ethanporcaro/eric-fulltext-meta huggingface dataset:
NAEP 2022 Facts for Teachers
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Academic Achievement,Educational Experience,Test Results,Educational Improvement,Test Use,Grade 4,Grade 8,Elementary School Students,Elementary Secondary Education,Mathematics Tests,Reading Tests,United States History,Civics,Test Format,Testing,Teacher Role,Teacher Attitudes,Principals,Administrator Attitudes,Web Sites,Achievement Gap,American Indian Students,Alaska Natives,Science Tests,Grade 12,Geography,Engineering,Technological Literacy,High School Students

The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress over time. It is the largest nationally representative and continuing assessment of what our nation's students know and can do in various subjects such as civics, mathematics, reading, science, technology and engineering literacy, U.S. history, and writing. The program also provides valuable insights into students' educational experiences and opportunities to learn in and outside of the classroom. Elected officials, policymakers, and educators all use NAEP results to develop ways to improve education. NAEP is a congressionally mandated program administered by the National Center for Education Statistics (NCES), within the U.S. Department of Education and the Institute of Education Sciences. This brief document highlights the NAEP 2022 assessment program, teachers as essential partners in NAEP, and recent NAEP results.
NAEP 2023 Facts for Teachers. Grades 4, 8, and 12 Field Test
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Elementary School Teachers,Secondary School Teachers,Grade 4,Grade 8,Grade 12,Achievement Gains,Testing

The National Assessment of Educational Progress (NAEP) is an integral measure of academic progress over time. It is the largest nationally representative and continuing assessment of what our nation's students know and can do in various subjects such as mathematics, reading, and science. The program also provides valuable insights into students' educational experiences and opportunities to learn in and outside of the classroom. Elected officials, policymakers, and educators all use NAEP results to develop ways to improve education. The NAEP 2023 field test will explore an online assessment platform and transition to different devices, such as Chromebooks, that may be more familiar to students. By participating in the field test, schools will help ensure that upcoming NAEP digitally based assessments continue to be a reliable, meaningful, and efficient measure of student achievement. This brief document highlights the NAEP 2023 field test, teachers as essential partners in NAEP, and recent NAEP results. [For &quot;NAEP 2022 Facts for Teachers,&quot; see ED627645.]
Data Must Speak: Unpacking Factors Influencing School Performance in Zambia
Author: Rigole, Annika
Date: 2023-00-00
Type: Reports - Research
Subjects: School Effectiveness,Outcomes of Education,Educational Strategies,Access to Education,Educational Quality,Data Analysis,Public Agencies,Foreign Countries,Teacher Characteristics,Student Characteristics,Educational History,Educational Policy,Institutional Characteristics,Learning Management Systems,Academic Achievement,Learning Analytics,Elementary Secondary Education,Grade 7,Scores,Achievement Tests,Cultural Context,Educational Resources,African Languages,English (Second Language),Language Tests,Mathematics Tests,Longitudinal Studies,Trend Analysis,Gender Differences,Teaching Methods

Recognizing that children's learning outcomes generally remain low, in its recent 2017--2021 Education and Skills Sector Plan (ESSP) the Government of Zambia prioritized improving learning outcomes through strategies that addressed gaps in education system quality, access, equity and efficiency. What resources and contextual factors are associated with school performance in Zambia? By merging and analyzing existing administrative datasets in Zambia, this report helps to identify positive deviant schools -- those that outperform other schools despite sharing similar contexts and resources. Data Must Speak -- a global initiative implemented since 2014 -- aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about 'what works', 'why' and 'how' to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People's Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia. [The Data Must Speak (DMS) positive deviance research in Zambia is a collaborative effort made possible by the commitment of the Ministry of Education (MoE) Zambia, UNICEF Zambia, UNICEF Innocenti -- Global Office of Research and Foresight, and key partners from the Zambian education sector.]
Reading and Mathematics Scores for 9-Year-Olds Decline during Pandemic. Results from 2022 NAEP Long-Term Trend Assessment
Author: National Center for Education Statistics (NCES) (ED/IES)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Reading Tests,Mathematics Tests,Scores,Trend Analysis,Elementary School Students,COVID-19,Pandemics,Student Characteristics,Barriers,Access to Computers,Distance Education,Teacher Student Relationship,Student Attitudes,Reading Achievement,Mathematics Achievement

