ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Education Operating and State Aid Budget Recommendations, 2021-2023 Biennium
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2020-10-08
Type: Reports - Evaluative
Subjects: Postsecondary Education,Educational Finance,Budgets,State Aid,Operating Expenses,Access to Education,Paying for College,Academic Persistence,Accountability,Student Financial Aid,Low Income Students,High School Students,Dual Enrollment,Grants,Costs,Tuition,Fees,Student Loan Programs,Debt (Financial)

Nebraska's constitution and state statutes require Nebraska's Coordinating Commission for Postsecondary Education (the Commission) to review the budget requests of the University of Nebraska, the Nebraska State College System, and the community colleges in light of specific criteria set forth in the statutes. The Commission also makes recommendations on major statewide funding issues and initiatives, as suggested by statute. The Commission's recommendations begin with a discussion of statewide funding issues and initiatives. This biennium, the Commission recommends that the state continue to concentrate on two statewide issues: making postsecondary education more affordable and responding to identified educational and workforce development needs in Nebraska. After considering statewide issues, the recommendations turn to the institutional requests. In the process of developing the public postsecondary education budget recommendations for the 2021-23 biennium, the Commission reviewed 15 requests as part of the continuation budget requests, one request for a new and expanded program, and the community college state aid request. As shown on page 4 of this report, the total increase requested for the biennium by public postsecondary institutions is $45,090,733, a 5.81% increase over the current base funding of $776,521,329. In its recommendations, the Commission recognizes that financing higher education is a shared responsibility between the state and students, but believes that the preponderance of the responsibility for affordable public higher education rests with the state. [For the 2019-21 biennium report, see ED604767.]
Advances, Contributions, Obstacles and Opportunities in Student Affairs Assessment. Occasional Paper No. 52
Author: Busby, A. Katherine
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: Student Personnel Services,Student Personnel Workers,Program Evaluation,Program Implementation,Higher Education,COVID-19,Pandemics,Racial Bias,Educational Assessment,Student Development,Technology Uses in Education

Just over ten years ago, John Schuh and Ann Gansemer-Topf authored NILOA Occasional Paper #7, &quot;The Role of Student Affairs in Student Learning Assessment&quot; (2010). The authors identified contributions and challenges for student affairs assessment and called on student affairs professionals not only to develop meaningful programs and services, but also to verify that those experiences add &quot;value to the student experience at the institution&quot; (p. 6). A decade has passed since student affairs professionals were called to demonstrate student learning through their initiatives and some questions come to mind. How did student affairs professionals respond to this challenge? How did they implement their assessment efforts over the past ten years? Moving forward from 2020, how will student affairs professionals respond to the challenges now facing higher education including challenges induced and exacerbated by the COVID-19 pandemic and calls to address institutionalized racism? In this paper, we examine some of the advances student affairs assessment professionals have made to student learning, the contributions they made to the field of assessment, the obstacles they overcame, and the opportunities that lie ahead.
The Need for Program Theory and Implementation Fidelity in Assessment Practice and Standards. Occasional Paper No. 51
Author: Finney, Sara J.
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Program Implementation,Fidelity,College Outcomes Assessment,Behavioral Objectives,College Programs,Theories,Program Evaluation,Higher Education

On their own, student learning and development outcomes assessment data have limited utility for improving programming. We believe outcomes data should not be collected until two fundamental questions can be answered: &quot;Why should this programming result in the desired outcome?&quot; (i.e., program theory) and &quot;Was the intended programming actually experienced by students?&quot; (i.e., implementation fidelity). Some assessment professionals may find this proclamation radical. Our call is fueled by the creation of unjustified programming and curriculum, coupled with the collection of outcomes data that are not used for improvement efforts. We contend that it is only after program theory is articulated that faculty and student affairs professionals can collect relevant, useful outcomes data. Moreover, valid inferences from outcomes data are contingent on knowing what programming students experienced. This &quot;expanded&quot; assessment practice has potential to afford better-designed, more impactful, research-informed programming to students. As our students have opportunities to engage in well-implemented, should-be-effective programming, their learning should demonstrably improve. Thus, we call for professional standards and professionals themselves to integrate program theory and implementation fidelity into outcomes assessment practice.
A Comprehensive School Safety Framework: Report to the Committees on Appropriations
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: School Safety,School Violence,Prevention,Best Practices,School Security,Program Implementation,Student Behavior,Public Schools,Elementary Secondary Education,Educational Environment,Technology Uses in Education,Databases,Law Enforcement,Crime,School Surveys,Juvenile Justice,Bullying,Mental Health Programs

