ethanporcaro/eric-fulltext-meta huggingface dataset:
Immediate Impacts of Community Violence on Student Behavior in Schools
Author: Hinze-Pifer, Rebecca
Date: 2017-00-00
Type: Reports - Research
Subjects: Community Problems,Neighborhoods,Trauma,Violence,Crime,Student Behavior,Discipline,Attendance,Behavior Problems,Behavior Change,Elementary School Students,Secondary School Students

Years of developmental psychology research links traumatic experiences to long-term student externalizing problems (Bingenheimer et al. 2005; Denese &amp; McEwen, 2012; Osofsky 1999; Pynoos et al. 1987; Raver, Blair &amp; Willoughby, 2013; Shonkoff et al., 2012). A related body of work relates negative life outcomes with exposure to high-poverty, high-crime neighborhoods during childhood (Harding 2003; Sampson, Sharkey, and Raudenbush 2008; Wodtke, Harding and Elwert 2011), although randomized housing experiments have yielded mixed evidence (Burdick-Will et al. 2011; Ludwig et al. 2009; Rubinowitz and Rosenbaum 2000). Recent work by Sharkey and co-authors (2010, 2012, 2014) has examined more immediate outcomes of exposure to community violence, finding causally credible evidence that students score lower on both low- and high-stakes assessments for 7-10 days after a violent crime occurs on the block where they live. This study uses a similar approach to examine two dimensions of student behavior in the immediate aftermath of a violent crime on their block: attendance and the incidence of disciplinary infractions. The data for this study combines discipline, attendance, and residence data from the Chicago Public Schools (CPS) with publicly-available crime data from the Chicago Police Department (CPD). In initial work, the authors find evidence that students are &quot;less&quot; likely to have reported behavioral problems at school in the immediate aftermath of exposure to violent crime in their community of residence. Consistent with prior work suggesting younger children are more responsive to community violence, the impact is concentrated among younger children. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]
Application of Theories, Principles and Models of Curriculum Design: A Literature Review
Author: Munna, Afzal Sayed
Date: 2021-00-00
Type: Journal Articles
Subjects: Curriculum Design,Hidden Curriculum,Inclusion,Higher Education,Educational Innovation,Curriculum Evaluation,Curriculum Development

The aim of this review is to analyse and evaluate the inclusive and innovative curriculum design and demonstrate delivery practice to measure the effectiveness on diverse groups of individual students. In this respect, this review applied some established theories, principles and models of curriculum design including hidden curriculum that may be useful in different forms and levels of learning and planning for teaching and learning in the context of post compulsory education. This review highlighted the researchers own teaching and learning experience with diverse groups of learners and promotional inclusivity at higher educational institutions.
Documenting the Value of Non-Degree Credentials: The Potential Role of the Multistate Longitudinal Data Exchange. MLDE Issue Brief
Author: McKay, Heather
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Credentials,Postsecondary Education,Interstate Programs,Data Use,Longitudinal Studies,Information Systems

The Multistate Longitudinal Data Exchange (MLDE) facilitates data sharing between states from K-12 education, higher education, and labor agencies. Its goal is to provide practitioners, policymakers, and researchers with a comprehensive data source to understand educational and career trajectories, including how these trajectories can cross state lines, to improve policies and programs serving students and provide better consumer information. The exchange, begun as a pilot in 2010, is a collaboration between the Western Interstate Commission for Higher Education (WICHE) and state agencies that house education and work data in multiple states and has been largely funded by the Bill &amp; Melinda Gates Foundation. Over the past five years, the MLDE's third-party evaluator, the Education &amp; Employment Research Center (EERC) at Rutgers, the State University of New Jersey, has engaged in a mixed-methods research evaluation of the MLDE implementation process. This brief draws on EERC's qualitative research, which included 40 interviews with state leaders and WICHE staff, observations of user group meetings, surveys, and MLDE document analysis. This EERC brief is one of a five-brief series that explores the development of the MLDE and details the lessons learned about building and using longitudinal multistate data systems for policy and practice. It first discusses the reasons why states have joined the MLDE or considered joining the MLDE. It then talks about states' interest in data and the ways data can be used to evaluate non-degree credentials (NDCs) including ideas heard from state policymakers during the study as well as ideas found in current literature and media on the topic. The brief concludes with the recommendation that as states and territories continue to develop and build their own longitudinal data systems, they should consider the value of both adding data on NDCs and sharing that data with other states.
Diffusion of an Innovation: Lessons from the Multistate Longitudinal Data Exchange. MLDE Issue Brief
Author: McKay, Heather
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Educational Innovation,Data Collection,Shared Resources and Services,Elementary Secondary Education,Higher Education,Public Agencies,Educational Policy,Information Security

