ethanporcaro/eric-fulltext-meta huggingface dataset:
Invest Early: Early Childhood Initiative. Year Five Evaluation Summary
Author: Chase, Richard
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,Screening Tests,Profiles,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students

Wilder Research, in conjunction with the Invest Early leadership team and staff, is conducting a longitudinal and cost-benefit evaluation. Annual reports document and assess implementation of Invest Early and outcomes for the service system, families, and children. Invest Early is an effective program in preparing low-income students with multiple risk factors for school success when delivered in sufficient quantity. Highlights from this year five evaluation summary include: (1) Home learning environments, which are associated with higher school readiness scores, improve significantly for Invest Early families during their participation; (2) Kindergarten entry results show that Invest Early closed the proficiency gap this year relative to higher-income students and exceeded the low-income comparison group by nearly 2 to 1 (57% vs. 29% proficient, using the new 75 percent cut-off for overall proficiency); and (3) Based on MCA-II reading and math tests in 2009-10 during their third grade year, Invest Early children have better outcomes than a comparison group of children from low-income families with no Invest Early, Head Start, or School Readiness program experience. [For &quot;Invest Early: Early Childhood Initiative. Year Three Evaluation Summary,&quot; see ED612503.]
Invest Early: 15 Years of Impacts. Evaluation Results
Author: Valorose, Jennifer
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Educational Finance,Program Evaluation,At Risk Students,Outcomes of Education,Young Children,Parent Attitudes,Academic Achievement,School Readiness,Family Environment,Achievement Gap,Program Effectiveness,Low Income Students,Grade 3,Grade 5,Educational Trends,Best Practices,Home Visits,Educational Attainment,Community Attitudes

With support from the Blandin Foundation, Invest Early is a comprehensive early childhood collaborative in Itasca County, Minnesota, that serves young children and their families with risk factors that may impede school success. The core services consist of early childhood education, parent education, health services, and extended-day child care, as well as a variety of support services based on their need or interest, including family development, home visits, mental health support, and transportation. When Invest Early started, leaders partnered with Wilder Research to develop and implement a longitudinal evaluation plan that tracked a comparison group of students who entered Itasca County schools in the year prior to Invest Early's inaugural year. Data were collected on both the comparison group and the Invest Early students at various intervals over time for 13 years. This year, however, the Leadership Team determined they were also interested in learning more about: (1) the demographic, social, and economic trends in Itasca County since Invest Early's inception; (2) the state of early childhood programming nationally; and (3) what makes Invest Early successful, and what improvements are needed. As such, in 2019, Wilder Research conducted the following research activities to supplement the quantitative evaluation data collected annually: (1) a literature review of current research and trends in the early childhood field; (2) a review of indicators of child and family characteristics and well-being, primarily Census data, for Itasca County over the last 15 years; (3) qualitative interviews with a selected group of 22 current and former Invest Early parents; (4) an analysis of key evaluation data points from Invest Early from the last five years; and (5) a facilitated discussion with 38 community partners on the ripple impacts of Invest Early on the community. [This report was prepared for Itasca Area Schools Collaborative. For &quot;Invest Early: Early Childhood Initiative. Year 12 Evaluation Summary,&quot; see ED612479.]
2012-2013 PBIS School Status Report: Cohorts 1-8
Author: Petersen, Amanda J.
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Positive Behavior Supports,Intervention,Program Evaluation,Program Implementation,Early Childhood Education,Elementary Secondary Education,Faculty Development,Teacher Attitudes,Fidelity,Self Evaluation (Groups),Student Behavior

This PBIS school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes (as appropriate). In particular, this report highlights the patterns and trends in PBIS implementation and outcomes in Minnesota, and helps to understand the relationships between training, implementation fidelity, and outcomes. This report is intended for all stakeholders to better understand the status of PBIS in Minnesota. [For &quot;2011-2012 PBIS School Status Report: Cohorts 1-7,&quot; see ED612541.]
2013-2014 Positive Behavior Interventions and Supports School Status Report: Cohorts 1-9
Author: Petersen, Amanda J.
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: Positive Behavior Supports,Intervention,Program Evaluation,Program Implementation,Elementary Secondary Education,Faculty Development,Teacher Attitudes,Fidelity,Self Evaluation (Groups),Student Behavior,Early Childhood Education,Program Effectiveness

