ethanporcaro/eric-fulltext-meta huggingface dataset:
School Counselors and School Safety. Research Brief
Author: National Association for College Admission Counseling
Date: 2020-00-00
Type: Reports - Research
Subjects: School Counselors,School Safety,Weapons,Gun Control,Violence,Counselor Attitudes,Counselor Role,Teacher Role,Responsibility,Secondary Schools,Private Schools,Public Schools,Institutional Characteristics,Parent School Relationship,Risk Assessment,Recruitment

According to a national [2017-18] survey conducted by National Association for College Admission Counseling (NACAC), school counselors overwhelmingly oppose efforts to arm educators as a response to gun violence in schools. Nearly three-quarters of 2,251 counselors who responded were either &quot;somewhat opposed&quot; or &quot;strongly opposed&quot; to policies that seek to arm teachers and other school staff. Findings include: (1) Seventy-four percent of school counselors viewed current federal, state, and local gun control measures as &quot;too weak;&quot; (2) Forty-seven percent of school counselors reported that their responsibilities for communicating with parents about school violence had either increased or greatly increased over the past three years; (3) Fifty-one percent of school counselors reported that their responsibilities related to assessing potential school violence threats had increased or greatly increased over the past three years; (4) Seventy-three percent of school counselors reported that their responsibilities for mental health and/or social/emotional counseling had increased or greatly increased over the past three years; and (5) Twenty-one percent of school counselors reported that their schools had hired additional staff in the past three years in response to gun violence or other school safety issues.
Strategies for Success: A Guidebook for Supporting Students with Disabilities
Author: Louisiana Department of Education
Date: 2020-02-00
Type: Guides - General
Subjects: Students with Disabilities,Achievement Gap,Educational Strategies,Disability Identification,Educational Quality,Individualized Education Programs,Transitional Programs,Program Implementation,Screening Tests,Clinical Diagnosis,Regular and Special Education Relationship,Best Practices,Cooperative Planning,Student Needs

All students deserve an education that prepares them for postsecondary success and a lifetime of unlimited opportunity, and Louisiana educators are leading the nation in raising the expectations for what all students can learn and achieve through designing and delivering standards-aligned instruction. Despite this overall progress, the performance of students with disabilities in Louisiana lags behind that of other students. Data show achievement gaps across all disability classifications, and these gaps have persisted over time. The purpose of this guidebook is to provide principals and school system leaders with resources to create strong support plans. It is organized around four proven strategies for improving the academic achievement of students with disabilities: (1) Identify disabilities early and accurately; (2) Provide high-quality instruction to ensure the achievement of ambitious IEP goals; (3) Strengthen instruction with specialized supports and related services; and (4) Coordinate effective transition planning and implementation. [For the 2017 version of this guide, see ED589996.]
English Learner Guidebook: Changing Educational Outcomes for English Learners
Author: Louisiana Department of Education
Date: 2020-02-00
Type: Guides - General
Subjects: English Language Learners,Student Needs,At Risk Students,Achievement Gap,Equal Education,Access to Education,Educational Quality,Second Language Learning,Academic Standards,Educational Methods,Curriculum,Progress Monitoring,Evaluation Methods,Faculty Development,Teacher Collaboration

Over the past several years, Louisiana educators have taken the charge to raise expectations and educational outcomes for its students, believing students are smart, capable, and deserve opportunities to become productive members of a global society. Through a clear alignment of standards, curriculum, and assessments, students have stepped up to the challenge and made significant gains in educational outcomes. Yet, for English learners (ELs), this has not been the case. As demonstrated in statewide data, current instructional practices have created disproportionate outcomes for the EL population. This compels the focus of attention to changing the trajectory of ELs to close the achievement gap. Providing ELs with equal access and opportunity to high-quality instruction requires school systems and school-site leaders to design and implement school structures and instructional models that allow language acquisition to occur across all content-areas all day, every day. This document provides guidance to school systems and school-site leaders in implementing such programs. The strategies described are grounded in research-based practices of effective instruction and successful school models for ELs. Aligning current practices to the suggested strategies will help schools provide equitable, high-quality instruction for ELs. [For the 2018 version of this guide, see ED590004.]
2020-2021 School System Planning Guide
Author: Louisiana Department of Education
Date: 2020-06-00
Type: Guides - Non-Classroom
Subjects: Educational Planning,Budgeting,Educational Finance,Federal Aid,Educational Improvement,Educational Legislation,Elementary Secondary Education,Federal Legislation,Disadvantaged Schools,School Turnaround,Grants,Check Lists,Early Childhood Education,Educational Quality