Why do some innovations in policy or practice take off, while others fizzle out? Social scientists and policy experts have grappled with this question for decades, studying the diffusion of new ideas and examining how and why states, organizations, and institutions adopt innovations to their policies or practices. In recent years, states have begun adopting innovations in data use and application, including accessing new data sources, combining data sets, and using different analytic methods. These efforts are designed to help states provide more comprehensive answers to policy and practice questions and to better inform their work. This brief examines the diffusion of a data innovation from 2014 to 2019: the introduction of the Multistate Longitudinal Data Exchange (MLDE), a collaborative system both within and between state data agencies. It is based on research and evaluation activities conducted over the past five years by Rutgers' Education &amp; Employment Research Center (EERC) including data collected from over 40 interviews with state leaders and Western Interstate Commission for Higher Education (WICHE) representatives, observations of user group meetings, surveys, and MLDE document analysis. The brief presents the salient factors that contributed to the emergence of early adopters of the new data exchange. Specifically, what made these groups want to join? What concerns did they have? How might future exchange organizers build on the interests of early adopters as well as respond to their own issues of concern? This EERC brief is one of a five-brief series that explores the development of the MLDE and details the lessons learned about building and using longitudinal multistate data systems for policy and practice.
Strategies for Financing the Integration of Home Visiting and Early Childhood Data Systems
Author: King, Carlise
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Home Visits,Early Childhood Education,Data Collection,Data Analysis,Data Use,Costs,Planning,Resource Allocation,Information Dissemination,Access to Information,Employees,Educational Legislation,Federal Legislation,Grants,Federal Aid,Databases

Over the last decade, state efforts to build stronger data infrastructure and integrate data about early childhood services have continued to grow. A stronger data infrastructure supports states in more easily linking data across programs, which in turn makes it easier to analyze and use that data to answer important policy questions. An Early Childhood Integrated Data System (ECIDS) is a type of data infrastructure being developed in some states. An ECIDS integrates early childhood data, such as data at the child, family, program, and workforce level, collected from a variety of early learning services across different state agencies. However, home visiting data are often excluded from a state's ECIDS. As states work to develop ECIDS, leaders need to identify funding to adequately support data systems that are inclusive of home visiting so that these data can be used for future planning and policy development. The purpose of this resource is to share strategies and state examples that state leaders may use to plan for costs associated with integrating home visiting and other early childhood data. This resource also identifies potential funding sources for different stages of data systems planning and development, staffing and administration, and analysis and use. This brief presents the following four strategies for funding data integration activities, based on information collected from states through surveys and interviews: (1) Allocate funds for data system planning; (2) Leverage large data infrastructures; (3) Ensure sufficient staffing to support data integration work; and (4) Identify on-going funding for analysis and use of collected data. For each strategy, the authors first describe common costs of an ECIDS that may require additional funding that states leaders should consider. State examples are provided for each strategy to highlight how states are making use of funding opportunities to plan, develop, administer, and use their data systems. Possible funding opportunities are summarized at the end of the brief.
Knowledge and Certificate Based System: A Critical Analysis of Nigeria&apos;s Educational System
Author: B.O., Ajibade
Date: 2019-00-00
Type: Journal Articles
Subjects: Economic Development,Educational Attainment,Knowledge Economy,Certification,Models,Foreign Countries,Educational Administration,Educational Quality,Outcomes of Education,Elementary Secondary Education,Higher Education,Cheating,Teacher Shortage,Educational Policy,Educational Planning,Labor Needs