This Positive Behavior Interventions and Supports (PBIS) school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes (as appropriate). In particular, this report highlights the patterns and trends in PBIS implementation and outcomes in Minnesota, and helps to understand the relationships between training, implementation fidelity, and outcomes. This report is intended for all stakeholders to better understand the status of PBIS in Minnesota. [For &quot;2012-2013 PBIS School Status Report: Cohorts 1-8,&quot; see ED612512.]
2014-2015 Positive Behavior Interventions and Supports School Status Report: Cohorts 1-10
Author: Petersen, Amanda J.
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Positive Behavior Supports,Intervention,Program Evaluation,Program Implementation,Elementary Secondary Education,Faculty Development,Teacher Attitudes,Fidelity,Self Evaluation (Groups),Student Behavior,Early Childhood Education,Program Effectiveness

This Positive Behavior Interventions and Supports (PBIS) school status report provides a summary of the current status of all schools implementing PBIS in Minnesota, including participation in the Minnesota Department of Education's training sequence, implementation fidelity assessment scores, and outcomes (as appropriate). In particular, this report highlights the patterns and trends in PBIS implementation and outcomes in Minnesota, and helps to understand the relationships between training, implementation fidelity, and outcomes. This report is intended for all stakeholders to better understand the status of PBIS in Minnesota. [For &quot;2013-2014 Positive Behavior Interventions and Supports School Status Report: Cohorts 1-9,&quot; see ED612513.]
Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification. Study Snapshot. REL 2021-088
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Alaska Natives,English Language Learners,Language Proficiency,Indigenous Populations,Student Diversity,Language Usage,Eskimo Aleut Languages,Economically Disadvantaged,Low Income Students,Rural Urban Differences,Language Teachers,English (Second Language),Classification,Student Needs,Needs Assessment,Native Language Instruction,Outreach Programs,Cooperation,School Districts,Barriers,Kindergarten,Grade 7,Educational Policy

In Alaska, where Alaska Native students constitute the largest racial/ethnic group of English learner (EL) students, it is an open question whether and how EL policies and services meet the unique needs of Indigenous EL students. A stronger understanding of how Alaska Native students experience EL identification, classification, service provision, and reclassification can guide policy and research efforts to ensure that these students receive appropriate supports for heritage language, English language, and academic development. Conducted in partnership with Alaska education leaders, this study offers Alaska state and district leaders, families, and communities information about the percentage and characteristics of Alaska Native kindergarten students who are classified as EL students, EL identification and classification practices in four districts, and EL service provision in all districts with at least one school with eight or more EL students. This study also examined reclassification of EL students as English proficient, including how long it takes Alaska Native EL students to be reclassified compared with other students and what factors are associated with that timing. [For the full report, see ED612515. For the appendixes, see ED612517.]
Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification. Appendixes. REL 2021-088
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-05-00
Type: Reports - Research
Subjects: Alaska Natives,English Language Learners,Language Proficiency,Indigenous Populations,Student Diversity,Language Usage,Eskimo Aleut Languages,Kindergarten,Economically Disadvantaged,Low Income Students,Rural Urban Differences,Language Teachers,English (Second Language),Classification,Student Needs,Needs Assessment,Native Language Instruction,Outreach Programs,Intervention,Preschool Education,Special Education,School Readiness,Screening Tests,School Districts,Bilingual Education,American Indian Students,Hawaiians,Institutional Characteristics,Educational Policy,Elementary Secondary Education,Disproportionate Representation,Minority Group Students,Educational Legislation,Federal Legislation

These are the appendixes for the report &quot;Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification.&quot; The study sought to inform Alaska stakeholders about the identification, classification, service provision, and reclassification patterns of Alaska Native English learner (EL) students. More broadly, it also sought to inform policymakers, practitioners, and researchers regarding EL policy as it affects Indigenous students. Indigenous students, including Alaska Native, American Indian, and Native Hawaiian students, are underrepresented in EL policy research (Carjuzaa &amp; Ruff, 2016). Much research focuses on immigrant-origin students--specifically, Spanish-speaking students. Although the Spanish-speaking EL population accounts for roughly 80 percent of the EL population in the United States (U.S. Department of Education, n.d.), there are many EL students with other racial/ethnic, linguistic, and national backgrounds. This gap in EL policy research is important because EL students have highly disparate outcomes that often correlate with racial/ethnic and linguistic characteristics. Research on this important group of students is critical for education stakeholders as they work to ensure that Indigenous EL students receive high-quality, equitable, and appropriate education services and supports. The appendixes include: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED612515. For the study snapshot, see ED612516.]
Busy with Purpose: Lessons for Education and Policy Leaders from Returning Student Parents
Author: Contreras-Mendez, Susana
Date: 2021-03-00
Type: Reports - Research
Subjects: Postsecondary Education,College Students,Parents,Child Rearing,Reentry Students,Adult Students,Academic Persistence,Dropouts,At Risk Students,Gender Differences,Racial Differences,Time,Student Employment,Child Care,Costs,Barriers,Family Needs,Student Financial Aid,Welfare Services,Online Courses,Student Personnel Services