Each year, school systems plan for how to improve student learning in the coming year. This process involves reviewing student achievement and student progress data, establishing priorities, and building a budget aligned to these priorities using all available funding sources. In an effort to support school systems with this process, the Louisiana Department of Education (LDOE) has consolidated three processes that historically have been separate: (1) establishing priorities; (2) budgeting of federal formula funds; and (3) applying for competitive funds. School systems can engage in all three of these processes using the Super App. The Super App allows school systems to build a plan and secure funding for the core components of school improvement. This guide provides crucial guidance on how a school system will build a plan and submit a Super App for formula and competitive funds to support that plan. The guide also includes additional resources that align with priorities highlighted in the School System Planning Framework, as well as a checklist that outlines the process to complete the Super App. [For &quot;2019-2020 School System Planning Guide,&quot; see ED594230.]
2020-2021 Louisiana High School Planning Guidebook: A Path to Prosperity for Every Student
Author: Louisiana Department of Education
Date: 2020-05-19
Type: Guides - Classroom - Teacher
Subjects: High School Students,College Readiness,Career Readiness,Educational Policy,State Policy,Positive Behavior Supports,Student Organizations,Career Planning,Graduation,Supplementary Education,Credits,Student Development,Job Skills,Student Placement,Advanced Placement Programs,Student Financial Aid,Vocational Education,Dual Enrollment,Students with Disabilities,Alternative Assessment,Accountability,Graduation Requirements

The Louisiana Department of Education has published the Louisiana High School Planning Guidebook each year since 2014. This condensed resource consolidates the policies and programs that are most relevant to high school educators as they plan for the upcoming academic year and prepare all students for college and career success. Every year, across Louisiana, high school leadership teams create plans to ensure they are preparing all students for college and career success, and the Louisiana High School Planning Guidebook is a tool to support those efforts. Schools' 2019-2020 plans expanded when facilities closed in response to the COVID-19 pandemic in March of 2020. At that time, efforts immediately shifted to finding innovative ways to provide students access to the same services from afar while prioritizing their health and safety. School systems and the Department have continued to work together to develop plans and processes that provide continuous learning opportunities for all Louisiana students. At the time of this publication, the Department remains focused on supporting school systems as they address unfinished learning from the 2019-2020 school year and set the foundation for continuous learning in 2020-2021. [For &quot;2019-2020 Louisiana High School Planning Guidebook: A Path to Prosperity for Every Student,&quot; see ED599009.]
Employability Skills: Measuring and Reflecting Student Learning
Author: Kansas State Department of Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Employment Potential,Job Skills,Work Experience Programs,Educational Assessment,Student Evaluation,Portfolio Assessment,Skill Analysis,High School Students

It is important that schools and districts measure the essential employability skills and knowledge that students gain from Work-Based Learning (WBL) experiences and give students an opportunity to document and reflect on their learning. The assessment and reflection process helps students in the following essential ways: (1) helps students make personal connections to their experiences; (2) guides the learning process and deepens/extends the learning from the WBL experience; (3) allows students to see how academic and technical skills are applied in authentic settings; (4) provides a tool for students to self-assess their employability skills and areas of improvement; and (5) promotes the need for and completion of postsecondary training. Additionally, measurement of student learning from WBL experiences provides schools and districts with data that inform continuous improvement of the quality of WBL experiences for all students. Schools and districts can use this data for multiple purposes aimed at improving the system at all levels. This includes measuring graduating students' career readiness; systematically determining gaps in employability skills acquisition to improve WBL experiences and academics at the student level and/or schoolwide; and reviewing the quality of WBL experiences across individual business and industry partners. This report provides information on WBL portfolios, WBL Experience Work Samples, and The Employability Skills Self-Assessment.
Institutional Neutrality. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Change,Educational Policy,Institutional Characteristics,Political Attitudes,Higher Education,Public Colleges

Academia's primary mission is the discovery, preservation, and dissemination of knowledge in a free, neutral, and unbiased manner. The expression of dissenting opinions is crucial to this mission and to achieve a well-examined understanding of the world. Thus, &quot;Institutional Neutrality&quot; is a guiding principle that states institutions of higher education &quot;cannot take collective action on the issues of the day.&quot; To take such actions will endanger the university's mission, since it will inhibit the expression of dissenting opinions. In this document, the Martin Center recommends steps colleges, universities, and policymakers can take in adopting policies to establish and maintain institutional neutrality.
Viewpoint Diversity. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Diversity,Political Attitudes,College Faculty,World Views,Educational Policy,Educational Change,Educational Legislation