The Comprehensive School Safety Initiative (CSSI) is a large-scale, integrated research effort designed to increase the safety of schools nationwide. It was initiated in 2014 at the request of Congress. The National Institute of Justice (NIJ) administers the CSSI as a research grant program. Through the CSSI, the NIJ funds research-focused projects that contribute to building a solid foundation of rigorously tested, objective, and independent knowledge and best practices about school safety. The CSSI is carried out through partnerships between researchers, educators, and other stakeholders (including professionals and agencies involved in law enforcement, behavioral and mental health, courts, and other parts of the justice system). The CSSI focuses on K-12 public schools (including public charter schools). It is concerned with all forms of violence that occur on school property during or outside of school hours, on the way to and from school or school-sponsored events, on school-sponsored modes of transport, or during school-sponsored events. This report responds to Senate Report 115-275 accompanying the Consolidated Appropriations Act, 2019 (P.L. 116-6) (&quot;the Act&quot;). It discusses the comprehensive school safety framework (&quot;the framework&quot;) developed by the National Institute of Justice (NIJ). Findings arising out of research projects are funded through the CSSI. To provide additional information on materials used to develop the framework, the appendices included in the report offers a list of Federal resources on school safety and provides a list of products resulting from CSSI funding.
Stronger Together: Diversity in Duval Public Schools--In Search of True Racial and Economic Integration. Issue Review
Author: Jacksonville Public Education Fund (JPEF)
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Racial Integration,Low Income Groups,African American Students,Correlation,Outcomes of Education,Academic Achievement,Counties,Racial Segregation,School Location,Neighborhoods,Diversity,Educational Policy,Educational Change,Elementary Secondary Education,Public Schools,Socioeconomic Status,Enrollment Trends,Desegregation Litigation,School Desegregation

There is considerable evidence that greater socioeconomic and racial diversity in schools results in better academic and social outcomes for students. But Duval County is often geographically separated by race and income level. While exploring Duval County school enrollment patterns, it was found that African-American students are much more likely than students of any other race to attend schools that are not racially diverse. More than half (54 percent) of all African-American students are in non-diverse schools, while less than a third (30 percent) of students of any other race attend non-diverse schools. When looking at income data, it was found that among Jacksonville's low-income schools, most (83 percent) are considered racially non-diverse and have African-Americans as the largest group. Geographically, this data shows that many of Jacksonville's low-income and African-American students are isolated in schools on the north and west sides of town, while schools in other parts of town are more racially and socioeconomically diverse -- largely reflecting residential segregation patterns in Jacksonville as a whole. For a variety of reasons, the bottom line is that Jacksonville's low-income African-American students are disproportionately more likely to receive their education in a school that is not racially or economically diverse. Because research states that a lack of diversity comes with negative consequences for academic and social performance, this is a real equity issue. As policy changes are made at the national, state, and county level, the community must continue considering how to reduce economic and social segregation and promote diversity to produce a lasting, positive impact in its schools.
Buffering Effects of Racial Discrimination on School Engagement: Role of Culturally Responsive Teachers and Caring School Police
Author: Bottiani, Jessika H.
Date: 2020-00-00
Type: Reports - Research
Subjects: African American Students,High School Students,Urban Schools,Well Being,Racial Discrimination,Interpersonal Relationship,Police,Teacher Student Relationship,Culturally Relevant Education,Educational Environment,Aggression,Student Behavior,Behavior Patterns,Caring,Learner Engagement,At Risk Students,Student School Relationship,Teacher Influence

Background: Urban Black adolescents' wellbeing in the early high school years can be negatively impacted by exposure to racial discrimination. These impacts may be buffered by supportive relationships with adults at school. We considered both the protective and promotive effects of culturally responsive teachers and caring school police on school engagement for students exposed to racial discrimination across settings. Method: This study leveraged baseline student report from a sample of urban, predominantly Black high school students with elevated teacher-rated levels of aggressive behavior (N = 397 9th graders; 91.2% Black; 50.4% male; J = 10 schools). Using a path model with full-information maximum likelihood estimation, we examined the associations of racial discrimination, teacher cultural responsiveness, and school police caring in relation to school engagement and school disconnection, adjusting for covariates and family racial socialization. Results: Frequency of racial discrimination was significantly associated with lower school engagement and greater school disconnection. Teacher cultural responsiveness was significantly, favorably associated with all outcomes. Police caring had no significant direct associations; however, there were moderation effects. When police caring was below average, increased racial discrimination was associated with significantly poorer attitudes toward school. Conclusions: Findings suggested that students' perceptions of school police caring may buffer some negative school-related impacts of racial discrimination. Moreover, students who perceive that their teachers are culturally responsive may feel more engaged at school. Interventions to promote teachers' and school police officers' cultural responsiveness and caring may improve engagement among at-risk urban youth who experience racial discrimination. [This paper was published in &quot;Journal of School Health&quot; (EJ1274287).]
Making It Count: The Productivity of Public Charter Schools in Seven U.S. Cities
Author: DeAngelis, Corey A.
Date: 2021-02-00
Type: Reports - Research
Subjects: Charter Schools,Urban Schools,Productivity,Cost Effectiveness,Outcomes of Education,Public Schools,Traditional Schools,Educational Finance,Academic Achievement,National Competency Tests,Elementary Secondary Education