One of the factors that should have made Nigeria achieve better ratings in the Economic Index, Growth Index et cetera is the number of its educated population which is not comparable with any other African nation. However, little or nothing tangible has been achieved so far by the acclaimed largest black population in term of education. This signaled the need to look into the ailing educational system thus the analysis of the knowledge based and certificate based educational system. This paper attempts to analyse the nation's educational system and how it has affected the functionality of education in the country. The paper is purely a conceptual paper which review some literatures to draw some conclusion on the role the certificate based system has wreck havoc to the educational system. The paper further gave a model which analyse the current educational situation and another model which will serve as solution to the situation on ground. Recommendations on the ways forward for Nigeria on its educational system were made in the paper.
Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Evaluation Report. NCEE 2021-005
Author: Linkow, Tamara
Date: 2021-02-00
Type: Reports - Research
Subjects: College Bound Students,College Freshmen,Telecommunications,Synchronous Communication,Handheld Devices,Enrollment,Academic Persistence,Program Effectiveness,Academic Advising,Student Adjustment,High School Seniors,College Readiness

Many high school seniors who plan to attend college do not enroll, and others enroll but do not return for a second year. Low-income students are more likely than their higher-income peers to fall off track after high school ends, when they often have limited connections to advisors, insufficient information about key college transition steps, and concerns about falling short and fitting in. Text-message-based advising is an increasingly popular strategy to address these challenges, including among states and districts that participate in the federal college access program Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). In this study about 4,800 college-intending seniors in high-need high schools across the country were randomly divided into two groups: one received their regular GEAR UP supports in the summer before and during their first year of college, and the other group received these regular supports with the addition of text messaging designed to support a successful transition to college. The study compared the experiences and outcomes of the two groups to determine the effectiveness of the transition messaging. [For &quot;Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Appendix. NCEE 2021-005a,&quot; see ED610969. For &quot;Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Study Highlights. NCEE 2021-005h,&quot; see ED610970.]
Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Appendix. NCEE 2021-005a
Author: Linkow, Tamara
Date: 2021-02-00
Type: Reports - Research
Subjects: College Bound Students,College Freshmen,Telecommunications,Synchronous Communication,Handheld Devices,Enrollment,Academic Persistence,Program Effectiveness,Academic Advising,Student Adjustment,High School Seniors,College Readiness,Research Design,Bayesian Statistics,Statistical Analysis

These are the appendices for the report &quot;Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College.&quot; Five appendices are included in the document: (1) Additional Details about College Transition Messaging; (2) Additional Information about How the Study Was Designed and Implemented; (3) Supplemental Tables and Information on Study Findings; (4) Bayesian Analysis of Immediate College Enrollment Result; and (5) College Advising Experiences. [For &quot;Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Evaluation Report. NCEE 2021-005,&quot; see ED610968. For &quot;Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Study Highlights. NCEE 2021-005h,&quot; see ED610970.]
Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Study Highlights. NCEE 2021-005h
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: College Bound Students,College Freshmen,Telecommunications,Synchronous Communication,Handheld Devices,Enrollment,Academic Persistence,Program Effectiveness,Academic Advising,Student Adjustment,High School Seniors,College Readiness

Many high school seniors who plan to attend college do not enroll, and others enroll but do not return for a second year. Low-income students are more likely than their higher-income peers to fall off track after high school ends. Text-message-based advising is a popular strategy to get students timely information and support, including among states and districts that participate in the federal college access program Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). In this study about 4,800 college-intending seniors in high-need GEAR UP high schools across the country were randomly divided into two groups: one received their regular GEAR UP supports in the summer before and during their first year of college, and the other group received these regular supports along with 37 text messages customized to their college and the option to communicate with an advisor. The study compared the experiences and college enrollment patterns of the two groups of students to determine the effectiveness of the transition messaging. [For &quot;Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Evaluation Report. NCEE 2021-005,&quot; see ED610968. For &quot;Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College. Appendix. NCEE 2021-005a,&quot; see ED610969.]
COVID-19 and Student Performance, Equity, and U.S. Education Policy: Lessons from Pre-Pandemic Research to Inform Relief, Recovery, and Rebuilding
Author: García, Emma
Date: 2020-09-10
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Academic Achievement,Equal Education,Educational Policy,School Closing,Achievement Gap,Educational Planning,Electronic Learning,At Risk Students,Distance Education,Access to Education,Web Based Instruction,Nutrition,Food,Homeless People,Unemployment,Stress Variables,Standardized Tests,Educational Resources

