ethanporcaro/eric-fulltext-meta huggingface dataset:
Closing the Doors of Opportunity: How Financial, Sociocultural, and Institutional Barriers Intersect to Inhibit Participation in College Internships. WCER Working Paper No. 2019-8
Author: Hora, Matthew T.
Date: 2019-12-00
Type: Reports - Research
Subjects: Internship Programs,Barriers,College Students,Access to Education,Racial Differences,Social Differences,Disadvantaged,Predictor Variables,Student Participation,Career Readiness,Economic Opportunities,Educational Opportunities,Black Colleges,Community Colleges,Universities,Work Experience

Internships are widely perceived as a &quot;high-impact practice&quot; that opens the doors of opportunity for college students, yet little is known about obstacles to participation. Instead, educators and employers too often view participation as unproblematic, with many postsecondary institutions beginning to mandate internships for graduation in many colleges and universities. This study reports findings from surveys (n = 1,549) and focus groups (n= 100) with students at five diverse postsecondary institutions that include a community college, a Historically Black College and University, and three comprehensive universities. Results indicate that 64% of students who did not take internships had in fact wanted to, but could not due to intersecting obstacles that include the need to work at a full- or part-time job, heavy course loads, and a lack of opportunities in their disciplines. First-generation students were more likely to report needing to work, Arts &amp; Humanities students were more likely to report insufficient pay and heavy course loads, and full-time students were least likely to report insufficient pay. Given the financial, structural, and even spatial forces that inhibit the ability of many college students to pursue and then complete an internship, we argue that postsecondary institutions should not mandate or advocate for internships until and unless they address these obstacles to internship participation. Ultimately, colleges and universities must work to ensure that internships do not reproduce privilege and exacerbate inequality.
Predictive Validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) Scores in Elementary Schools
Author: Lane, Kathleen Lynne
Date: 2019-12-00
Type: Reports - Research
Subjects: Predictive Validity,Elementary School Students,At Risk Students,Screening Tests,Behavior Problems,Oral Reading,Reading Fluency,Reading Achievement,Child Health,Suspension,Psychometrics,Test Validity,Test Reliability,Student Characteristics

In this article we examined predictive validity of Student Risk Screening Scale for Internalizing and Externalizing (SRSS-IE) scores for use with elementary-age students (N = 4,465) from 14 elementary schools. Results indicated elementary school students with high levels of risk according to fall SRSS-IE scores -- especially those with externalizing behaviors -- were more likely to have lower oral reading fluency scores, lower Measures of Academic Progress (MAP) reading scores, more nurse visits, and more days spent in in-school suspension compared to students at low risk for externalizing or internalizing behaviors. Educational implications, limitations, and future directions are presented. [This paper was published in &quot;Journal of Emotional and Behavioral Disorders&quot; v27 n4 p221-234 Dec 2019 (EJ1234430).]
English Learners in Chicago Public Schools: A New Perspective
Author: de la Torre, Marisa
Date: 2019-12-00
Type: Reports - Research-practitioner Partnerships
Subjects: Public Schools,Elementary School Students,Middle School Students,English Language Learners,Educational Policy,Academic Achievement,Language Proficiency,Economically Disadvantaged,Low Income Students,Hispanic American Students,Spanish Speaking,Classification,Students with Disabilities,Charter Schools,Preschool Education,Minority Group Students,Language Usage,Attendance,Grade Point Average,High School Students,Grade 8,Student Characteristics,Urban Schools

Previous studies about ELs have reported data on active English Learners--defined as those students who have not yet reached proficiency on a state English test--at a specific moment in time. This study, for the first time, analyzed the long-term trajectories of 18,000 CPS students who began kindergarten as ELs and followed their progress all the way through eighth grade.
Frequency of Instructional Practices in Rural Prekindergarten Classrooms and Associations with Child Language and Literacy Skills
Author: Bratsch-Hines, Mary E.
Date: 2019-00-00
Type: Journal Articles
Subjects: Preschool Education,Rural Schools,Teaching Methods,Incidence,Child Language,Language Skills,Emergent Literacy,Expressive Language,Phonemic Awareness,Correlation,Small Group Instruction,Learning Activities,Decoding (Reading),Interpersonal Communication,Preschool Teachers,Large Group Instruction,Teacher Student Relationship,Context Effect,Achievement Tests,Elementary School Students,Reading Fluency,Reading Tests,Parent Background,Educational Attainment,Racial Differences,Ethnicity,Gender Differences