Charter schools are publicly funded schools freed from some of the regulations placed on traditional public schools (TPS). In exchange for that greater level of autonomy, public charter schools are required to meet performance goals contained in their authorizing charter or face the prospect of closure. Most public charter schools may enroll students from a wide geographic area, not just a neighborhood school zone. Such &quot;independent&quot; or &quot;open enrollment&quot; charter schools must admit students by lottery if oversubscribed. Over 7,500 public charter schools enrolled over 3.3 million students during the 2018-19 school year. The researchers of this report examine the differences in cost-effectiveness and return-on-investment (ROI) for public charter schools and traditional public schools (TPS) in seven major U.S. cities: Camden, Denver, Indianapolis, Shelby County (Memphis), New Orleans, San Antonio, and the District of Columbia. They determine how much money is invested in public charter schools and TPS, what levels of student achievement are attained across the two public school sectors, and how much economic payoff society can expect to receive as a result of the educational investments in each sector.
Interpreting Convergences and Divergences in Multi-Informant, Multi-Method Assessment
Author: De Los Reyes, Andres
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Personality,Psychopathology,Individual Differences,Adults,Mental Health,Psychological Evaluation,Symptoms (Individual Disorders),Models

Individuals often vary in how they display signs and symptoms of personality disturbances and psychopathology. As such, comprehensive assessments of these signs and symptoms ought to capture how they manifest within and across time and contexts (e.g., community, home, work). Contexts may vary in the degree to which they influence personality and psychopathology concerns. Thus, practitioners and researchers often rely on multiple informants and methodologies to characterize intervention targets, monitor intervention progress, and inform the selection of evidence-based services. Across research teams and assessment domains, researchers commonly observe diverging outcomes among assessments, depending on the informant and/or method. We review theory and research that demonstrates how patterns of divergence observed in multi-informant, multi-method assessments represent valid individual differences in clinical presentations. This divergence may inform interpretations of personality and psychopathology functioning clinically, and we advance a research agenda to improve their use when assessing and diagnosing adult personality and psychopathology. [At time of submission to ERIC this chapter was in press with J. Mihura (Ed.), &quot;The Oxford Handbook of Personality and Psychopathology Assessment.&quot; 2nd Edition. New York, NY: Oxford.]
Introducing Phonics to Learners Who Struggle: Content and Embedded Cognitive Elements
Author: Vadasy, Patricia F.
Date: 2021-01-30
Type: Reports - Research
Subjects: Beginning Reading,Reading Instruction,Phonics,Kindergarten,Young Children,Cognitive Ability,Phoneme Grapheme Correspondence,Alphabets,Decoding (Reading),Reading Difficulties,At Risk Students

A brief experiment was designed to examine cognitive flexibility practice embedded in beginning phonics instruction for kindergarteners with limited early literacy learning. Previously tested phonics content included single- and high-frequency two-letter grapheme-phoneme correspondences (GPCs), introduced at a rate of 2-4 correspondences per week. Children entered with minimal alphabet knowledge and were randomly assigned within classrooms, stratified by English Learner (EL) status, to one of two conditions delivered individually over six weeks: Plain explicit phonics (n = 35) or Flex instruction (n = 33) which covered the same Plain phonics content but with teaching tasks for practice switching letter or word dimensions. Results showed that kindergarteners in the Plain condition made significantly greater gains on tasks of writing taught letter-sound correspondences and spelling. Findings inform a rate for introducing letter-sound correspondences and learning of mixed-size GPCs. The Plain explicit phonics focus on initial accuracy had benefits for encoding taught letter correspondences. Findings support future research on effective tasks to develop reading-related cognitive flexibility in beginners, the optimal timing of this practice, and whether it benefits in particular children most at risk for acquiring foundational alphabetic knowledge. [This paper will be published in &quot;Reading and Writing: An Interdisciplinary Journal.&quot;]
Using Digital Technology to Improve Learning. Guidance Report
Author: Stringer, Eleanor
Date: 2019-03-28
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Educational Improvement,Teacher Improvement,Student Improvement,Student Evaluation,Feedback (Response),Influence of Technology,Technology Integration,Elementary Secondary Education

