy Calkins' curriculum &quot;Units of Study for Writing&quot; is a process approach to writing pedagogy used in thousands of elementary and middle schools in the United States and internationally (Teachers College Reading Writing Project, 2020). Process approaches have been highly influential on writing pedagogy for the past 30 years (Brisk, 2015; Hyland, 2003) and continue to be popular in the United States today, particularly in the context of culturally sustaining pedagogy (Alim &amp; Paris, 2017). However, as with all movements in education, we need to step back and critically examine the role of process approaches in promoting equity in the present context. Do this approach and curriculum still meet the needs of today's learners, in particular multilingual learners? Most importantly, do they promote and maintain equitable learning outcomes for all students? This paper examines how Calkins' curriculum conceptualizes the teaching of writing in the disciplines; how one teacher made sense of the curriculum; and what is missing from the curriculum that may limit its curricular and pedagogical appropriateness to promote equity. We focus on one of Calkins' units, &quot;Bringing History to Life&quot; (Calkins &amp; Cockerille, 2013) and one elementary school teacher. We found that in this unit, writing was conceptualized as a cognitive process of thinking, imagining, planning, and noticing. The main writing activities were drafting and free writing, without explicit attention to language. The privileged pedagogy promoted by this unit of study was discovery-led, with achievement based on students' prior knowledge of language and exposure to the genres. As a result, access to the knowledge necessary for achievement was not equally distributed. In this way, we found the &quot;Bringing History to Life&quot; script to be potentially complicit in both creating and maintaining opportunity gaps in writing development, as the students who made progress did so because they did not need help from the teacher, and those who needed explicit language teaching to make progress, did not get enough support. We conclude with recommendations for teaching writing with a more visible pedagogy that makes the rules for being a successful writer explicit, visible, and accessible to all.
Exploring Online Internships amidst the COVID-19 Pandemic in 2020-2021: Results from a Multi-Site Case Study. WCER Working Paper No. 2021-5
Author: Hora, Matthew T.
Date: 2021-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Internship Programs,School Closing,Online Courses,Web Sites,Higher Education,Access to Education,Barriers,Student Participation,Networks,Student Characteristics,Demography,Equal Education,Program Design,Supervision,Employers,Computer Mediated Communication,Educational Technology,Technology Uses in Education,Student Diversity,Inclusion,Geographic Regions,Institutional Characteristics

Internships and other forms of work-based learning are increasingly viewed as essential experiences for college students. Proponents point out that internships help students develop transferable skills, apply academic knowledge to authentic situations, develop professional networks, and facilitate students' socialization and entry into the professions. In recent years, online or virtual internships, which can vary according to duration, structure, and activities, have grown in prominence. The COVID-19 pandemic brought considerable interest in these unique types of internships, as many in-person positions were cancelled or shifted online. Yet little empirical research exists on the prevalence, quality, and commitment to equity and access among online internships in the United States, particularly during the pandemic period of 2020 to early 2021. In this multi-site case study, we collected survey and interview data from college students during the pandemic. Our findings focus on three distinct cases: (1) two independent websites that provide online internship networking platforms (OINP) for students seeking online internships and employers seeking student interns (n=183 surveys, n=45 interviews), (2) 11 colleges and universities (n=9,964 surveys), and (3) a single employer-hosted online internship program at TreeHouse Foods Inc, a multi-national firm engaged in manufacturing and distributing private label food and beverage products. In analyzing and interpreting our data, we used the Internship Scorecard framework (Hora et al., 2020) from the Center for Research on College-Workforce Transitions. The framework provides a structured approach to studying internships, as well as insights from research on remote work and digital learning. One of our primary conclusions is that while considerable variation exists within the world of internships writ large, an added layer of complexity exists for online positions with respect to information technology, internet access, work-life boundaries, and challenges associated with online or remote work that many occupations experienced during the COVID-19 pandemic. We argue that these additional concerns and factors make online internships--which are unlikely to disappear post-pandemic--a top priority for improvement, equitable access, and quality control in the field of higher education.
Predicting Early Fall Student Enrollment in the School District of Philadelphia. REL 2022-124
Author: Tanner, Sean
Date: 2021-10-00
Type: Reports - Research
Subjects: Enrollment,Enrollment Projections,School Districts,Statistical Analysis,Data Analysis,Student Mobility,Class Size,Accuracy,Predictor Variables,Elementary Schools,Neighborhood Schools

Predicting incoming enrollment is an ongoing concern for the School District of Philadelphia (SDP) and similar districts with school choice systems, substantial student mobility, or both. Inaccurate predictions can disrupt learning as districts adjust to enrollment fluctuations by reshuffling teachers and students well into the fall semester. This study compared the accuracy of four statistical techniques for predicting fall enrollment at the school-by-grade level, using data from prior years, to assess which approach might be the most useful for planning school staffing in SDP. The predictions differ little in accuracy: predicted cohort size differs from actual cohort size by roughly six students across all methods. The statistical techniques leave much student mobility unaccounted for. Even under the best prediction approach, students and teachers in 22 percent of incoming grade levels within schools might have to be reassigned because of unexpected student mobility and district rules on maximum class size. Predictive accuracy is not meaningfully different in schools with larger proportions of Black students, economically disadvantaged students, or English learner students. Of the 259 predictors analyzed, 4 stand out as the most important: prior cohort sizes, in-school suspensions, out-of-school suspensions, and absences. [For the Study Snapshot, see ED615007. For the appendixes, see ED615008.]