ethanporcaro/eric-fulltext-meta huggingface dataset:
State of Early Education and Care in Boston: Supply, Demand, Affordability and Quality. 2019 Annual Report
Author: Campbell, Fernanda Q.
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Access to Education,Supply and Demand,Child Care,Economic Impact,Child Welfare,Educational Quality,Well Being,Educational Innovation,Public Schools,Early Intervention,Infants,Toddlers,Young Children,At Risk Students,Poverty,Premature Infants,Body Weight,Screening Tests,Child Development,Urban Education,Geographic Regions,Neighborhoods,Child Care Centers,Family Income,Socioeconomic Status,Private Schools,Charter Schools,One Parent Family,Gender Differences,Costs,Educational Vouchers,Prenatal Care,Financial Support,Child Health,Barriers

Over the past three years, the Boston Birth to Eight Collaborative has convened more than 200 individuals and organizations from across the early childhood field--center and family-based providers, pediatricians, public health researchers, hospitals, family engagement organizations, and parents--to ensure all children are ready for sustained success. The inaugural &quot;State of Early Education and Care&quot; report brings together for the first time data from the Boston Public Schools, Boston Public Health Commission, Massachusetts Department of Early Education and Care (EEC), U.S. Census Bureau, City of Boston Census and the United Way DRIVE Initiative. This report focuses on supply, demand and gaps in child-care seats (availability, quality and affordability). It also explores disparities based on child and family characteristics, including child/family demographics, and maternal/adult and child health. This first &quot;State of Early Education and Care in Boston&quot; aims to provide policy makers, philanthropists, and early education and care practitioners with information about gaps and opportunities around supply and demand of early education and care in the city. It will guide the Boston Opportunity Agenda and Birth to Eight Collaborative's citywide plan and will help to identify where additional child-care slots are needed, areas for quality improvement, and what other family supports are necessary. [This report was produced by the Birth to Eight Collaborative.]
Diversifying the Teaching Profession through High-Retention Pathways. Research Brief
Author: Carver-Thomas, Desiree
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Teacher Persistence,Minority Group Teachers,Teacher Recruitment,Teacher Education,Educational Quality,Financial Support,Minority Group Students,Ethnic Diversity,African American Teachers,Asian Americans,Hispanic Americans,American Indians,Barriers,Teacher Shortage,Debt (Financial),Policy Formation

Research illustrates the importance of greater teacher diversity because of the substantial benefits teachers of color provide to all students, and to students of color in particular. Studies also show that policies must focus more effectively on retention of teachers of color, if diversity in the teaching profession is to be sustained. While more teachers of color are being recruited than in years past, their turnover rates are high, in part due to inadequate preparation and mentoring, poor teaching conditions, and displacement from the high-need schools in which they teach. Increasing the number of teachers of color in the workforce requires building high-retention pathways into the field that offer high-quality preparation and financial supports, including service scholarships, loan forgiveness programs, teacher residencies, Grow Your Own programs, ongoing mentorship, and other policies and strategies that improve teacher licensure, hiring, professional growth, and teaching conditions for current and aspiring teachers of color. [For the full report, see ED606434.]
Middle Grades Playbook: Leading a Full-Court Press on Student Achievement. Part of an Action Kit for Superintendents and Principals
Author: EdSource
Date: 2011-06-00
Type: Guides - Non-Classroom
Subjects: Middle School Students,Middle Schools,Administrator Role,Academic Achievement,Accountability,Success,Educational Objectives,Academic Standards,Curriculum,Data Use,Decision Making,Progress Monitoring,Student Needs,Educational Environment,High Achievement,Socioeconomic Status,Principals,Superintendents,Middle School Teachers,Public Schools,Charter Schools,Educational Practices,Educational Policy,Grade 6,Grade 7,Grade 8,State Standards,Readiness,Teacher Role

This playbook draws from the findings of &quot;Gaining Ground in the Middle Grades,&quot; the largest empirical study of this grade level conducted to date. The &quot;Gaining Ground in the Middle Grades&quot; study was designed to find out what higher-performing schools do differently. The result is a compelling set of specific, actionable practices that set higher-performing schools apart-- regardless of student background or grade configuration. This playbook does not cover every important aspect of a middle grades education, nor is it a detailed &quot;how-to&quot; manual. Rather, it supplements other leadership materials to provide a broader perspective. In this spirit, the report will periodically refer to work by others that may also help students gain ground in the middle grades--and, in the process, better prepare them for high school and beyond. [For the report &quot;Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report,&quot; see ED508673.]
Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color
Author: Carver-Thomas, Desiree
Date: 2018-04-00
Type: Information Analyses
Subjects: Diversity (Faculty),Minority Group Teachers,Teacher Recruitment,Teacher Persistence,African American Teachers,Teacher Selection,Elementary Secondary Education,National Surveys,Teacher Surveys,Teacher Shortage,Barriers,Enrollment,Teacher Education Programs,School Closing,School Turnaround,Teaching Conditions,Best Practices,Mentors,Faculty Development,Performance Based Assessment,Teacher Certification

