ethanporcaro/eric-fulltext-meta huggingface dataset:
Defending Intellectual Freedom: LGBTQ+ Materials in School Libraries
Author: American Library Association (ALA), American Association of School Librarians (AASL)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: LGBTQ People,Library Materials,School Libraries,Librarians,Censorship,Intellectual Freedom,Library Services,Privacy,Student Rights,Cooperation,Inquiry,Inclusion,Innovation,Communities of Practice

Stemming from an American Association of School Librarians (AASL) Chapters concern, the 2018 American Library Association (ALA) Emerging Leaders team was charged with creating a guide for AASL to support school librarians in addressing challenges related to censorship and patron privacy issues, particularly with LGBTQ+ materials. &quot;Defending Intellectual Freedom: LGBTQ+ Materials in School Libraries&quot; is more than a collection of resources. This guide offers ways to use the Shared Foundations from the AASL Standards -- &quot;Inquire,&quot; &quot;Include,&quot; &quot;Collaborate,&quot; &quot;Curate,&quot; &quot;Explore,&quot; and &quot;Engage&quot; -- to build LGBTQ+-inclusive library instruction, collections, and spaces. Activities in each section make this a valuable tool for professional development. This guide is a great example to any practitioner about how they can use the AASL Standards as a lens to address ANY school library issue!
Predicting Success on Advanced Placement Exams Using ACT Aspire, PreACT, and ACT Test Scores. ACT Research &amp; Policy. Research Report
Author: Radunzel, Justine
Date: 2020-10-00
Type: Reports - Research
Subjects: Predictor Variables,Academic Achievement,College Entrance Examinations,High School Students,Grade 10,Grade 11,Correlation,Sample Size,Cutting Scores,Readiness,Advanced Placement Programs

We examined how ACT® Aspire® (from grades 8 to 10), PreACT® (from grade 10), and ACT® test scores (from grades 10 and 11) relate to students' chances of scoring a 3 or higher as well as 4 or higher on selected Advanced Placement (AP) exams. Data for the study was available for 49,220 students from 318 high schools who had taken at least one AP exam in May of 2015 through May of 2019 and had taken ACT Aspire, PreACT, or the ACT test prior to taking the AP exam. Ninety-seven percent of the students came from a single state. The typical sample size for analysis per AP course was 3,643 students. The sample was weighted to resemble the national AP test-taking population on the AP exam score distribution. Weighted logistic regression models were estimated to relate test scores to AP exam success, while adjusting for time between the testing events and the grade level when the AP exam was taken. Moderate to strong positive correlations for ACT Aspire, PreACT, and ACT test scores were found with AP exam scores; all correlations were 0.50 or higher. Recommended cut scores associated with approximately a 50% chance of success were derived for 23 of the 38 AP courses available--the same courses for which expectancy tables based on PSAT/SAT test scores are reported by College Board as part of AP Potential. Separate cut scores for fall and spring testing with ACT Aspire, PreACT, or the ACT test were developed. Given that ACT Aspire, PreACT, and the ACT are often administered in early high school and AP courses are typically taken in grades 11 or 12, scores from these assessments are well timed to assist schools, educators, and parents in combination with other readiness measures (e.g., high school coursework taken, high school grades, academic discipline) with assessing students' readiness for rigorous coursework and success on AP exams.
Reopening Washington Schools 2020: Guidance for Supporting Multilingual/English Learners
Author: Gallardo, Veronica M.
Date: 2020-00-00
Type: Guides - General
Subjects: School Closing,COVID-19,Pandemics,Bilingual Students,English Language Learners,Second Language Learning,Second Language Instruction,Access to Education,Individualized Instruction,Program Implementation,Equal Education,Educational Legislation,Secondary School Students,Social Emotional Learning,Learner Engagement,Family School Relationship,Public Schools