Although publicly-funded prekindergarten (pre-k) programs have been designed to promote children's school readiness, programs have tended to support early literacy skills to a greater degree than early language skills. Given the importance of both language and literacy skills for children's reading acquisition and academic achievement, the present study sought to understand whether different pre-k classroom instructional practices were related to gains in language and/or literacy skills. Teacher-child language exchanges, children's engagement in domain-specific learning activities, and the use of different types of activity settings were examined in 63 pre-k classrooms for 455 children living in six rural counties in the Southeastern United States. Hierarchical linear models showed that gains in expressive language were positively associated with teacher-child language exchanges and negatively associated with large- group activities. Gains in phonemic awareness and initial-sound knowledge were positively related to sound-focused activities and small-group settings. Gains in reading decoding skills were also positively associated with small-group settings. Implications for research, teacher practice, and professional development are discussed.
Child Poverty in Wisconsin: A Challenge to Our Future. WisKids Count Policy Brief, Fall 2013
Author: Wisconsin Council on Children and Families
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Poverty,Children,Childhood Needs,Child Development,Child Health,At Risk Persons,Social Values,Moral Values,Adolescents,Well Being,Welfare Services,Hunger,Food,Neighborhoods,Community Role,Geographic Regions,Lunch Programs,Employment Level,Employed Parents,Housing,Racial Differences,Ethnicity,Intervention

Wisconsin is a state that values cooperation and historically has been willing to invest in providing opportunities for success. But there are troubling signs. Childhood poverty is increasing in Wisconsin faster than the national rate. It is easy to think that making substantive changes in poverty in the communities and the state is just too hard, that it is too big a challenge to take on, but it has been done before. Three generations ago, the largest group of people living in poverty was the elderly. The purpose of this document is to begin to address some of these challenges, to increase public understanding of the scope and dimensions of childhood poverty in Wisconsin, and to reinvigorate the discussions about possible solutions. It is the hope that readers will commit themselves to addressing the challenge of childhood poverty in Wisconsin so that every child can have the opportunity to grow up in a healthy, safe, and nurturing family and community.
Design Principles for Engaging Multilingual Learners in Three-Dimensional Science. WCER Working Paper No. 2020-1
Author: MacDonald, Rita
Date: 2020-02-00
Type: Reports - Evaluative
Subjects: Learner Engagement,Science Instruction,Equal Education,Elementary Secondary Education,STEM Education,English (Second Language),English Language Learners,Instructional Design,Second Language Instruction,Teacher Associations

The National Research Council's 2012 &quot;Framework for K-12 Science Education&quot; states that science education should &quot;provide all students with the background to systematically investigate issues related to their personal and community practices … frame scientific questions pertinent to their interests, conduct investigations and seek out relevant scientific arguments and data, review and apply those arguments to the situation at hand, and communicate their scientific understanding and arguments to others&quot; (p. 278). It also states, &quot;Arguably, the most pressing challenge facing U.S. education is to provide all students with a fair opportunity to learn&quot; (p. 281). The continued growth of the multilingual learner K-12 population presents challenges for science teachers. A 2018 National Academies of Sciences, Engineering, and Medicine report emphasizes the cost of the persistent multilingual learner opportunity gap in science, technology, engineering, and mathematics, and it identifies exclusionary practices barring multilingual learners from equitable inclusion in rigorous science education. The report recommends changes in policy and practice to overturn this disparity by leveraging the strong connections between sense-making in science and the language-in-use approach to English language development. In response, WIDA and the National Science Teaching Association formed Making Science Multilingual to support equitable and inclusive forms of science instruction through which all students, but especially multilingual learners, can learn science and language simultaneously. To guide this work, the Making Science Multilingual team devised eight design principles to define the integration of contemporary three-dimensional science and language-in-use pedagogies. These principles will guide educator resource development at both organizations and facilitate critical examination of how well educator resources support inclusion of multilingual learners in rigorous science learning. [Support from the National Science Teaching Association and WIDA.]
Ready or Not: Creating a High School Diploma That Counts. Executive Summary
Author: Achieve, Inc.
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: High School Graduates,Educational Change,Education Work Relationship,Graduation Requirements,State Standards,Accountability,Educational Assessment,Remedial Instruction,College Readiness,Career Readiness,Required Courses,Academic Standards,Alignment (Education),College Admission,English,Mathematics,Benchmarking,Standard Setting

For too many graduates, the American high school diploma signifies only a broken promise. While students and their parents may still believe that the diploma reflects adequate preparation for the intellectual demands of college or work, employers and postsecondary institutions know that it often serves as little more than a certificate of attendance. What will it take to restore value to the American high school diploma? First, state policymakers need to anchor high school graduation requirements and assessments to the standards of the real world: the knowledge and skills that colleges and employers actually expect if young people are to succeed in their institutions. In return, colleges and employers need to start honoring and rewarding student achievement on state standards-based assessments by using these performance data in their admissions, placement and hiring decisions. This executive summary highlights recommendations detailed in the full report for states and and postsecondary institutions, the federal government, and business leaders. [For the full report, see ED494733.]
Futures Academy, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-09-21
Type: Reports - Research
Subjects: High School Students,Career Academies,Dual Enrollment,Associate Degrees,Student Certification,Graduation Requirements,College Credits,Outcomes of Education,Student Recruitment,College Readiness,At Risk Students,Economically Disadvantaged,Aptitude Tests,High Schools,College Entrance Examinations,Scores,Grade Point Average,Career Readiness