This research review analyzes studies on the recruitment and retention of teachers of color in order to examine the current state of teachers of color in the workforce; understand the factors that affect their recruitment, hiring, and retention; and highlight opportunities for policymakers to grow a stable workforce of teachers of color in their districts and states. The first section of this paper, Racial and Ethnic Diversity in the Teacher Workforce Today, includes a description of the proportion and growth of teachers of color in the workforce based on several national data sources and an analysis of the most recent nationally representative datasets from the U.S. Department of Education Schools and Staffing Survey (SASS) 2011-12 and the SASS Teacher Follow-up Survey (TFS) 2013-14. This section also summarizes recent literature regarding the value to students of a racially diverse teacher workforce, followed by a discussion of the significant role teacher retention plays in shortages of teachers of color. The second section of this paper, Barriers to Recruiting and Retaining Teachers of Color, summarizes the most recent literature on factors affecting the recruitment, hiring, and retention of teachers of color. Included within this discussion is enrollment in and completion of high-quality TPPs, school closure and turnaround policies, and teaching conditions. Finally, the last section of this paper, Promising Practices, examines the evidence for promising practices aimed at overcoming the common barriers to recruiting, hiring, and retaining teachers of color identified in section two. These practices include funding high-retention pathways into teaching, such as teacher residencies, Grow Your Own programs, and college mentoring and support programs; creating proactive hiring and induction strategies; and improving school teaching conditions through improved school leadership. [For the research brief, see ED606432.]
Is the Looming Teacher Shortage a Serious Problem? Should the State Take Decisive Action? &quot;California Voters Say Yes, According to Recent Poll.&quot; Policy Brief
Author: Learning Policy Institute
Date: 2016-00-00
Type: Reports - Research
Subjects: Teacher Shortage,State Action,Elementary Secondary Education,Educational Quality,Teacher Effectiveness,Teacher Recruitment,Teacher Qualifications

In fall of 2015, a Field Poll of California voters revealed that Californians are well aware of the emerging shortage of K-12 public school teachers and think the state should take decisive action to rectify the situation. Eighty-six percent of voters view the shortage as a serious problem, and nearly two-thirds see it as very serious. Ninety-one percent think it is important for the state to be doing more to encourage young people and others to become teachers. According to a recent Learning Policy Institute study, the number of new teaching credentials issued in California has declined steadily for more than a decade, as have enrollments in teacher preparation programs. As a result, thousands of teachers have recently been hired on substandard permits and credentials to fill classrooms where qualified teachers could not be found. The shortages are most severe in special education, mathematics, and science. The state has recently designated nearly all fields as subject to shortages.
The ROI of ESOL: The Economic and Social Return on Investment for ESOL Programs in Greater Boston. Understanding Boston
Author: Modestino, Alicia Sasser
Date: 2019-12-00
Type: Reports - Research
Subjects: Outcomes of Education,Second Language Instruction,English Language Learners,Immigrants,Educational Quality,Educational Trends,Educational Demand,Demography,Population Trends,Educational Finance,Barriers,Adult Students,Vocational English (Second Language),Program Descriptions,Eligibility,Community Programs,Enrollment,Educational Benefits,Program Effectiveness,Costs

Recognizing the importance of immigrants to Greater Boston and the value of English classes and other supports to building an inclusive and welcoming community, the Boston Foundation and the Latino Legacy Fund commissioned a study that explores the &quot;return on investment&quot; (ROI) for teaching English to adults who are speakers of other languages. The result of that study is this report, comprising an analysis of the region's English for Speakers of Other Languages (ESOL) landscape that provides background and context for the in-depth case studies and ROI estimates that follow. The report identifies key demographic, socio-economic and policy factors that shape the context in which ESOL programs operate, and provide an overview of the ESOL system that highlights the funding sources and stakeholders who are the principal drivers of the system. The landscape analysis provides an assessment of the need for English language services and a snapshot of the current supply of ESOL services in Greater Boston, with a focus on discovering gaps and barriers. This is followed by a qualitative analysis that draws on survey results and case studies to offer deeper insights into program operations, including the challenges faced by different types of ESOL programs. This research points to six broad areas where strategic leadership and investment could lead to transformative changes in the ESOL system. They are: (1) the immense gap between the capacity of the system and the need for ESOL services; (2) the need for more and better ESOL teacher professional development; (3) the lack of student support services to ensure continuous participation; (4) the need to grow the number of vocational and workplace ESOL programs to help immigrant workers meet their long-term goals of improving their earnings and career prospects; (5) the fragmented nature of the system and need for coordination; and (6) the need to support data collection and reporting on ESOL programs and outcomes. [This report was produced by the Kitty and Michael Dukakis Center for Urban and Regional Policy and the Latino Legacy Fund.]
Smarter Balanced Assessment Consortium: Usability, Accessibility, and Accommodations Guidelines
Author: Smarter Balanced Assessment Consortium
Date: 2020-06-30
Type: Guides - Non-Classroom
Subjects: Student Evaluation,Evaluation Methods,English Language Learners,Students with Disabilities,Test Bias,Test Construction,Test Items,Test Validity,Testing Accommodations,Academic Accommodations (Disabilities),Federal Legislation,Educational Legislation,Equal Education,Individualized Education Programs,Test Reliability

