ethanporcaro/eric-fulltext-meta huggingface dataset:
Is a Diploma Enough? Setting Ambitious Visions for Success in High Schools. Case Studies in High School Redesign
Author: Waite, Chelsea
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: High School Students,Case Studies,Organizational Change,Dropout Rate,Graduation Rate,Disadvantaged,Achievement Gains,Academic Achievement,School Districts,Administrator Attitudes,Principals,Instructional Design,Nontraditional Education,Educational Opportunities,Program Effectiveness,Decision Making,Equal Education,Career Readiness,College Readiness,Students with Disabilities,Race,English Language Learners,Minority Group Students,Student Characteristics,Competency Based Education

Between 2015 and 2019, Holyoke Public Schools in Massachusetts cut its dropout rate nearly in half and increased its graduation rate by 10 percentage points, with notable gains among historically marginalized student groups. The district cites Opportunity Academy (OA), an alternative education program within the district's high school, as a key driver of these improvements. OA surrounds students with supportive relationships and provides multiple pathways to graduation, including a competency-based pathway in which students earn credits through flexible learning experiences inside and outside traditional classrooms. But for OA's design team, getting students to graduate isn't enough. Real success, the principal said, means students have &quot;the ability to live a choice-filled postsecondary life.&quot; This case wrestles with what's needed to achieve this higher bar for students who often just want to get high school over with, but whose success beyond the K-12 system depends on life skills, supportive relationships, and concrete postsecondary plans in addition to a diploma. The case concludes with key questions for high school leaders and design teams in both traditional and alternative education. [For the corresponding Case Studies in High School Redesign, see ED626303 and ED626304.]
50-State Comparison: High School Graduation Requirements
Author: Macdonald, Heidi
Date: 2019-02-14
Type: Reports - Descriptive
Subjects: High Schools,Graduation Requirements,Comparative Analysis,State Policy,Required Courses,Units of Study,High School Equivalency Programs,Educational Policy,State Legislation,Exit Examinations

Nearly all states require students to complete a certain number of units per course to earn a standard diploma in the state; but courses, units and assessments outside of exit exams and diploma options vary. This interactive resource provides an overview of state high school graduation requirements. To see how all states approach specific policies, the following hyperlinks to data tables are included: (1) What are the state's course requirements for high school graduation? (2) What are the state's non-course requirements for high school graduation? (3) How many total course units does the state require for high school graduation? and (4) What are the other diploma types offered by the state? A specific state's approach can be viewed by going to the individual state profile page. Key takeaways are also listed.
Federal Pell Grant Program of the Higher Education Act: Primer. CRS Report R45418, Version 6. Updated
Author: Dortch, Cassandria
Date: 2023-01-24
Type: Reports - Descriptive
Subjects: Federal Aid,Grants,Paying for College,Federal Legislation,Higher Education,Educational Legislation,Educational Change,Undergraduate Students,Low Income Students,Eligibility,Program Budgeting,Program Costs

The Federal Pell Grant program, authorized by Title IV-A-1 of the Higher Education Act of 1965, (HEA; P.L. 89-329), as amended, is the single largest source of federal grant aid supporting undergraduate students. The program provided approximately $26 billion in aid to approximately 6.1 million undergraduate students in FY2021. Pell Grants are need-based aid that is intended to be the foundation for all federal need-based student aid awarded to undergraduates. In award year (AY) 2017-2018, 44% of undergraduates received Federal Pell Grants. 2 Unlike loans, students are not required to repay Pell Grants. This report provides descriptions of key elements of the Pell Grant program and information on recipient demographics, award levels, award value, program costs, and program funding prior to the effective date of the FSA, as amended. (For information on key changes authorized by the FSA that go into effect for award year 2024-2025, see CRS Report R46909, &quot;The FAFSA Simplification Act&quot; (ED617513)). The first section of this report addresses how the program works and describes the basic process for awarding Pell Grants, including the application process, student eligibility requirements, award rules and calculations, and the role of the institution of higher education (IHE) in the process. The subsequent sections provide information on recipient characteristics and the role the program plays in relation to other student aid. The report explains the complex Pell Grant funding streams and their implications. Finally, program costs and estimates are presented. In addition, the appendices provide historical Pell Grant award amounts (Appendix A), Pell Grant recipient counts (Appendix B), recent and future program funding (Appendix C), surplus and shortfall levels (Appendix D), and acronyms commonly used in the report (Appendix E).
Federal Student Loan Debt Relief in the Context of COVID-19. CRS Report R46314, Version 14. Updated
Author: Hegji, Alexandra
Date: 2022-10-12
Type: Reports - Descriptive
Subjects: Federal Aid,Student Loan Programs,Federal Legislation,Debt (Financial),Loan Repayment,COVID-19,Pandemics,Loan Default

Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes the operation of three federal student loan programs: the William D. Ford Federal Direct Loan (Direct Loan) program, the Federal Family Education Loan (FFEL) program, and the Federal Perkins Loan program. This report provides an overview of student loan repayment flexibilities and debt relief provisions that may be available to borrowers facing financial difficulties in light of the pandemic. It first lists some preexisting loan terms and conditions (authorized through statute and regulations) that may be available to individuals. It then discusses specific administrative and congressional actions taken to address student loan debt in the context of COVID-19. The report concludes with a brief description of additional existing authorities that could be utilized to address other aspects of student loan relief.
50-State Comparison: K-12 School Safety
Author: Kelley, Bryan
Date: 2022-10-05
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,School Safety,Educational Policy,Laws,State Legislation,State Policy,Comparative Analysis,Weapons,School Security,Planning

This 50-state comparison assesses the K-12 school safety policies in all 50 states and the District of Columbia. The information presented in this interactive resource gives an overview of relevant laws in each state and does not reflect how these laws may interact with other state or federal policies. The interactive resource does not include district- or school-level policies, handbooks, manuals or other sources outside of state statute or regulations. It also does not provide legal advice on specific circumstances. Hyperlinked data tables for 50-state comparisons showing how all states approach school safety policies are provided. A specific state's approach can be viewed by going to the individual state profile page.
Education Stabilization Fund Programs Funded by the CARES Act, CRRSAA, and ARPA: Background and Analysis. CRS Report R47027, Version 10. Updated
Author: Skinner, Rebecca R.
Date: 2023-01-09
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Legislation,COVID-19,Pandemics,Elementary Secondary Education,Postsecondary Education,Emergency Programs,Federal Programs,Private Schools,Higher Education,Educational Equity (Finance),Student Financial Aid,Educational Finance,Financial Support

From March 2020 through March 2021, three laws providing federal funding for elementary, secondary, and postsecondary education were enacted in response to the national emergency related to the COVID-19 pandemic declared by President Trump on March 13, 2020. The second of these laws provided a higher amount of funding than the first, and the third provided a higher amount than the second. The funds were intended to help the U.S. educational system &quot;prevent, prepare for, and respond to coronavirus.&quot; Funds were generally made available to states, local educational agencies (LEAs), private schools, and institutions of higher education (IHEs) to support the transition to remote learning, provide support services to students, protect education-related jobs, provide institutional support, and provide grant aid to postsecondary students. On March 27, 2020, the Coronavirus Aid, Relief, and Economic Security Act (CARES Act; P.L. 116-136) was signed into law. Included in the act was the Education Stabilization Fund (ESF), which was created &quot;to prevent, prepare for, and respond to coronavirus, domestically or internationally.&quot; The ESF was composed of three emergency relief funds: (1) A Governor's Emergency Education Relief (GEER) Fund; (2) An Elementary and Secondary School Emergency Relief (ESSER) Fund; and (3) A Higher Education Emergency Relief Fund (HEERF). This report discusses the ESF and the programs initially authorized under it that were included in the CARES Act, Coronavirus Response and Relief Supplemental Appropriations Act, 2021 (CRRSAA), and the American Rescue Plan Act of 2021 (ARPA; P.L. 117-2). The report begins with an overview of the appropriations available for the ESF and the required reservations of funds under each act. It then discusses each of the emergency education relief funds, including the EANS program. The next part of the report provides an overview of the other provisions included in the ESF: maintenance of effort (MOE) and maintenance of equity (MOEq) provisions, reporting requirements, continued payments to employees, and definitions. The report also includes several appendices that provide information on state funding under the GEER Fund, EANS program, and ESSER Fund, and funding aggregated at the state level and institutional sector level under the HEERF based on ED's published grant amounts, as well as information about periods of obligation and liquidation of funds and deadlines that apply to HEERF.
50-State Comparison: Prior Learning Assessment Policies
Author: Whinnery, Erin
Date: 2017-12-04
Type: Reports - Descriptive
Subjects: Prior Learning,State Policy,Educational Policy,College Credits,College Students,Evaluation,Job Skills,Employment Experience,Knowledge Level,Accountability,Postsecondary Education,Guidance,Costs,Fees