The National Center for Education Statistics (NCES) conducted a special administration of the National Assessment of Educational Progress (NAEP) long-term trend (LTT) reading and mathematics assessments for age 9 students in 2022 to examine the impact of the COVID-19 pandemic on student learning. This brief document highlights the score declines reflected across student groups.
Building Bright Futures: What Is Needed to Expand Early Childhood Education and Care for Ukraine&apos;s Refugee Children
Author: Baghdasaryan, Bella
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Refugees,Early Childhood Education,Child Care,Access to Education,Barriers,Educational Strategies,Educational Policy,Educational Finance,Educational Resources,Parent Participation

Nine out of every 10 refugees arriving in host countries from Ukraine are women and children. Only 1 in 3 of Ukrainian refugee children are enrolled in early childhood education and care services. This emphasizes the need for expanding and strengthening early childhood education systems to ensure sufficient access for all children, and the integration of Ukranian refugee children in the host-community. These briefs offer recommendations for policymakers on ways to expand services, and how to facilitate the integration of refugee children and their families. Strategies include limiting the barriers that may hinder refugee children's access to ECEC settings, capitalizing existing physical and human resources to address gaps in service delivery, in addition to the inclusion of refugees in national and sub-national plans, data systems and financing, adapting policies and programmes to ensure considerations are made for refugee children. This second brief focuses on expanding early childhood education and care for Ukrainian refugee children and caregivers. [For the first brief in the series, see ED627656.]
Building Bright Futures: How to Integrate Ukraine&apos;s Refugee Children through Early Childhood Education and Care
Author: Vindrola, Stefania
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Refugees,Early Childhood Education,Child Care,Access to Education,Educational Strategies,Educational Policy,Social Integration,Data Collection,Professional Development,Holistic Approach

Nine out of every 10 refugees arriving in host countries from Ukraine are women and children. Only 1 in 3 of Ukrainian refugee children are enrolled in early childhood education and care services. This emphasizes the need for expanding and strengthening early childhood education systems to ensure sufficient access for all children, and the integration of Ukranian refugee children in the host-community. These briefs offer recommendations for policymakers on ways to expand services, and how to facilitate the integration of refugee children and their families. Strategies include limiting the barriers that may hinder refugee children's access to ECEC settings, capitalizing existing physical and human resources to address gaps in service delivery, in addition to the inclusion of refugees in national and sub-national plans, data systems and financing, adapting policies and programmes to ensure considerations are made for refugee children. This first brief focuses on the integration of young refugee children through early childhood education and care. [For the second brief in this series, see ED627655.]
Transforming Education in Kosovo with the Learning Passport: The Case of Shkollat.org. Policy Brief
Author: Cárceles Martínez-Lozano, Joaquín
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Change,Educational Strategies,Educational Policy,Electronic Learning,Individualized Instruction,Technology Uses in Education,Video Technology,Student Centered Learning,Videoconferencing,Faculty Development,Internet,Access to Computers,Program Implementation

The Kosovo Education Strategy (2022-2026) recognizes the need to scale up digital learning solutions to support individualized learning for children. Shkollat.org, Kosovo's version of the Learning Passport, combines the largest repository of curriculum-aligned video learning content in Kosovo with communication tools to engage students inside or outside the classroom. This research presents findings from the implementation of Shkollat.org in Kosovo, providing policy takeaways for the scale-up of digital learning solutions for education policymakers in the Western Balkans and beyond. Research findings are organized around six pillars of digital learning embedded within the Kosovo Education Strategy (2022-2026): digital learning platforms, content, teacher upskilling and support, connectivity, devices, and institutional support.
Integrating EdTech into Teaching and Learning: Lessons from EDUINO in North Macedonia
Author: Cárceles Martínez-Lozano, Joaquín
Date: 2022-00-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Technology Integration,Communities of Practice,Online Systems,Influences,Course Content,Capacity Building,Teaching Skills,Students with Disabilities,Barriers,Teacher Participation,COVID-19,Pandemics,Emergency Programs

How can countries engage teachers, parents, and learners in the successful of scale-up digital learning solutions? EDUINO, North Macedonia's platform for digital learning, fostered a community of practice and successfully crowdsourced a large amount of educational content from teachers and educators around the country within weeks of the onset of the COVID-19 pandemic. This research presents factors that enabled the rapid development and scale-up of EDUINO at a systems, school, and classroom level. Research findings in the brief are organized around four key implementation strategies: (1) Developing and crowdsourcing curriculum-aligned learning content; (2) Fostering user engagement through a community of practice; (3) Furthering teacher capacity for digital learning; and (4) Reaching students with disabilities and other learning barriers.
Tackling Gender Inequality from the Early Years: Strategies for Building a Gender-Transformative Pre-Primary Education System
Author: Nugroho, Dita
Date: 2022-11-00
Type: Reports - Research
Subjects: Preschool Education,Sex Fairness,Gender Discrimination,Gender Bias,Sex Stereotypes,Change Strategies,Educational Planning,Program Budgeting,Family Involvement,Community Involvement,Quality Assurance,Curriculum Development,Curriculum Implementation,Labor Force Development,Foreign Countries