This guidance is designed as a companion resource to the Office of Superintendent of Public Instruction's (OSPI's) &quot;Reopening Washington Schools 2020: District Planning Guide&quot; (ED606044), issued June 2020. The goal of this companion document is to provide guidance, best practices, resources, and unique considerations for supporting multilingual/English learners, their families, and all educators throughout the school reopening process. This guidance is intended to provide districts with recommendations, strategies, and resources to meet civil rights obligations to provide each eligible English learner with an appropriate English language development instructional program and meaningful access to content instruction through the various reopening models. The information included in this document attempts to address the most frequently asked questions for providing English language development instruction and meaningful access to content instruction through the reopening process. This guidance document includes the following categories: (1) Supporting Multilingual/English Learners through a Continuum of Reopening Models; (2) Multilingual/English Learner Continuous Learning Implementation Guide; and (3) Multilingual/English Learner Continuous Learning Plan. Eight appendices present additional information and resources for supporting multilingual/English learners and their families.
Students Have Shown Significant Social and Emotional Skill Development during COVID-19. ACT Research &amp; Policy. Data Byte
Author: Walton, Kate E.
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Skill Development,COVID-19,Pandemics,High School Students,Disease Control,Interpersonal Relationship,Social Attitudes,Online Courses,Adjustment (to Environment),Self Control,College Bound Students,Personality Traits

Social and emotional skills change naturally over time (Roberts, Walton, &amp; Viechtbauer, 2006) and as the result of intervention efforts designed to improve social and emotional skills (Mahoney et al., 2018). Given the known malleability of social and emotional skills and significant changes to students' environments due to COVID-19, the authors examined whether mean levels of high school students' social and emotional skills significantly changed in response to the pandemic. This Data Byte highlights key findings from their research.
Student Perspectives of the Impact of COVID-19: A Summary of Open-Ended Responses. ACT Research &amp; Policy. Data Byte
Author: Sanchez, Edgar I.
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Student Attitudes,College Entrance Examinations,Test Preparation,College Applicants,Student Experience,Testing,Anxiety,College Bound Students,Stress Variables,Student Employment,Time

This data byte explores students' open-ended responses about how the coronavirus pandemic has impacted them academically. Students commented on the impact to their opportunities for taking the ACT® test; issues of time related to taking the test, preparing for the test, and college admissions deadlines; and the greater demands being placed on them by both school and work. This analysis provides a snapshot into students' experiences during the coronavirus pandemic in June 2020. This work compliments other ACT studies of the pandemic's impact.
Where to Place Demographic Items in a Social and Emotional Skills Assessment. ACT Research &amp; Policy. Issue Brief
Author: Walton, Kate E.
Date: 2020-11-00
Type: Reports - Research
Subjects: Student Characteristics,Questionnaires,Emotional Development,Social Development,Stereotypes,Priming,Student Evaluation,College Entrance Examinations

In this study, the authors examined whether placing demographic questions at the beginning of a survey impacts student responses to a social and emotional skills assessment. Participants were students who took the ACT® test on the national testing date in December 2019 and responded to an invitation to participate in research after completing the ACT. Results showed that priming individuals with race or gender had no effect on their social and emotional skill scores, and there was no indication that any stereotypes about their race or gender were activated. This was true regardless of a respondent's race or gender. Priming individuals with their academic performance had no effect on their social and emotional skill scores, and there was no indication that any related stereotypes were activated. Thus, the authors conclude that placing demographic questions at the start of a social and emotional skill assessment does not affect the nature of participant responses.
Promising Practices of Exemplary High Schools: Increasing Students&apos; College and Career Readiness. ACT Research &amp; Policy. Policy Brief
Author: Hayes, Shannon
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Educational Practices,High School Students,College Readiness,Career Readiness,College Entrance Examinations,High Achievement,Student Motivation,Learner Engagement,Tutoring,Administrator Attitudes,High Schools,School Effectiveness,Pandemics,COVID-19