The COVID-19 pandemic is overwhelming the functioning and outcomes of education systems--some of which were already stressed in many respects. The shutdown of schools, compounded by the associated public health and economic crises, poses major challenges to students and their teachers. The public education system was not built, nor prepared, to cope with a situation like this--there is a lack of structure to sustain effective teaching and learning during a shutdown and to provide the safety net supports that many children receive in school. If students are to not see their temporary interruptions become sustained and are to regain lost ground, if teachers are to do their jobs effectively during and after the pandemic, and if the education system is to deliver on its excellence and equity goals during the next phases of this pandemic, it will be critical to identify which students are struggling most and how much learning and development they have lost out on, which factors are impeding their learning, what problems are preventing teachers from teaching these children, and, very critically, which investments must be made to address these challenges. For each child, this diagnostic assessment will deliver a unique answer, and the system will have to meet the child where he or she is. A strengthened system based on meeting children where they are and providing them with what they need will be key to lifting up children. This report briefly reviews the relevant literature on educational settings that have features in common with how education is occurring during the crisis and emerging evidence on opportunity gaps during the COVID-19 pandemic in order to propose a three-pronged plan. The plan covers the three Rs: (immediate) relief for schools, (short-term) recovery, and (long-term) rebuilding for schools and the education system as a whole.
Innovation, Technology, and the Future of Rural Colleges
Author: Ratledge, Alyssa
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Rural Schools,Educational Technology,Technology Uses in Education,Higher Education,Rural Areas,College Role,Economic Climate,Population Trends,Educational Finance,Educational Innovation,Job Training,Labor Force Development

In many rural areas, the local college is the center of the community: It is the primary source of education and job training for residents; a cultural hub offering arts and sporting events; a hotspot for broadband internet access; and, sometimes, the area's largest employer. When a rural region has few other large institutions, the local college takes on even greater importance. As the United States grapples with the recession caused by the 2020 coronavirus pandemic, the economic fragility of rural areas looms large. Many rural counties were slow to recover from the 2008 recession, in contrast with most American cities, where employment and economic growth rates recovered relatively quickly. The United States Department of Agriculture identifies three main reasons for this disparity in rural areas: an older population, a higher proportion of the population with disabilities, and lower levels of education. This paper presents considerations for rural colleges grappling with financial stability and how to improve education attainment rates. [MDRC, Ascendium Education Group, and Rural Matters partnered to present a four-part audio series called &quot;Rural Higher Education: Challenges &amp; Opportunities,&quot; which aired on the Rural Matters podcast. This supplementary paper summarizes Part IV of the series.]
Cognition, Motivation, and Engagement as Factors in the Reading Comprehension of Dual Language Learners and English Speakers: Unified or Distinctive Models?
Author: Taboada Barber, Ana
Date: 2020-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Bilingualism,Reading Motivation,Predictor Variables,Models,Elementary School Students,English,Reading Strategies,Word Recognition,Language Processing,Correlation,Grade 4,Grade 5,English (Second Language),Second Language Learning,Language Tests,Language Proficiency,Language Usage,Family Environment,Measures (Individuals),Cognitive Ability

Previous studies offer mixed evidence regarding whether a unified model of reading comprehension predictors applies to Dual Language Learners (DLLs) and English Speakers (ESs), or whether distinctive models across language groups are empirically supported. The present study adds another dimension to this body of work by examining multiple reading engagement and motivation predictors alongside cognitive predictors of reading comprehension. The participants -- 188 DLLs and 166 ESs in the fourth and fifth grades -- completed measures of word identification, linguistic comprehension, cognitive strategy use, internal motivation, and extrinsic motivation, and their teachers rated their reading engagement. Language status did not moderate the relations of any predictors with either concurrent reading comprehension performance or growth of reading comprehension across the school year, supporting a unified model of reading comprehension for DLLs and ESs. Word identification and linguistic comprehension showed the strongest relations with concurrent reading comprehension and growth. While the role of reading engagement was less prominent, it was demonstrated to be a plausible partial mediator of the relation of word identification with concurrent reading comprehension. [This paper was published in &quot;Reading and Writing&quot; v33 n9 p2249-2279 2020.]