Access to early childhood education has increased over the last two decades, with global enrolment rates showing gender parity in access among boys and girls. Despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequities and address harmful gender stereotypes while they are being absorbed by the youngest learners. As such, this research explores the ways in which pre-primary education can become more gender-transformative at a system level and presents 11 key strategies to support this goal. The strategies are organized around five interconnected action areas: planning and budgeting; curriculum; workforce development; family and community engagement; and quality assurance. These strategies can help governments and policymakers to proactively incorporate gender-responsiveness into the design and implementation of their pre-primary education policy and programming, following a system-wide perspective. [For the research briefs in the &quot;Gender-Transformative Pre-Primary Education&quot; series, see: &quot;Addressing Gender Inequalities from the Early Years of Education,&quot; ED627662; &quot;Supporting Gender-Transformative Parenting through Pre-Primary Education Systems,&quot; ED627664; &quot;Integrating Gender into Pre-Primary Education Systems: Tools for Gender-Transformative Policy and Programming,&quot; ED627666; &quot;A System-Wide Approach to Tackling Inequalities from the Early Years,&quot; ED627669; and &quot;Investing in Pre-Primary Education Workforce Development for Gender Equality,&quot; ED627670.]
Addressing Gender Inequalities from the Early Years of Education. Gender-Transformative Pre-Primary Education
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Young Children,Sex Stereotypes,Sex,Sex Fairness,Transformative Learning,Educational Planning,Budgeting,Curriculum Development,Curriculum Implementation,Labor Force Development,Family Involvement,Community Involvement,Quality Assurance

Access to pre-primary education has increased significantly in the past two decades and, as of today, boys and girls are participating equally. However, despite this gender parity in access, the pre-primary education system does not always deliver on its potential to tackle gender inequalities and address harmful gender stereotypes and norms. In particular, children begin to gain insight into certain cultural gender stereotypes as early as the ages of two and three. There is, therefore, a need to proactively incorporate gender-responsive and gender-transformative strategies into the design and implementation of pre-primary education systems to address gender inequalities. [For the full research report, &quot;Tackling Gender Inequality from the Early Years: Strategies for Building a Gender-Transformative Pre-Primary Education System,&quot; see ED627660.]
Virginia School Division Operations during SY 2020-21: Use of Remote Technology. SY 2020-21 School Divisions&apos; Operations Research Brief Series No. 1
Author: Pinckney, Alexandria
Date: 2022-05-00
Type: Reports - Research
Subjects: Distance Education,COVID-19,Pandemics,Technology Uses in Education,Elementary Secondary Education,Access to Computers,Internet,Minority Group Students,Rural Urban Differences

The COVID-19 pandemic forced Virginia school divisions to limit the amount of time students spent learning in-person in school buildings during the 2020-21 school year. Divisions, therefore, needed to make many decisions on how to provide instruction in each student's home. We collected and coded over a thousand documents pertaining to the SY 2020-21 operations of Virginia's 132 school divisions. We coded documents for information on divisions' plans to provide students with access to technology (e.g., whether and to which students the divisions provided a personal computing device), access to internet, and access to technological support. Our descriptive analyses explore how divisions responded to the COVID-19 pandemic through their planned use of remote technology overall and by division-level characteristics. We find that a majority of divisions guaranteed access to technology for all students, divisions with higher concentrations of minoritized students and economically disadvantaged students were more likely to guarantee students' access to technology, divisions were more likely to rely on community hotspots to provide access to the internet, divisions in which more residences had access to broadband internet were more likely than divisions with less access to assist students in connecting to the internet at home, and that most divisions provided technological support to students, but fewer also offered these supports to staff. During such an unprecedented school year, it is important that we identify the heterogenous responses of school divisions across the state.
Supporting Gender-Transformative Parenting through Pre-Primary Education Systems. Gender-Transformative Pre-Primary Education
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Young Children,Parent Participation,Child Caregivers,Sexual Identity,Transformative Learning,Sex Stereotypes,Socialization,Parent Education,Foreign Countries,Sex Fairness