This 50-State Comparison focuses on Prior Learning Assessment (PLA) policies, which refer to a process to award academic credit for prior learning. This process involves assessing the learning and workforce skills a student has acquired through life and employment experience. Assessments can be performed using a variety of tools such as a portfolio-based review, or internally or externally developed examinations. If the college or university determines the student's knowledge to be equivalent to college-level learning, the student may be awarded academic credit. Education Commission of the States researched PLA policies in all states to create this comprehensive, interactive resource. A state received a &quot;yes&quot; if its policy requires or allows each public higher education institution or entire postsecondary system to award credit for prior learning. System-level initiatives, programs and collaborations are excluded from this review. Hyperlinked data tables for 50-state comparisons showing how all states approach school accountability are provided. A specific state's approach can be viewed by going to the individual state profile page.
Evaluation of the &quot;IFSPweb&quot; in Nebraska. Final Report
Author: Marvin, Chris
Date: 2002-08-15
Type: Reports - Research
Subjects: Students with Disabilities,Educational Legislation,Federal Legislation,Equal Education,Infants,Toddlers,Individualized Family Service Plans,Parent Education,Best Practices,Web Sites,Coordinators

Federal law (Individuals with Disabilities Education Act (IDEA), 1997) requires that states participating in Part C, Services for Infants and Toddlers, &quot;…maintain and implement a statewide, comprehensive, coordinated, multidisciplinary, interagency system…&quot;. The challenges of preparing and maintaining trained personnel to provide these early interventions services systematically across this rural state have been ongoing. With educational, medical and health and human services dispersed across the state in local communities but administered at the state level, there is a continuous call for efficient and economical processes for educating practitioners and families about the unique right s and responsibilities associated with the federally mandated Individualized Family Service Plan (IFSP). The &quot;IFSPweb&quot; is a web-based tutorial designed to educate parents and professionals about the IFSP process and document in Nebraska and promote best practice in early intervention services in the state. This report describes an evaluation of the &quot;IFSPweb&quot; describes the current use of the website by providers, effect of its use and providers judgement on its utility in advancing their roles with families.
Institutional Eligibility for Participation in Title IV Student Financial Aid Programs. CRS Report R43159, Version 18. Updated
Author: Hegji, Alexandra
Date: 2023-02-08
Type: Reports - Descriptive
Subjects: Educational Legislation,Higher Education,Federal Legislation,Student Financial Aid,Eligibility,Public Colleges,Private Colleges,Proprietary Schools,Vocational Schools,Accreditation (Institutions),Distance Education,School Safety,Employment,Certification

Title IV of the Higher Education Act (HEA; P.L. 89-329), as amended, authorizes programs that provide financial assistance to students to pursue postsecondary education at eligible institutions of higher education (IHEs). In academic year (AY) 2020-2021 (July 1, 2020-June 30, 2021), 6,063 domestic institutions had written agreements with the Department of Education (ED) that allow them to participate in any of the Title IV federal student financial assistance programs. To receive Title IV assistance, students must attend an institution that participates in the Title IV programs. This report provides a general overview of HEA Title IV institutional eligibility requirements, as well as some institutional Title IV student aid program participation requirements. It first describes general eligibility criteria at both the institutional and programmatic level and then, in more detail, the program integrity triad. Next, it discusses several issues that are closely related to institutional eligibility: Program Participation Agreements, including the 90/10 rule and campus safety policies and crime reporting required under the Clery Act, and distance education.
Higher Education Tax Benefits: Brief Overview and Budgetary Effects. CRS Report R41967, Version 54. Updated
Author: Crandall-Hollick, Margot L.
Date: 2022-12-21
Type: Reports - Descriptive
Subjects: Higher Education,Tax Credits,Federal Aid,Incentives,Student Financial Aid,Student Costs,Paying for College,Money Management,Tuition,Scholarships,Grants,Loan Repayment