Postsecondary attainment is widely recognized as key to accessing living-wage careers--in addition to fulfilling workforce demands and elevating the United States' standing on the world stage. While much of the work to increase attainment rates has recognized the role of reengaging adults who have some college credit, but no degree or certificate, less attention has been paid to the salience of parenthood in adults' postsecondary experiences. This report draws from Institute for Women's Policy Research analysis of national postsecondary data describing first-time enrolled students with children who left college before completing a degree or certificate and a series of 11 interviews with student parents who have taken prolonged breaks from postsecondary enrollment. The report describes common challenges to persistence and college reentry faced by adult students with children, factors that allow them to go back to school, and, in student parents' own words, tangible actions that policy and education leaders should take to better support their success. [This research was funded by Imaginable Futures.]
College Students with Children: National and Regional Profiles. Student Parent Success Initiative
Author: Noll, Elizabeth
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Parents,Child Rearing,Economic Status,Child Care,Time Management,Educational Attainment,Paying for College

This report provides a national and regional profile of undergraduate college students who are raising dependent children. Drawing on original analysis of national postsecondary education data, it quantifies the growth in the student parent population over time, both nationally and regionally, and describes trends in student parents' economic status, their declining access to on-campus child care across regions, and the demands on their time while enrolled, in the context of their low rates of college attainment. This report is part of a broader project on independent student success funded by the Lumina Foundation. [This report was prepared as part of the Institute for Women's Policy Research's Student Parent Success Initiative.]
Doing Deep Work Together: Lessons for Improving Network Collaboration
Author: Gong, Angela
Date: 2020-11-00
Type: Reports - Research
Subjects: Networks,Cooperation,Trust (Psychology),Educational Improvement,Communities of Practice,Problem Solving,School Districts

Collaborative networks that use continuous improvement principles and tools can accelerate and spread learning across sites and contexts. Districts face unprecedented challenges in meeting students' and families' needs in rapidly changing conditions. Collaborative networks can be powerful drivers of system improvement. Collaborating well is key to maximizing a network's effectiveness. This brief lays out three important lessons about how network members can work together: (a) Participants must understand the benefits of collaboration to overcome the &quot;costs&quot; inherent in working together; (b) collaboration requires a deliberately nurtured culture of trust and vulnerability; and (c) true collaborative work is different from &quot;show and tell.&quot; These lessons help network leaders and members advance the quality of their work together to improve outcomes for students.
Improving Distance Education in the Early Grades
Author: Cottingham, Benjamin W.
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Distance Education,School Closing,Teaching Methods,Kindergarten,Grade 1,Grade 2,Grade 3,Transitional Programs,Synchronous Communication,Teacher Role,Teacher Student Ratio,Child Care,Family Needs,Financial Support,Government Role,Curriculum Development,Educational Resources,Asynchronous Communication

California districts were forced to shift to distance learning models in the spring of 2020 and the transition to distance learning for students in the early grades--transitional kindergarten through third grade (TK-3)--has proved difficult for students, parents, and teachers alike. As distance learning persists, administrators and teachers can continue to adapt their practices to meet the needs of students and families. This brief identifies challenges experienced during distance learning and suggests promising practices and potential policy changes that can positively affect the current experience of students, parents, and teachers involved in TK-3 distance learning.
Understanding the Student Parent Experience: The Need for Improved Data Collection on Parent Status in Higher Education. Briefing Paper #C485
Author: Gault, Barbara
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: College Students,Parents,Child Rearing,Student Needs,Data Collection,Equal Education,Minority Group Students,Racial Differences,Ethnicity,Gender Differences,One Parent Family,Mothers,Educational Policy,Federal Government,Databases,Student Characteristics,Longitudinal Studies,Financial Aid Applicants,State Government,Parent Surveys,Focus Groups,Community Colleges,Student Surveys,Two Year College Students,National Surveys,State Policy,Government Role,College Role