The Smarter Balanced Assessment Consortium (Smarter Balanced) strives to provide every student with a positive and productive assessment experience, generating results that are a fair and accurate estimate of each student's achievement. Further, Smarter Balanced is building on a framework of accessibility for all students, including English Learners (ELs), students with disabilities, and ELs with disabilities, but not limited to those groups. In the process of developing its next-generation assessments to measure students' knowledge and skills as they progress toward college and career readiness, Smarter Balanced recognized that the validity of assessment results depends on each and every student having appropriate universal tools, designated supports, and accommodations when needed based on the constructs being measured by the assessment. This document was developed for the Smarter Balanced members to guide the selection and administration of universal tools, designated supports, and accommodations. The Smarter Balanced Assessment Consortium's &quot;Usability, Accessibility, and Accommodations Guidelines&quot; are intended for district- and school-level personnel and decision-making teams, particularly Individualized Education Program (IEP) teams, as they prepare for and implement the Smarter Balanced assessment. The &quot;Smarter Balanced Guidelines&quot; apply to all students. They emphasize an individualized approach to the implementation of assessment practices for those students who have diverse needs and participate in large-scale content assessments. This document focuses on universal tools, designated supports, and accommodations for the Smarter Balanced content assessments of English language arts (ELA)/literacy and mathematics (math). [For the 2019 edition, see ED603998.]
Encouraging Social and Emotional Learning in the Context of New Accountability
Author: Melnick, Hanna
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Elementary Secondary Education,Educational Legislation,Federal Legislation,Student Needs,Educational Environment,Direct Instruction,Accountability,Measurement Techniques,Attendance,Suspension,Educational Indicators,Competence,Student Attitudes,Self Concept,Performance Based Assessment,Teaching Methods,Educational Practices,State Government,Government Role,Board of Education Role,School Districts,Teacher Attitudes,Parent Attitudes,Scoring Rubrics,Foreign Countries

The Every Student Succeeds Act (ESSA) requires state accountability systems to include indicators of &quot;school quality and student success&quot; along with indicators of academic outcomes. The new law provides an important opportunity for states to broaden the definition of student success to include measures of students' social-emotional, as well as academic, development. Schools can support students' social-emotional development by fostering a supportive school climate, as well as through explicit instruction. When classrooms are safe and engaging, and learning is both supported and rewarding, students feel connected and efficacious--which allows them to develop the social and emotional, as well as academic, skills, habits, and mindsets needed to succeed in life. This paper provides a framework for considering how measures of social and emotional learning (SEL) and school climate may be incorporated in an accountability and continuous improvement system. We conceptualize such a system as multitiered, and designed to provide useful information about school status and progress at the state, district, and school levels. This report offers guidance on how states and districts might determine which measures of social and emotional learning, development, and supports they can use in different parts of their accountability and continuous improvement systems, and how they might use the resulting data. The authors consider (a) measures of students' social and emotional skills, habits, and mindsets; (b) measures of school climate and supports for SEL; and (c) measures of student outcomes, such as chronic absenteeism and suspension rates, that are related to school climate and supports for SEL. [For &quot;Encouraging Social and Emotional Learning: Next Steps for States. Policy Brief,&quot; see ED606439. For the brief, see ED606775.]
Encouraging Social and Emotional Learning: Next Steps for States. Policy Brief
Author: Learning Policy Institute
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,Elementary Secondary Education,Educational Legislation,Federal Legislation,Student Needs,Educational Environment,Accountability,Measurement Techniques,Attendance,Suspension,Educational Indicators,Competence,Student Attitudes,Self Concept,Performance Based Assessment,Teaching Methods,Educational Practices,State Government,Government Role,Board of Education Role,School Districts,Teacher Attitudes,Parent Attitudes,Scoring Rubrics