Viewpoint diversity is essential to the academic mission of colleges and universities. Academic freedom, open inquiry, honest debate, and the search for truth rely on diverse viewpoints being welcomed and protected on campus. In the past three decades, university faculty and administrators have become overwhelmingly liberal. This orthodoxy of opinion is bad for academic research, students learning, and for universities' respect and support in the eyes of the public. This document describes the negative impact the lack of viewpoint diversity on campus has, concluding that viewpoint diversity is necessary to create a climate of truth-seeking and civil discourse--on campus as well as off. Steps that policymakers, university boards, and faculty governing committees can take to promote and protect viewpoint diversity at colleges and universities are described. [For a related document, see &quot;Free Speech on Campus. Blueprint for Reform&quot; (ED608290).]
Diploma On! Program: An Overview of Metrics from School Year 2018-19
Author: Atella, Julie
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Dropouts,Graduation Rate,Dropout Prevention,Dropout Programs,Referral,Intervention,Barriers,Dropout Characteristics,High School Students

The purpose of Diploma On! is to re-engage students who have dropped out of school within member districts and ultimately increase the graduation rate in Hennepin County, Minnesota. Staff from the program obtains contact information for students from identified referral staff within each district, normally after a 15-day drop. Next, they contact the student and/or caregiver to establish a relationship and attempt to reduce the barriers that are preventing them from going to school with the goal of reenrolling the student in a program/school that fits their needs. Since the inception of Diploma On! in spring 2012, at least 92 students referred to the program have successfully completed their GED or received their high school diploma. This document summarizes key student referral data collected by program staff over the 2018-2019 school year.
Diploma On! Program: An Overview of Metrics from School Year 2019-20
Author: Serafin, Melissa
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Dropouts,Graduation Rate,Dropout Prevention,Dropout Programs,Referral,Intervention,Barriers,Dropout Characteristics,High School Students

The purpose of Diploma On! is to re-engage students who have dropped out of school within member districts and ultimately increase the graduation rate in Hennepin County, Minnesota. Program staff obtain student contact information from identified referral sources within each district, normally after a 15-day drop. Next, they contact the student and/or caregiver to establish a relationship and attempt to reduce the barriers that are preventing them from attending school, with the goal of reenrolling the student in a program/school that fits their needs. Since its inception in spring 2012, at least 191 of students referred to the Diploma On! program have successfully completed their GED or received their high school diploma. This summary presents some of the key data collected by program staff about the students who were referred during the 2019-20 school year. In addition, this summary includes the stories of two students who faced significant educational barriers but ultimately earned their high school diplomas with the support of Diploma On!. [For &quot;Diploma On! Program: An Overview of Metrics from School Year 2018-19,&quot; see ED608299.]
How Can High School Counseling Shape Students&apos; Postsecondary Attendance? Exploring the Relationship between the High School Counseling Context and Students&apos; Subsequent Postsecondary Enrollment
Author: Velez, Erin Dunlop
Date: 2020-00-00
Type: Reports - Research
Subjects: Counselor Role,School Counselors,High School Students,College Attendance,Correlation,Postsecondary Education,College Preparation,Peer Influence,Student Financial Aid,Bachelors Degrees,Student Characteristics,Racial Differences,Ethnicity,Institutional Characteristics,Parent Background,Educational Attainment,Grade 11,Mathematics Achievement,Academic Ability

Among the first to demonstrate that school counselors have a positive impact on student outcomes that is both quantifiable and statistically significant, this study provides a powerful tool for counselor advocacy efforts. Using nationally representative, longitudinal data collected by the US Department of Education, findings show that high school seniors who talked one-on-one with a school counselor were: (1) 6.8 times more likely to complete a FAFSA, or Free Application for Federal Student Aid; (2) 3.2 times more likely to attend college; and (3) 2 times more likely to attend a bachelor's degree program. Other key factors that influenced students' college-going behavior included: (1) speaking with a counselor in ninth grade about going to college; (2) parents speaking with a counselor by 11th grade about college; (3) participating in a college preparation program outside of school; (4) having close friends who plan to attend a four-year college; and (5) parents' expectations about college-going. The US Department of Education's High School Longitudinal Study (HSLS) is following more than 23,000 students from 944 high schools who were ninth graders in 2009 to better understand their pathways to postsecondary education and the workforce.
Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7-9. REL 2021-038
Author: Yamaguchi, Ryoko
Date: 2020-10-00
Type: Reports - Research
Subjects: Algebra,College Preparation,Grade 7,Grade 8,Grade 9,Mathematics Skills,Mathematics Achievement,Outcomes of Education,College Attendance,Grade 5,High School Graduates,Graduation Rate,Middle School Students,Instructional Program Divisions,Disadvantaged Youth,Economically Disadvantaged,English Language Learners,Public Schools,Student Placement

