ethanporcaro/eric-fulltext-meta huggingface dataset:
The Heroes Act: Education-Related Provisions. CRS Report R46506, Version 2
Author: Dortch, Cassandria
Date: 2020-08-26
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Finance,Federal Aid,COVID-19,Pandemics,Elementary Secondary Education,Higher Education,Student Loan Programs,Educational Legislation,Vocational Education,Adult Education,Labor Force Development,Adult Literacy,Labor Legislation,Financial Support,Black Colleges,Minority Serving Institutions

In response to the rapidly evolving COVID-19 pandemic, Congress and the Administration have taken several actions to support the continued education of elementary, secondary, and higher education students and to protect student loan borrowers and educational institutions from related economic hardship. The Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L. 116-136, as amended) was enacted on March 27, 2020, to authorize the Secretary of Education (hereinafter referred to as the Secretary) to grant flexibilities and waivers of various statutory and regulatory provisions due to the COVID-19 emergency; to provide relief to postsecondary education students and student loan borrowers; to provide financial support to states, local educational agencies (LEAs), and institutions of higher education (IHEs) to maintain operations and continue supporting students; and to assist other purposes not directly related to education. The House passed the Heroes Act (H.R. 6800) on May 15, 2020 to continue supporting the nation's response to the COVID-19 pandemic throughout the federal government, including its response via several education-related programs. This report provides brief summaries of key provisions in the Heroes Act that would affect elementary, secondary, and higher education students and student loan borrowers. The report begins by describing supplemental funding the act would make available to educational providers and in support of broadband educational infrastructure. This is followed by sections describing amendments that would be made to CARES Act education-related provisions, and sections describing Heroes Act provisions that would provide relief to private and federal student loan borrowers. The report concludes with descriptions of bill provisions that would authorize new waivers and flexibilities pertaining to existing legislative requirements in the Higher Education Act of 1965 (HEA), as amended; the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins), as amended; and the Adult Education and Family Literacy Act (AEFLA), as amended.
Using High School Data to Predict College Success in Palau. Appendixes. REL 2021-059
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Reports - Research
Subjects: Foreign Countries,College Readiness,High School Students,College Preparation,Community Colleges,College Graduates,Grade Point Average,Academic Persistence,Associate Degrees,Educational Certificates,Student Characteristics,Gender Differences,Vocational Education,Predictor Variables,Language Arts,Academic Achievement,Mathematics Achievement,Career Academies,Probability,Data Collection,Data Analysis

These are the appendices to the report, &quot;Using High School Data to Predict College Success in Palau&quot; (ED610714). Prior research, particularly for the United States, has shown that earning a community college credential increases an individual's likelihood of gaining stable employment, earning a living wage, and working in a higher-paying job than in a job that requires only a high school diploma. Research on early college success and college completion in the Republic of Palau has been limited, however. The current study is intended to increase Palau Community College administrators' and educators' understanding of the factors associated with early college success and college completion by describing the high school academic preparation variables and other student characteristics of students in Palau who achieved early college success and completed college. This appendix summarizes the research base used in developing this study. Prior research, most of it in the United States, might be only partially applicable to Palau because its education system and student population differ substantially from those of the United States. Despite that limitation, the current study identified college success outcomes and academic preparation and student characteristic variables of interest based on the research literature. The appendices include: (1) About the study; (2) Methods; (3) Supporting analysis; and (4) Other analyses. [For the full report, see ED610714. For the study snapshot, see ED610716. For the study brief, see ED610717.]
The Volume and Repayment of Federal Student Loans: 1995 to 2017
Author: Burk, David
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Federal Aid,Student Loan Programs,Federal Programs,Loan Repayment,College Students,Debt (Financial),Loan Default,Change,Public Policy,Federal Legislation

The volume and number of federal student loans, which provide financing to make higher education more accessible, have grown over the past few decades. In 2017, the most recent year for which detailed information was available, $96 billion in new federal student loans was disbursed to 8.6 million students, compared with $36 billion (in 2017 dollars) disbursed to 4.1 million students in 1995. Between 1995 and 2017, the balance of outstanding federal student loan debt increased more than sevenfold, from $187 billion to $1.4 trillion (in 2017 dollars). In this report, the Congressional Budget Office examines the factors that contributed to the growth in the volume of student loans and the effects of changes to student loan policy on borrowing and repayment.
The Individuals with Disabilities Education Act: A Comparison of State Eligibility Criteria. CRS Report R46566, Version 5
Author: Dragoo, Kyrie E.
Date: 2020-10-12
Type: Reports - Descriptive
Subjects: Eligibility,Comparative Analysis,Equal Education,Educational Legislation,Students with Disabilities,Federal Legislation,State Aid,State Policy,State Surveys,Definitions,Evaluation Criteria,Severity (of Disability),Identification,Preschool Children,Kindergarten,Elementary Secondary Education,Classification,Learning Disabilities,Hearing Impairments,Visual Impairments,Language Impairments,Speech Impairments,Intellectual Disability,Autism,Pervasive Developmental Disorders,Developmental Delays,Physical Disabilities,Emotional Disturbances,Brain,Injuries