Each year, ACT releases data on the most recent class of high school graduates. In addition to providing an objective and standardized measurement of readiness used in college admissions decisions, the data provided by the ACT® test can be used to inform states, districts, schools, teachers, parents, and students themselves about students' educational progress. Alongside this year's release of graduating class data, ACT reached out to leaders at high schools with performance exceeding that of their peers and asked them to share practices they are implementing that they believe are having a positive impact on student achievement. This brief shares promising practices from exemplary schools that are using data to inform instruction, provide targeted feedback and support, and ensure that students graduate high school with the knowledge and skills necessary for postsecondary success.
Reopening Washington Schools 2020: District Early Learning Planning Guide
Author: Miller, Michaela W.
Date: 2020-00-00
Type: Guides - General
Subjects: School Closing,COVID-19,Pandemics,Educational Change,Educational Planning,Primary Education,School Schedules,Blended Learning,Distance Education,Young Children,Program Implementation,Student Needs,Inclusion,School Community Relationship,Transitional Programs,School Registration

On June 11, 2020, the Office of Superintendent of Public Instruction (OSPI) released the &quot;Reopening Washington Schools 2020 District Planning Guide&quot; (ED606044) as a resource for local education agencies in planning for a safe and healthy start to the 2020-21 school year. The guidance was developed in collaboration with the state Department of Health (DOH), Department of Labor and Industries, and the Reopening Washington Schools Workgroup, which consisted of more than 120 educators, education leaders, parents, students, elected officials, community-based organizations, and community members. Following guidelines set forth by DOH, the guide offers planning considerations for returning to school this fall. On June 16, 22, and 26, 2020, OSPI convened the Early Learning Transitions Workgroup and P-3 Educator Taskforce to review the &quot;Reopening Washington Schools 2020: District Planning Guide&quot; with a Prenatal-3rd grade, or &quot;P-3&quot; lens. This guide is a collection of recommended action steps and considerations specific to school-based early learning programs for children ages 0-8 years.
The COVID-19 Distance Learning: Insight from Ukrainian Students
Author: Nenko, Yuliia
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,COVID-19,Pandemics,Distance Education,Higher Education,Program Effectiveness,College Students,Questionnaires,Student Surveys,Electronic Learning,Readiness,Student Needs,Barriers,Student Satisfaction,Educational Technology,Computer Mediated Communication,Internet,Educational Quality,Information Technology

Although distance learning has become an essential part of everyday life of most students during quarantine, there is little evidence regarding its effectiveness among Ukrainian students. The objective of the research is to estimate the effectiveness of current distance learning process in Ukrainian higher educational institutions; outline types of distance education provided; highlight the negative and positive aspects of introducing distance learning; describe the perspectives and approaches to solving the problems of distance education in universities. The study sought to collect data on students' attitudes and needs for distance learning during quarantine by means of the on-line survey -- COVID-19 Distance Learning Questionnaire, which involved 540 respondents. Prerequisites for the development of distance education in Ukraine are considered. The findings reveal the most used distance learning tools, duration of learning, types of leisure activities, readiness of participants of educational process for distance learning, factors that affect distance learning (skills, internet speed, emotions) etc. The results obtained in the research can be provided to the governmental agencies, educational institutions and other stakeholders to further improve the process of distance learning.
What Do Students Say about School Safety? Insights in Education and Work
Author: Moore, Raeal
Date: 2020-10-00
Type: Reports - Research
Subjects: Student Attitudes,High School Students,School Safety,Security Personnel,Mental Health,School Counseling,Policy Formation,Emergency Programs,Physical Environment,School Buildings,Weapons,Safety Equipment,School Violence,Bullying,Social Bias,Risk,Anxiety,Discipline Policy,School Size,Urban Schools,Law Enforcement