The Futures Academy program provides students with the opportunity to fulfill high school graduation requirements while simultaneously earning industry certifications, college credits, and/or an Associate of Applied Science degree by August following their senior year. In addition to taking college courses, Futures Academy students must earn credits in standard English, social studies, language arts, science, and math required of all Houston Independent School District (HISD) high school students. The mission of the Futures Academy program is to produce graduates who are marketable for careers in current and developing industries in Houston, as well as prepare them to enter four-year colleges. During the 2014-2015 school year, there were eight academies in HISD, with expectations for growth and expansion in the near future. Futures Academy students have the opportunity to gain 60 college credit hours, fifteen of those hours are core courses that can be transferred to bachelor's degree programs at Texas public universities. Upon successful completion of the Futures Academy program, students will qualify for entry into high-demand jobs in several of Houston's most thriving industries, including medicine, shipping, energy, manufacturing, and computer technology. Futures Academy recruitment plan and efforts resulted in a 33 percent increase in enrollment, from 365 students in the 2013-2014 school year to 487 students in the 2014-2015 school year.
Making Mathematical Thinking Visible
Author: Nikula, Johannah
Date: 2020-00-00
Type: Journal Articles
Subjects: Foreign Countries,Mathematics Skills,Mathematics Education,Mathematical Models,Problem Solving,Mathematics Activities,Task Analysis,Mathematics Instruction,Secondary School Students,Undergraduate Students,Reflection

This article provides information to educational leaders about how to address the challenge of supporting students who are emergent multilingual--i.e., those identified as English Learners (ELs) by their schools--in middle grades mathematics classes. The ideas in this article draw on research and collaborations with hundreds of teachers across the country. The article describes the role that mathematical diagrams can play in providing access to mathematical learning opportunities and facilitating participation in mathematical communication for students who are ELs. Three examples of what EL student diagram use can look like are provided to demonstrate benefits of supporting diagram use for students, as well as benefits for teachers who can then have a better understanding of what their students who are ELs are understanding and communicating. Strategies for supporting this kind of diagram use in the classroom are also explained, with an emphasis on ensuring that ELs are fully engaged in mathematical problem-solving and in classroom mathematical discourse. [This article was published in &quot;Educational Leadership&quot; (EJ1236932).]
(Mis)Alignment of Instructional Policy Supports in Pre-K and Kindergarten: Evidence from Rural Districts in North Carolina
Author: Cohen-Vogel, Lora
Date: 2020-00-00
Type: Reports - Research
Subjects: Educational Policy,Preschool Education,Kindergarten,Rural Schools,School Districts,Preschool Teachers,Educational Needs,Teacher Attitudes,Alignment (Education),Academic Standards,Preschool Curriculum,Student Evaluation,Early Intervention,Public Schools,Child Care Centers,Agency Cooperation,Teacher Collaboration,School Readiness

Over the past few decades, instructional policy supports -- encompassing standards, curricula, and assessments -- have featured centrally in the education reform movement. So, too, have efforts to align them. In this article, we conduct interviews with local educators with responsibility for early education about the alignment of instructional supports in Pre-K and kindergarten. Perceptions among study participants indicate that the degree of alignment among standards, curricula, and assessments is stronger within Pre-K and kindergarten than it is between them. Reported reasons for weak alignment between Pre-K and kindergarten include a debate over the purposes of early childhood education, institutional silos, and procedures that disrupt data sharing and transition practices. We consider what participants identify as the barriers to alignment mean for the development of policies aimed at lifting them. [This is the in press version of an article published in &quot;Early Childhood Research Quarterly&quot; (0885-2006).]
Building a Culture of Deeper Learning at the Donald McKay K-8 School. Leading for Change
Author: Rennie Center for Education Research and Policy
Date: 2019-00-00
Type: Reports - Research
Subjects: Elementary Schools,Middle Schools,Educational Improvement,Educational Change,Case Studies,Instructional Leadership,Principals,School Culture,Student Centered Learning,Educational Practices,Achievement Gains,Teacher Leadership,Academic Standards,Teacher Empowerment,Faculty Development,Instructional Innovation,Urban Schools