College students who are parents or caregivers of dependent children make up more than one in five U.S. undergraduates. Colleges need basic information about the experiences and outcomes of the student parents they serve, since these students face distinct challenges, including high rates of economic insecurity and significant time and caregiving demands that can affect their educational outcomes (Institute for Women's Policy Research and Ascend at the Aspen Institute 2019). This briefing paper discusses why data on student parents are critical to increasing equity in college outcomes, and reviews existing and potential new data sources on undergraduate college students with children. It also provides recommendations for improving data collection efforts around parent status, including examples of how these data can be collected by institutions of higher education.
Development of a Multi-Gating School Bullying Victimization Assessment: Technical Report and Study Results
Author: Furlong, Michael J.
Date: 2007-00-00
Type: Reports - Research
Subjects: Test Construction,Bullying,Screening Tests,Incidence,Victims,Experience,Psychometrics,Student Behavior,Self Disclosure (Individuals),Educational Environment,Student Characteristics,Measures (Individuals),Junior High School Students,Elementary School Students,Grade 5,Grade 6,Grade 7,Grade 8,Aggression,Verbal Communication,Sexual Harassment,Crime,Time,Social Status,Gender Differences,Racial Differences,Power Structure,Test Validity,Test Reliability

Although accurate assessment of bullying is essential to intervention planning and the evaluation of bullying prevention programs, assessment has been called the &quot;Achilles' heel&quot; of bullying research (Cornell, Sheras, &amp; Cole, 2006). Problems have been cited about variations in definitions and time frames used, whether or not to provide an a priori definition of bullying to respondents (Espelage &amp; Swearer, 2003; Solberg &amp; Olweus, 2003), whether to use self-report, peer nominations, or teacher report methods (Cornell et al. 2006; Solberg &amp; Olweus, 2003), and whether currently used measures are actually assessing the subset of peer victimization that is bullying (Greif &amp; Furlong, in press). Cornell and colleagues (2006) concluded that bullying assessment has not been studied adequately, and this has resulted in a lack of reliable and valid measures of many aspects of bullying and associated constructs. In addition, many self-report measures are designed to assess prevalence in schools and communities, and not gathering information for intervention planning purposes with individual students who have been bullied and need assistance (Greif &amp; Furlong, in press). Consequently, there is a need for assessment measures of bullying that provide screening for prevalence as well as a follow-up method to identify the specific experiences of chronic bully-victims. In this manual, we summarize the current methodological and psychometric issues that have led to the need for the development of our proposed multi-gating bullying assessment procedures. [This project was funded by Hamilton Fish Institute Field Initiated Studies Program: Office of Juvenile Justice and Delinquency Prevention via George Washington University.]
Early Pandemic Response in California: Identifying the Structural and Instructional Changes in K-12
Author: Hurtt, Alexandria
Date: 2021-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Educational Change,Elementary Secondary Education,School Closing,Public Schools,School Districts,Educational Policy,Board of Education Policy,Educational Practices,Urban Schools,Rural Schools,Lunch Programs,English Language Learners,Student Needs,Educational Planning,Nutrition,Access to Computers,Distance Education,Internet,Teaching Methods,School Schedules,Student Evaluation,Alternative Assessment,Attendance

In March 2020, school districts across California closed their doors, rapidly adapting operations and instruction in response to the COVID-19 pandemic. Efforts to understand the immediate impact of the unprecedented closure of schools prompted grave concerns about meeting students' needs, particularly for the most vulnerable. This report details findings from a research study investigating California public school districts' early responses to the COVID-19 pandemic in spring 2020 after school closures. In this study, the researchers constructed a novel dataset based on publicly available information published on school district websites. District websites are an important indicator of districts' planning, highlighting the extent to which they communicated their activities and, indirectly, their priorities after shelter-in-place orders were issued. As such, this analysis explores the degree of information made available by districts concerning adaptations to policies and practices between March and May 2020. Findings reveal that more information was communicated clearly and consistently around operational changes that would support students' basic needs, with less information available on the specifics of learning and instruction. Analysis also indicates wide variation in district policies and practices with respect to both student supports and learning/instruction; this report considers how these responses differ by locale (urban, suburban, rural, and town), the percentage of students eligible for free or reduced-price meals (FRPM) under the National School Lunch Program (NSLP), and the proportion of students in a district who are English learners (ELs). Overall, the adaptations made to school operations during the early period after school closures in 2020 reflected an important desire across districts to continue to serve students. [This report was prepared with research support from Jill Huynh and Justin Luu.]