Children begin learning about gender stereotypes as early as age two. The pre-primary education system does not always deliver on its potential to tackle and address harmful gender stereotypes while they are being absorbed by the youngest learners. All components of the pre-primary system have a role to play in breaking down these stereotypes. This includes parents, who are the primary agents of gender socialization for their children. As young children are in the process of forming their own gender identity, their primary caregivers can reinforce their behaviors and act as role models on how to behave and interact with others.?This brief highlights key strategies and considerations to ensure family and community members are active agents of change for gender-transformative education and development. [For the full research report, &quot;Tackling Gender Inequality from the Early Years: Strategies for Building a Gender-Transformative Pre-Primary Education System,&quot; see ED627660.]
Integrating Gender into Pre-Primary Education Systems: Tools for Gender-Transformative Policy and Programming. Gender-Transformative Pre-Primary Education
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Sex,Educational Policy,Educational Practices,Transformative Learning,Programming,Sex Fairness,Labor Force Development,Family Involvement,Community Involvement,Curriculum Development,Curriculum Implementation

Gender-transformative pre-primary education requires a coherent system that integrates gender considerations across all its core components for a quality service delivery. This brief presents a set of tools to support policymakers and/or practitioners to progress towards gender-transformative pre-primary education policy and programming, organized by the five core components of quality pre-primary primary education systems: planning and budgeting; curriculum; workforce development; family and community engagement; and quality assurance. The tools provide key gender considerations to strengthen each core component and advocate for gender-responsive and gender-transformative policies and practices. [For the full research report, &quot;Tackling Gender Inequality from the Early Years: Strategies for Building a Gender-Transformative Pre-Primary Education System,&quot; see ED627660.]
A System-Wide Approach to Tackling Inequalities from the Early Years. Gender-Transformative Pre-Primary Education
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Gender Differences,Preservice Teacher Education,Inservice Teacher Education,Preschool Teachers,Unions,Advocacy,Disproportionate Representation,Public Agencies,Educational Change,Educational Quality,Educational Planning,Budgeting,Curriculum Development,Curriculum Implementation,Labor Force Development,Family Involvement,Community Involvement,Quality Assurance,Early Childhood Education,Organizations (Groups),Equal Education,Sex Stereotypes,Sex Fairness,Donors,Teacher Salaries,Fathers,Males,Parenting Styles,Transformative Learning,Systems Approach

Mainstreaming gender within pre-primary education is a priority in tackling gender-related inequalities from the early years. Such mainstreaming requires the commitment of a variety of stakeholders within the education system and beyond, including different units within education ministries, pre-service and in-service teacher training providers, teacher unions, other ministries, academia and civil society organizations. This brief presents key advocacy points and enabling conditions to support education ministries to engage these partners in the delivery of gender-transformative pre-primary education. Advocacy points are aligned with the five components of quality systems: planning and budgeting; curriculum development and implementation; workforce development; family and community engagement; and quality assurance. [For the full research report, &quot;Tackling Gender Inequality from the Early Years: Strategies for Building a Gender-Transformative Pre-Primary Education System,&quot; see ED627660.]
Investing in Pre-Primary Education Workforce Development for Gender Equality. Gender-Transformative Pre-Primary Education
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Sex Stereotypes,Gender Differences,Preschool Teachers,Teacher Characteristics,Learning Experience,Preservice Teacher Education,Faculty Development,Sex Fairness,Disproportionate Representation,Labor Force,Teaching Methods,Transformative Learning,Comparative Education,Foreign Countries,Females,Women Administrators,Outcomes of Education,Preschool Children,Educational Practices

Children begin learning about gender stereotypes as early as age two. The pre-primary education system does not always deliver on its potential to tackle and address harmful gender stereotypes while they are being absorbed by the youngest learners. All components of the pre-primary system have a role to play in breaking down these stereotypes. This includes the teaching workforce, who play a crucial role in determining how the education system contributes to gender equality and whose actions can influence children's learning experiences and their personal gendered views and behaviour. This brief highlights key strategies and considerations to ensure the pre-primary workforce can be prepared to stop gender stereotypes from being perpetuated, and ways they can create a learning environment that is gender-transformative. [For the full research report, &quot;Tackling Gender Inequality from the Early Years: Strategies for Building a Gender-Transformative Pre-Primary Education System,&quot; see ED627660.]