In 2013, the Donald McKay K-8 School in East Boston, was among the lowest-performing schools in Massachusetts, ranked in the bottom 6 percent of schools statewide. The McKay's journey to the school it is today was made possible by a significant shift in adult culture at the school. A learner mindset and a commitment to continuous improvement are expected of every adult--and every child--in the McKay School community. This case study describes the three phases of the McKay's school improvement journey. It begins by exploring an intensive, principal-directed focus on instruction in the first years of reform, which seeded a culture of learning at the school and provided a platform for ongoing teacher- and student-driven school improvement. At each phase, the case study highlights key practices that facilitated the McKay's transformation from a place where learning was quiet and highly structured to a place where learning is noisy, active, and engaging. [This report was also produced by EdVestors.]
New Census Bureau Data Show the Distribution of Uninsured Children: Schools Could Play an Important Role in Boosting Coverage of Kids
Author: Peacock, Jon
Date: 2013-09-11
Type: Reports - Evaluative
Subjects: Health Insurance,Children,Census Figures,Federal Legislation,Access to Health Care,Geographic Distribution,State Policy

This paper examines new county-level data on uninsured children. It also explains how the Affordable Care Act (ACA) can improve coverage, summarizes particular challenges for ACA implementation in Wisconsin, and outlines options for schools to help children get insurance and the health care they need to succeed in school.
Chasing Equity: The Triumphs, Challenges, and Opportunities in Sports for Girls and Women
Author: Staurowsky, Ellen J.
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Females,Athletics,Athletes,Student Participation,Barriers,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Equal Education,Court Litigation,Access to Education,Minority Group Students,Compliance (Legal),Accountability,Eating Disorders,Injuries,News Reporting

This report examines the state of girls' and women's sport in the United States through a broad lens, looking at the triumphs, the challenges, and the tremendous opportunities that are yet to be realized. The areas of focus include sport participation opportunities for girls and women; the benefits of sport participation for girls and women; the barriers that limit and/or hinder participation; critical health and safety concerns of females in sport; Title IX and its ongoing role in supporting the infrastructure for equal access to sport participation for girls and women; the representation of women working in the sport industry and the climate they encounter while working in sport, including pay equity and equal treatment issues; the level and quality of sport media coverage of female athletes; and the representation of women working in sport media. The information presented draws upon both primary and secondary sources. A team of researchers conducted an extensive literature review of nearly 500 research studies and reports from scholars, sport governing bodies and public policy organizations; a review of public reports filed by colleges and universities, including selected lawsuits; and a review of media reports primarily spanning the time period between 2014-19 with the goal of identifying, gathering, analyzing, and reporting facts and findings that describe the realities for girls and women in sport in the United States. Using these findings, calls to action were developed that address perennial issues that have held girls and women back from participating and working in U.S. sport as fully enfranchised peers and colleagues of boys and men.
&quot;School&apos;s out, but Class&apos;s on&quot;, the Largest Online Education in the World Today: Taking China&apos;s Practical Exploration during the COVID-19 Epidemic Prevention and Control as an Example
Author: Zhou, Longjun
Date: 2020-00-00
Type: Journal Articles
Subjects: Electronic Learning,Foreign Countries,Disease Control,Elementary Schools,Middle Schools,National Programs,Educational Resources,Educational Change,Educational Technology,Technology Integration,Family School Relationship,Student Centered Learning,COVID-19,Pandemics,School Closing

Online education is a hot topic that is widely concerned in various countries today. In the era of mobile internet, countries around the world have made various effective attempts at online education, but online education is more of a supplement to school education, and large-scale normal online education lacks cases. The &quot;School's Out, But Class's On&quot; campaign launched by the Chinese government during the COVID-19 epidemic created a large-scale, normal online education application. We analyzed the background of this large-scale online education, clarify the foundation of large-scale online education, and reveal the impact of the largest online education activities on society and education.
Law Enforcement Mentoring Program: Examining the Impact on Student Performance and School-Related Behavior. Evaluation Report. Volume 7, Issue 2
Author: Terry, Kathy
Date: 2013-11-00
Type: Reports - Research
Subjects: Urban Schools,Middle School Students,Police School Relationship,Mentors,Program Effectiveness,Academic Achievement,Attendance,Delinquency,Standardized Tests,Achievement Tests,Grade 6,Grade 7,Grade 8,Law Enforcement

With a focus on assisting at-risk middle-school students in the Houston Independent School District (HISD) to succeed in school and graduate from high school, HISD and several area law enforcement agencies partnered together to conduct the Law Enforcement Mentoring Program. The purpose of this report is to assess the impact of the law enforcement mentoring program on student academic achievement, attendance, and delinquent behaviors for HISD students. It was found that student participants in the sixth and seventh grade showed an improvement in their reading performance on the 2013 STAAR [State of Texas Assessment of Academic Resources] test; while eighth-grade mentees increased their 2013 STAAR mathematics test performance. Although the Stanford 10 results on the reading, mathematics, language, science, and social science subtests were slightly lower for students after one year in the mentoring program, these differences were not statistically significant from the prior year's results. However, the number of school days missed by students increased 44.2 percent and in-school and out-of-school suspensions also increased.