The Individuals with Disabilities Education Act (IDEA; P.L. 108-446) is the primary source of federal funding to states for the identification and education of children with disabilities. The majority of IDEA appropriations are allocated to states by formula to carry out activities under Part B, which covers 14 disability categories. Each state is responsible for ensuring that children with disabilities are found and evaluated. States must submit a plan to the Secretary of Education (the Secretary) that provides assurances that the state has policies in place to meet certain conditions. This report seeks to document the variability in state definitions of eligibility criteria in IDEA disability categories. The Congressional Research Service (CRS) conducted a survey of state regulations and other state department of education documents to identify operational definitions of eligibility criteria for each of the IDEA disability categories. CRS identified 15 states that have operational definitions of eligibility criteria with similar levels of detail for most of the disability categories. For these 15 states, CRS compared and contrasted state operational definitions of eligibility criteria to evaluate the size and scope of the variability. The survey results are grouped into three broad categories for analysis: (1) low-incidence disabilities; (2) medium-incidence disabilities; and (3) high-incidence disabilities. The results indicate there is uneven variability in state operational definitions of eligibility criteria for disabilities in terms of specificity, severity, method of identification, and timeline for identification. Eligibility criteria for low-incidence disabilities tend to be less variable than eligibility criteria for high-incidence disabilities. The greater variability in eligibility criteria for high-incidence disabilities may be reflective of ongoing debate surrounding the identification of these disabilities, most notably in the &quot;specific learning disabilities&quot; category.
School Construction and Renovation: A Review of Federal Programs and Legislation. CRS Report R41142, Version 10. Updated
Author: Shohfi, Kyle D.
Date: 2020-08-31
Type: Reports - Descriptive
Subjects: School Construction,Educational Facilities Improvement,Federal Programs,Federal Legislation,Public Schools,Elementary Schools,Secondary Schools,Colleges,Federal Aid,Financial Support,Taxes,COVID-19,Pandemics,Educational Legislation,Equal Education,Students with Disabilities,Emergency Programs,Poverty Areas,American Indian Education,Alaska Natives,Hawaiians,Minority Serving Institutions,Black Colleges,Land Grant Universities,Special Schools,Deafness,Charter Schools,Hispanic American Students,Energy Management

This report examines estimates of school infrastructure needs and discusses the federal role in financing early childhood facilities, elementary and secondary (K-12) public school infrastructure, and postsecondary educational facilities. Federal programs that provide support for school construction and renovation are organized in this report according to characteristics associated with their availability. For instance, some sources of federal support are broadly and consistently available; others are available only episodically, such as in the aftermath of a disaster. Additional programs are targeted toward specific geographic areas or populations, while still others are available for specific institutions or types of institutions. The report concludes with a description of legislation acted upon in the 116th Congress as of the date of publication including: H.R. 865, the Rebuild America's Schools Act of 2019; H.R. 762 and S. 253, both entitled the Streamlining Energy Efficiency for Schools Act; P.L. 116-136, the Coronavirus Aid, Relief, and Economic Security Act (CARES Act); and H.R. 2, the Moving Forward Act. [This is a substantially revised version of a report originally written by Cassandria Dortch.]
Federal Student Loan Debt Relief in the Context of COVID-19. CRS Report R46314, Version 6. Updated
Author: Hegji, Alexandra
Date: 2021-02-08
Type: Reports - Descriptive
Subjects: Student Loan Programs,Loan Repayment,Federal Aid,Federal Programs,COVID-19,Pandemics,Educational Legislation,Federal Legislation,Higher Education

The Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes the operation of three federal student loan programs: (1) the William D. Ford Federal Direct Loan (Direct Loan) program; (2) the Federal Family Education Loan (FFEL) program; and (3) the Federal Perkins Loan program. While new loans are currently authorized to be made only through the Direct Loan program, previously made FFEL and Perkins Loan program loans remain outstanding and borrowers of such loans remain responsible for repaying them. In response to the current Coronavirus Disease 2019 (COVID-19) pandemic, numerous questions have arisen regarding student loan repayment flexibilities and debt relief that may be available to individuals to alleviate potential financial effects related to COVID-19. The HEA generally authorizes several options for qualifying individuals. Recent administrative and congressional action, including the enactment of the Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L. 116-136), provide additional student loan relief measures. This report provides an overview of student loan repayment flexibilities and debt relief provisions that may be available to borrowers facing financial difficulties resulting from the pandemic. It first lists some preexisting loan terms and conditions (authorized through statute and regulations) that may be available to individuals. It then discusses specific administrative and congressional actions taken to address student loan debt in the context of COVID-19. The report concludes with a brief description of additional existing authorities that could be utilized to address other aspects of student loan relief.
The COVID-19 Pandemic and Institutions of Higher Education: Contemporary Issues. CRS Report R46666, Version 2
Author: Collins, Benjamin
Date: 2021-01-27
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Higher Education,Educational Finance,Expenditures,Income,Enrollment,Distance Education,Federal Aid,Student Financial Aid,Tuition,Fees,State Aid,Endowment Funds,Educational Trends,Unemployment,Labor Market,College Students,Foreign Students,Educational Legislation,Federal Legislation,Accreditation (Institutions)

There have been numerous reports of institutions of higher education (IHEs) experiencing financial hardships as a result of the Coronavirus Disease 2019 (COVID-19) pandemic. This report discusses and contextualizes issues related to IHEs' stability and fiscal health during the pandemic. To provide background on the types of issues IHEs are facing, this report begins with a discussion of IHE revenues and expenditures. While institutions' revenue sources vary in general, there are some reasonably clear patterns of variation across institutional sectors. Enrollment is a key factor in IHEs' revenue, and changes to enrollment in light of the COVID-19 pandemic might have a major impact on the financial stability of some IHEs. This report discusses how the pandemic may affect enrollment, with a focus on the uncertainty and dynamic nature of the situation. Implications of expanded remote learning are discussed throughout this report. The section of the report dealing with institutional finances, for instance, discusses how expanded remote learning could affect various forms of revenue and institutions' spending strategies. The enrollment section discusses how expanded remote learning may affect students' enrollment decisions. The report also discusses administrative and regulatory issues that have emerged related to federal student aid availability at IHEs that expand remote learning in light of the pandemic. The report concludes with a discussion of congressional options for responding to the circumstances faced by IHEs in light of the pandemic. The options considered are largely based on legislation enacted in response to the current situation and prior disasters.
Determining the Best Pedagogical Practices for Diverse Grammatical Features
Author: Schenck, Andrew
Date: 2014-00-00
Type: Journal Articles
Subjects: Grammar,Teaching Methods,Second Language Learning,Second Language Instruction,Language Universals,Form Classes (Languages),Morphemes,Nouns,Instructional Effectiveness,Language Proficiency,Syntax,Morphology (Languages),English (Second Language),Comparative Analysis,Pretests Posttests,Foreign Countries,College Students,Language Tests,Computer Software

Past research has emphasized the universality of grammar acquisition over key differences, resulting in the development of a number of one-size-fits-all approaches to grammar instruction. Because such approaches fail to consider disparities of grammatical features, they are often ineffective. Just as a doctor needs to diagnose an illness and prescribe a suitable treatment, the teacher must evaluate a grammatical feature and choose an appropriate instruction. To better understand how this may be accomplished, highly disparate grammatical features (the definite article and plural noun) were taught to adult second language learners, using three different pedagogical techniques: Explicit focus on meaning, explicit focus on form, and implicit focus on form. Results suggest that the effectiveness of these treatments depends upon characteristics of the grammatical feature, the type of instruction utilized (implicit or explicit), and the learner's language proficiency. According to the results, an empirical method to guide the content of grammar instruction is proposed.
Recovering Credits in the School District of Philadelphia: High School Student Credit Recovery Utilization in 2018-19
Author: Pileggi, Molly
Date: 2020-11-00
Type: Reports - Research
Subjects: Required Courses,Repetition,Urban Schools,Eligibility,High School Students,Instructional Program Divisions,Intellectual Disciplines,Conventional Instruction,Online Courses,Student Characteristics,Institutional Characteristics,Enrollment,Graduation Requirements