To better understand how students perceive their physical safety in school, ACT surveyed high school students who took the ACT® test as part of a national administration in October 2018. Students were asked about their physical safety in school, including: (1) school climate; (2) the types of safety measures their school currently implements; (3) the types of measures they would prefer to have to make them feel safer; and (4) whether they would favor or oppose specific safety policy measures. The survey results were summarized in &quot;Creating Safe Schools: Examining Student Perceptions of their Physical Safety at School&quot; (ED602027). This brief takes a closer look at one survey question that asked students to explain, in their own words, any additional thoughts they might have on their school's safety. A total of 1,984 students (12% of survey participants) responded to the question. Their comments are categorized into themes and highlight the complexity and nuance of their responses. Students' comments about school safety can inform how to think about local and national solutions on the issue.
Three Studies of Comparability between Paper-Based and Computer-Based Testing for the ACT. ACT Research &amp; Policy. Research Report
Author: Steedle, Jeffrey
Date: 2020-11-00
Type: Reports - Research
Subjects: Test Format,Computer Assisted Testing,College Entrance Examinations,Scores,Multiple Choice Tests,Academic Achievement,Program Effectiveness,Test Items,Item Response Theory,Factor Analysis,Language Arts,Mathematics Tests,Science Tests,Reading Tests,Writing Tests,Gender Differences,Racial Differences

Three mode comparability studies were conducted on the following Saturday national ACT test dates: October 26, 2019, December 14, 2019, and February 8, 2020. The primary goal of these studies was to evaluate whether ACT scores exhibited mode effects between paper and online testing that would necessitate statistical adjustments to the online scores to make them comparable to paper scores. All participants took the full ACT multiple-choice test (English, math, reading, and science), and participants in the February study had the option to take the writing test. The studies each employed an experimental, randomly equivalent groups design. All study participants received college-reportable scores, so their motivation to perform well on the ACT was expected to be like typical examinees during a national testing event. Findings reveal that students who test online tend to perform slightly better than students who test on paper, especially on the English, reading, and writing tests. ACT will equate scores across modes as needed to ensure that ACT scores can be treated as interchangeable regardless of testing mode, and ACT will continue to monitor comparability between paper and online testing and investigate reasons for observed mode effects on the ACT test.
To Improve and to Prove: A Development and Innovation Study of Year Up&apos;s Professional Training Corps
Author: Fein, David
Date: 2020-10-00
Type: Reports - Research
Subjects: Young Adults,Job Training,Low Income Groups,Access to Education,Program Implementation,Program Effectiveness,Internship Programs,Academic Persistence,College Attendance,Outcomes of Education,Student Characteristics,Partnerships in Education,Fidelity,Employment Level,Wages,Job Skills,Coaching (Performance),Progress Monitoring,Skill Development,Feedback (Response),English for Academic Purposes,Educational Finance

Year Up's Professional Training Corps (PTC) adapted its successful workforce program for low-income young adults to operate in college settings to reduce costs and enhance scalability. The one-year program provides six months of training in basic academic, professional, and occupational skills, extensive supports, a behavior contract, and a six-month internship. Abt conducted several &quot;mini-studies&quot; of implementation challenges; assessed implementation fidelity; and implemented a small randomized controlled trial to measure overall impacts. This final report shares encouraging findings from mini-studies and documents progress in implementing the program.
A Plan for Implementing a Statewide Survey of Institutional Expenditures by Program and Academic Discipline
Author: State Council of Higher Education for Virginia
Date: 2020-10-31
Type: Reports - Descriptive
Subjects: State Surveys,Expenditures,State Legislation,Statewide Planning,Intellectual Disciplines,Educational Finance,State Aid,Productivity,School Surveys,Data Analysis,Data Collection,Program Costs,Databases,Public Colleges,College Programs,Costs