The Every Student Succeeds Act (ESSA), passed by Congress in 2015, provides an important opportunity for states to broaden their definition of student success. As states begin to implement their ESSA plans, it is timely for them to reflect on ways they can include measures of social, emotional, and academic development; school climate; and related outcomes in their accountability and continuous improvement systems to shine a light on how schools are developing the whole child. This brief offers recommendations for how state agencies might measure and promote social and emotional learning in their accountability and continuous improvement plans. [For the full report, &quot;Encouraging Social and Emotional Learning in the Context of New Accountability,&quot; see ED606438.]
Good Practice Note: Improving Retention and Completion of Students in Australian Higher Education
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2020-02-00
Type: Guides - Non-Classroom
Subjects: School Holding Power,Higher Education,Foreign Countries,Best Practices,College Preparation,College Admission,School Orientation,Transitional Programs,Student Needs,English (Second Language),Enrollment Management,At Risk Students,Identification,Career Guidance,Academic Support Services,Student School Relationship,Sense of Community,Student Diversity,Indigenous Populations,Rural Population,Foreign Students,Student Welfare,Learner Engagement,Nontraditional Students,College Freshmen,Academic Persistence,Academic Achievement

Good practice notes offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The good practice notes are intended to support and promote the quality assurance approaches of providers. This Good Practice Note identifies examples of good practice in Australian higher education providers in relation to increasing the retention and completion of students in their courses of study. Work undertaken by the Higher Education Standards Panel (HESP) in 2017, which included a long time-series analysis of retention in the Australian higher education system, showed that while national retention rates fell between 2011 and 2014, the 2014 rate was similar to the sector rate in 2005. Poor retention has an impact at both the institutional and individual student levels in terms of waste of resources and effort. Students who discontinue undergraduate studies frequently incur student debt. These students often consider that they have gained little benefit from their investment before dropping out. The Australian Government is keen to improve retention and success of higher education students and is interested in the reasons for the difference in retention rates between institutions. Consequently, the Minister for Education, the Hon Dan Tehan, asked the Tertiary Education Quality and Standards Agency (TEQSA) to develop this Good Practice Note, which identifies innovative and effective approaches used by those providers showing strong and/or improving retention and completion rates. This Note provides exemplars, which have been identified through an analysis of providers' retention strategies submitted in response to a request from the Minister. An in-depth investigation of the specific strategies used by providers identified through TEQSA's annual risk assessment process as showing improved or high retention over the last five years yielded further exemplars of good practice. The latter have been explored through a structured interview process with the identified providers.
Good Practice Note: Preventing and Responding to Sexual Assault and Sexual Harassment in the Australian Higher Education Sector
Author: Lichtwark, Irene
Date: 2020-07-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Higher Education,Sexual Abuse,Sexual Harassment,Prevention,Well Being,School Safety,College Students,School Personnel,School Policy,College Environment,Responses,College Administration,Governance,Access to Information,Training,Counseling,Student Personnel Services,Victims of Crime,Program Evaluation,Program Improvement

Good practice notes offer practical advice and examples of good practice to guide operations in regard to specific, higher education issues. The good practice notes are intended to support and promote the quality assurance approaches of providers. This Good Practice Note is intended to support higher education providers to better understand, prevent, identify and respond to sexual assault and sexual harassment. The information in this Good Practice Note is intended to provide specific and practical guidance. It aims to assist providers in considering how they may prevent, identify and respond to sexual assault and sexual harassment. Each provider should respond appropriately in the context of their institution. It is important to note that the guidelines for good practice are not regulatory requirements for higher education providers but, rather, seek to illustrate best practice examples. When it comes to the safety and wellbeing of staff and students, all providers are undoubtedly committed to implementing a best practice approach. The Tertiary Education Quality and Standards Agency's (TEQSA's) assessment activities will only focus on compliance with the &quot;Higher Education Standards Framework (Threshold Standards) 2015&quot; (HES Framework) and other regulatory requirements, as applicable. This Good Practice Note should be read in conjunction with (TEQSA's) &quot;Guidance Note: Wellbeing and Safety&quot; and &quot;Guidance Note: Grievance and Complaint Handling.&quot; The good practice in this note was drawn from providers, academic literature and expert advice. This Good Practice Note contains Good Ideas and Good Practice Examples. The Good Ideas are simple and discrete ideas and marked with a [light bulb], whilst the Good Practice Examples include substantial evidence or illustrations of good practice at a certain provider. [For &quot;Guidance Note: Wellbeing and Safety,&quot; see ED606445. For &quot;Guidance Note: Grievance and Complaint Handling,&quot; see ED606446. For &quot;Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1,&quot; see ED606470.]