Nationally, credit recovery has been used as a strategy to encourage and enable students to re-take previously failed courses needed to graduate. The School District of Philadelphia (SDP) offers both in-person and online options for recovering failed or missing credits required for graduation. This study provides a snapshot of the district's school-year credit recovery utilization--including eligibility, enrollment, and completion--using newly available data for high school students who entered the 2018-19 school year with a record of one or more failed courses. The authors first examine credit recovery eligibility in traditional high schools at the end of the 2017-18 school year. Then, the authors examine school-year credit recovery enrollment the following school year in 2018-19, among those eligible. They then examine course completion and pass rates among students who enrolled in credit recovery in 2018-19. The authors also follow students through 2019-20 to examine subsequent course-taking among those who successfully recovered credits the previous year. District stakeholders can use these findings to inform district and school credit recovery policies. In addition, the descriptive data presented here can be used to generate more specific research questions about which credit recovery options work best and for whom, and what supports are needed to ensure equity in course completion and pass rates for all students and all schools across the district.
Measuring Early Problem-Solving in Young Children with Motor Delays: A Validation Study
Author: Molinini, Rebecca
Date: 2021-00-00
Type: Reports - Research
Subjects: Problem Solving,Young Children,Developmental Delays,Psychomotor Skills,Toddlers,Play,Test Validity,Child Development,Infants,Correlation,Scores,Severity (of Disability),Cerebral Palsy

Aim: There is a lack of evidence-based tools for measuring problem-solving in young children with motor delays. The purpose of this study was to evaluate the construct validity and responsiveness of the Assessment of Problem-Solving in Play. Methods: 125 young children (10.72, SD 2.62 months) with mild, moderate, and severe motor delays were assessed with the Bayley Scales of Infant and Toddler Development, Third Edition Cognitive Scale and the Assessment of Problem-Solving in Play up to 4 times over 12months. The baseline and change over time assessment scores were compared. Results: The Assessment of Problem-Solving in Play was strongly, positively correlated with the Bayley Scales of Infant and Toddler Development, Third Edition Cognitive Scale raw scores at baseline (r=0.83, p&lt;0.001) and for changes in scores across time (r=0.64, p&lt;0.001). On average, participants demonstrated positive change in problem-solving scores across time. Participants with severe motor delay scored lower at baseline and changed less as compared to other participants. Conclusions: Results provide evidence for the construct validity and responsiveness of the Assessment of Problem-Solving in Play scores in quantifying problem-solving in young children with motor delays 7-27 months of age. [This is the online version of an article published in &quot;Physical &amp; Occupational Therapy In Pediatrics.&quot;]
Flexibility for Equitable Per-Pupil Spending under Title I, Part E of the Elementary and Secondary Education Act. CRS Report R45862, Version 3. Updated
Author: Skinner, Rebecca R.
Date: 2020-11-02
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Expenditure per Student,Educational Equity (Finance),School Districts,Public Schools,Funding Formulas,State Aid,Equalization Aid,Budgets,Disadvantaged

The Every Student Succeeds Act (ESSA; P.L. 114-95) amended the Elementary and Secondary Education Act (ESEA) to add a new Part E to Title I entitled &quot;Flexibility for Equitable Per-Pupil Spending.&quot; Under Title I-E, the Secretary of Education (the Secretary) has the authority to provide local educational agencies (LEAs) with flexibility to consolidate eligible federal funds with state and local funding to create a &quot;single school funding system based on weighted per-pupil allocations for low-income and otherwise disadvantaged students.&quot; The ESEA Title I-E authority is applicable to LEAs that are using or agree to implement &quot;weighted student funding&quot; systems to establish budgets for, and allocate funds to, individual public schools. These funding systems base school funding on the number of pupils in each school in specified categories. Under these funding systems, weights are assigned to a variety of pupil characteristics that are deemed to be related to the costs of educating such pupils--such as being from a low-income family, being an English Learner (EL), or having a disability. Weights are also assigned on the basis of students' educational program (grade level, career-technical education, gifted and talented, or others). School budgets are based on these weighted pupil counts, in contrast to treating all pupils in the same manner. To provide context for the Title I-E authority, this report begins with a brief discussion of how public elementary and secondary education is financed at the state and local levels. It focuses on the primary types of state school finance programs and school finance &quot;equalization,&quot; including an overview of weighted student funding systems. Building on this background, the remainder of the report focuses on the Title I-E authority. First, there is an examination of the Title I-E statutory authority and related non-regulatory guidance provided by U.S. Department of Education (ED). This is followed by a discussion of current Title I-E implementation issues. The next section considers possible interactions between the Title I-E authority and other ESEA programs, particularly Title I-A. The report concludes with discussion of some issues that may arise related to the Title I-E authority.