The 2020 General Assembly directed the State Council of Higher Education for Virginia (SCHEV) to develop a plan for implementing a statewide survey of institutional expenditures by program and academic discipline at Virginia's public higher education institutions, and submit a report and recommendations to the Governor and the Chairs of the House Appropriations and Senate Finance and Appropriations Committees by November 1, 2020. SCHEV staff reviewed comparable national and other state studies, surveyed Virginia public institutions that participated in a national study of instructional costs for their opinions, and assessed the availability of Virginia's data and SCHEV's capacity to conduct the study. Based on these reviews SCHEV developed three options for implementing a statewide survey. They include: (1) Have all public four-year institutions participate periodically in the National Study of Instructional Costs and Productivity; (2) Have SCHEV administer, collect and analyze data from institutions; and (3) Develop a database at SCHEV to collect unit-level data to analyze and compile program costs. This report discusses the study mandate, terminology used and summarizes reviews of similar studies. It concludes by offering three options that the Commonwealth could pursue.
Higher Education Funding: Baselines and Trends in Education and General Support
Author: State Council of Higher Education for Virginia
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Educational Trends,Tuition,Fees,Costs,Efficiency,Expenditures,State Aid,COVID-19,Pandemics

The purpose of this report is to provide a baseline assessment of higher education funding in Virginia with a focus on education and general support (E&amp;G), which accounts for approximately 54% of all funding for higher education -- about $5.3 billion in funds annually. It includes a general overview of funding for Virginia public higher education with detailed analysis of E&amp;G revenues and expenditures, and national comparisons. The State Council of Higher Education for Virginia's (SCHEV's) annual Tuition and Fee report also provides more detailed information on the types of charges related to tuition and fees, while this report focuses more on the revenues and costs associated with delivering instruction. Understanding the funding of and costs related to higher education is an important aspect of determining future costs and potential areas of operational efficiencies. This can help with predictably planning for future funding needs from the state and the potential impacts on tuition and fees for students. [For &quot;2020-21 Tuition and Fees at Virginia State-Supported Colleges and Universities,&quot; see ED608829.]
Rethink the School Day and Year. Sketching a New Conservative Education Agenda
Author: Kuzmich, Holly
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Educational Change,School Schedules,Educational Legislation,Educational Policy,Time on Task,COVID-19,Pandemics,Educational Innovation

COVID-19 is laying bare two realities in education. Over the past several decades, is has been warned that schools are not making the most of the time they have with students. Despite those warnings, little has changed. Additionally, the school calendar is not friendly to working families. As the education community plans for the upcoming school year amid a pandemic, these two issues are even more apparent. This is the moment to imagine and move toward a new vision of school that rethinks how schools use time. This brief reports looks at rethinking the school day and year, including recommendations for changes.
The Relative Returns to Credit- and Non-Credit-Bearing Credentials
Author: Hester, Candace
Date: 2020-10-00
Type: Reports - Research
Subjects: Job Skills,College Credits,Postsecondary Education,Job Training,Certification,Credentials,Associate Degrees,Outcomes of Education,Employment Level,Probability,Wages,Labor Needs,Educational Attainment,Higher Education

Prior research indicates that future workers will not possess enough training to contribute to a robust U.S. labor market, especially in &quot;middle-skill&quot; roles that require some postsecondary education but not a 4-year degree. At the same time, the last 30 years have borne witness to an increased likelihood that middle-skill individuals pursue nontraditional, non-credit-bearing, skill-based training (such as for computer operations), with little accompanying evidence on the utility of these less portable options. To address this research void, we analyzed 20 years of the National Longitudinal Survey of Youth 1997, using an individual fixed-effects regression strategy to estimate the returns to non-credit-bearing credential and licensure pathways compared with credit-bearing credential and associate degree programs. This strategy provided estimates on the returns to training that are unrelated to individual-level, time-invariant factors, such as differences in ability and motivation which remain constant over time. Our findings show that credit-bearing credentials yield an approximately equal likelihood of employment as non-credit-bearing credentials, but significantly improved earnings of about 17%, which typically equates to about $5,500 per year. [Funding for this research was provided by Education Credit Management Corporation Foundation.]