Since 1997, education tax benefits have become an increasingly important component of federal higher education policy. For 2023, 11 higher education-related tax benefits are available. After 2025, absent legislative action, this number will effectively increase to 13. Two provisions that are temporarily suspended are scheduled to be reinstated--the personal exemption for dependents (including college-age dependents) and miscellaneous itemized deductions (including for unreimbursed work-related education expenses)--while the exclusion for discharged or forgiven student loan debt will only be available in limited circumstances. The available tax benefits are a mixture of credits, deductions, exclusions, and other incentives. The benefits can be placed into one of three general categories: (1) incentives for current year expenses; (2) preferential tax treatment of student loans; and (3) incentives for saving for college. The Joint Committee on Taxation (JCT) estimates currently available higher-education tax benefits will cost an average of $25 billion per year over the FY2020-FY2024 budgetary window. This report provides a brief overview of the higher education tax benefits that are currently available to students and their families. The report contrasts higher education tax benefits with traditional student aid; presents a brief history of higher education tax policy over the past 60 years, including recent legislative proposals to modify these tax incentives; summarizes key features of the available tax benefits; and provides JCT estimates of revenue losses resulting from individual tax provisions. The summary is contained in Table 1 and provides information on various aspects of each tax benefit including the type of benefit (credit, deduction, etc.), the annual dollar amount of the benefit, what expenses qualify for the benefit, what level of education the benefit can be claimed for, income levels at which the benefit phases out, and, if the provision is temporary, when it expires. Table 2 contains estimates of the annual forgone federal revenue attributable to each provision.
Teaching Complex Probability Problems Using Simple Simulations with Applications to the Broken Stick Problem
Author: Kwon, Yeil
Date: 2021-00-00
Type: Speeches/Meeting Papers
Subjects: Probability,Mathematics Instruction,Difficulty Level,Teaching Methods,Mathematical Concepts,Concept Formation,Programming Languages,Problem Solving,Computer Simulation,Geometry,Mathematics Tests

Probability is generally considered one of the most challenging areas to teach in mathematics education due to its intricate nature. However, the simulation-based teaching method can increase students' accessibility significantly to the probability problems because it enables students to resolve the problems with minimal mathematical skills. By substantially reducing the stress caused by complex mathematical calculations, simulations help students focus on the key concepts of complex probability problems. Furthermore, the programming languages, such as R and Python, can be easily implemented in classrooms to perform simulations that allow students and teachers to discuss the idea to solve the probability problems step by step. This article presents a classical probability problem known as 'the broken stick problem' to show the efficiency of the simulations in teaching probability. It contrasts the effectiveness of mathematical and computational simulation approaches to the solutions of the broken stick problems with several variations. For concrete illustrations, a series of R codes and their examples are provided at the end of the article, which can be used for the simulation study in probability class with various versions of broken stick problems. The extension of the computational approach to other historic probability problems is also discussed. [For the complete proceedings, see ED626149.]
Teacher Prep Review: Building Content Knowledge
Author: National Council on Teacher Quality
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Pedagogical Content Knowledge,Reading Comprehension,Teacher Education Programs,Teacher Effectiveness,National Organizations,Undergraduate Students,Elementary School Teachers,Science Instruction,Social Studies,Program Effectiveness,Teacher Education Curriculum

Years of cognitive research has shown background knowledge in key subject areas, like science and social studies, is essential to reading comprehension, helping students not only understand the meaning of a text, but also interpret new words and ideas. Failing to provide the opportunity to learn to read has devastating effects on children and alarmingly, the current reality fails some students disproportionately--the number of students reading proficiently drops precipitously for Black students, Hispanic students, English language learners, and students with disabilities. Critical to righting this inequity are well-prepared teachers who can deliver engaging opportunities for students to learn core content foundational for reading comprehension. However, for teachers to provide students with background knowledge to support them in becoming successful readers, they must first gain the knowledge themselves. Teacher preparation programs, therefore, play a critical role in providing aspiring teachers with the content knowledge they need to teach their future students. Are preparation programs achieving this goal? To find out, the National Council on Teacher Quality (NCTQ) engaged experts from the field, teacher preparation program faculty, and measurement experts to design the Building Content Knowledge standard, one of the seven standards of the Teacher Prep Review, to ascertain the extent to which undergraduate elementary teacher preparation programs (and the institutions in which they are housed) build candidates' content knowledge in two core subject areas: science and social studies. [For a list of sponsors of &quot;Teacher Prep Review,&quot; see page 28 of the full text.]
Student Mobility in K-12 Online Schools
Author: Colorado Department of Education, Office of Blended and Online Learning
Date: 2022-08-00
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,COVID-19,Pandemics

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. 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 or home-based education (home school) setting or graduated or completed high school within the same year. Based on an analysis of the 2019-20 data for students enrolled in both types of online schools, the three most widely assigned exit codes were for: (1) students withdrawing and transferring to a school in another school district (n=1,079); (2) students dropping out (n=1,004); and (3) students transferring to a nonpublic home-based education setting (home school) (n=580). The data from 2018-19 compared to data from the 2019-20 year showed a decrease of 273 student withdrawals. Students coded as completing and not exiting at any time during the school year increased by 848 students from the previous year. [For the 2020 report, see ED610711.]