Education leaders in Virginia use early access to Algebra I as one method to provide students more time to take college preparatory courses in high school, thereby increasing students' likelihood of graduating prepared for college and careers. Yet, little data are available for these leaders to examine whether their approach is warranted. Members of the Regional Educational Laboratory Appalachia Student Success in Mathematics partnership are interested in learning more about students who complete Algebra I in grades 7-9 and their outcomes. This study examined whether these students passed the Algebra I state assessment and whether they earned a college preparatory diploma. The study used administrative data to calculate descriptive statistics for one cohort of Virginia grade 5 students who completed Algebra I in grades 7-9. The results for the overall study population are presented by students' proficiency level on the grade 5 math state assessment and disaggregated for economically disadvantaged students and English learner students. Among students in the overall study population who scored at the advanced proficient level in grade 5 math and completed Algebra I in grade 7, 90 percent passed Algebra I, and 80 percent earned a college preparatory diploma. The percentage of economically disadvantaged students who passed Algebra I was 10 percentage points lower than the percentage of the overall study population, and the percentage who earned a college preparatory diploma was 18 percentage points lower. There were similar differences in performance for students who completed Algebra I in grade 8 or 9. The study findings suggest the need to better understand Algebra I placement policies and practices and whether they unintentionally contribute to differences in student access to Algebra I and subsequent outcomes. [For the appendixes, see ED608304. For the study snapshot, see ED608305.]
Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7-9. Appendixes. REL 2021-038
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-10-00
Type: Reports - Research
Subjects: Algebra,College Preparation,Grade 7,Grade 8,Grade 9,Mathematics Skills,Mathematics Achievement,Outcomes of Education,College Attendance,Grade 5,High School Graduates,Graduation Rate,Middle School Students,Instructional Program Divisions,Disadvantaged Youth,Economically Disadvantaged,English Language Learners,Public Schools,Student Placement

This document provides the two appendixes that accompany the full report, &quot;Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7-9.&quot; Appendix A, &quot;Methods,&quot; details the data sources, study population, and analysis methods used in the study. Appendix B, &quot;Supporting Analysis,&quot; contains tables showing the numbers of students who completed Algebra I in grades 7-9, the characteristics of those students, and those students' Algebra I and college preparatory diploma outcomes. Data are provided for students in the overall study population, for economically disadvantaged students, and for English learner students and are disaggregated by grade 5 math proficiency level. [For the full report, see ED608303. For the study snapshot, see ED608305.]
Algebra I and College Preparatory Diploma Outcomes among Virginia Students Who Completed Algebra I in Grades 7-9. Study Snapshot. REL 2021-038
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Algebra,College Preparation,Grade 7,Grade 8,Grade 9,Mathematics Skills,Mathematics Achievement,Outcomes of Education,College Attendance,Grade 5,High School Graduates,Graduation Rate,Middle School Students,Instructional Program Divisions,Disadvantaged Youth,Economically Disadvantaged,English Language Learners,Public Schools,Student Placement

Education leaders in Virginia use early access to Algebra I as one method to increase students' likelihood of graduating from high school prepared for college and careers. This study used administrative data to calculate descriptive statistics on Algebra I outcomes and attainment of college preparatory diplomas among students by their grade 5 math proficiency level and when they completed Algebra I (grade 7, 8, or 9). The study found that even among students who scored at the same grade 5 math proficiency level, the timing of Algebra I completion and the rates of earning a college preparatory diploma varied across the overall study population and by students' economic status and English learner status. The results can help Virginia stakeholders review and refine policies and practices that may unintentionally contribute to differences in student access to Algebra I and subsequent outcomes. [For the full report, see ED608303. For the appendixes, see ED608304.]
Effect of Arsenic Contaminated Ground Water on the Developmental Phenomena of Primary-School Children in Assam
Author: Jena, Ananta Kumar
Date: 2020-00-00
Type: Journal Articles
Subjects: Water Pollution,Child Development,Elementary School Students,Cognitive Development,Foreign Countries,Environmental Influences

Cognitive development is a part of neuroscience related with development of human being. The study aimed to assess the effect of consumed arsenic contaminated ground water on the developmental aspects of children in Jorhat, Assam. In this case-control study, 225 primary school children from 20 schools of Jorhat, Assam, India, participated who consumed expected moderate and low levels of arsenic contaminated groundwater getting from tube well both inside and outside the school campus. The amount of arsenic present in the sample was determined through spectrophotometer and arsenic assessment kits. The complex relationship among the latent constructs and their behaviour influenced due to the effect of arsenic in the groundwater level was analyzed through path analysis by using AMOS version 21. It was resulted that there was a significant positive relationship between arsenic and the developmental phenomena of primary school children.