This EEF guidance report is designed to support senior leaders and teachers to make better informed decisions based on the best available evidence we currently have. It includes a number of practical examples of technology being used in ways which support improved teaching (e.g., by increasing the accuracy of teacher assessment) or improve pupil learning (e.g., by increasing the quality and quantity of pupil practice). To develop this report's four recommendations for using digital technology to improve pupils' learning we not only reviewed the best available international research, but also consulted with teachers and other experts. [For the related evidence review, &quot;Using Digital Technology to Improve Learning: Evidence Review,&quot; see ED612157.]
Science and Technology: Public Attitudes, Knowledge, and Interest. Science and Engineering Indicators 2020. NSB-2020-7
Author: Besley, John C.
Date: 2020-05-15
Type: Reports - Research
Subjects: Sciences,Technology,Attitudes,Beliefs,Science and Society,Federal Aid,Scientific Research,Public Opinion,Social Problems,Interests,Technological Advancement,Internet,Information Sources,Environment,Climate,Ecology,Food,Genetics,Vocabulary,Knowledge Level,Public Health,Expenditures,Science Teaching Centers,Museums,Scientists,Role,Social Change,Evolution

This thematic report presents indicators about people's attitudes toward issues related to science and technology (S&amp;T), awareness of basic S&amp;T facts, and how people interact with science. It shows that most Americans hold positive beliefs about the benefits of S&amp;T, have relatively high confidence in the scientific community compared with other groups, and believe that scientists are seeking to improve society. Most Americans also see value in federal funding of scientific research, and an increasing percentage of Americans indicate that current spending on science, health, and other issues is too low. These positive perceptions are, however, accompanied by some concern that S&amp;T may be making &quot;life change too fast.&quot; There are also relatively high levels of concern about specific environmental issues, such as water pollution and climate change, and technologies, such as genetically engineered food and nuclear energy. Americans report high levels of interest in new medical discoveries and the environment. However, interest in both topics has declined over time. Americans report relatively moderate but stable levels of interest in other S&amp;T issues, such as new scientific discoveries and new inventions and technologies. Americans' use of the Internet for science and general news has grown steadily over most of the last 20 years, and the Internet has become the most widely used source. Reliance on television and traditional newspapers has dropped in the same period for science and general news. Zoos and aquariums continue to be the most popular types of informal science institutions, with the share of Americans visiting these venues remaining fairly stable. [For the technical appendix, see ED612114.]
Science and Technology: Public Attitudes, Knowledge, and Interest. Science and Engineering Indicators 2020. NSB-2020-7. Technical Appendix
Author: National Science Foundation, National Science Board
Date: 2020-05-15
Type: Reports - Descriptive
Subjects: Sciences,Technology,Attitudes,Beliefs,Science and Society,Scientific Research,Public Opinion,Knowledge Level,Vocabulary,Evolution,Adults,Research Methodology

This is the technical appendix for the report, &quot;Science and Technology: Public Attitudes, Knowledge, and Interest.&quot; It provides more information on the General Society Survey (GSS) and the other data sources used in this report. Categories in the technical appendix include: (1) Methodology Notes for General Social Survey Data; (2) Other Sources of Data; (3) A Note about Terminology; (4) GSS Questions on Specific Science Issues; (5) Survey Experiments on Evolution and the Big Bang; (6) Key to Acronyms and Abbreviations; and (7) References. [For the full report, see ED612113.]
Lost to the System? A Descriptive Exploration of Where Teacher Candidates Find Employment and How Much They Earn. Working Paper No. 251-0421
Author: Goldhaber, Dan
Date: 2021-04-00
Type: Reports - Research
Subjects: Preservice Teachers,Beginning Teachers,Public School Teachers,Income,STEM Education,Economic Climate,Teacher Salaries,Elementary Secondary Education,Career Choice

We use data on over 14,000 teacher candidates in Washington state, merged with employment data from the state's public schools and Unemployment Insurance system, to investigate the career paths and earnings of teacher candidates in the state. Around 75% of candidates are employed in some education position in each of the 5 years after student teaching, but we find considerable movement from education positions outside of public schools into public school teaching positions in the first few years after candidates complete student teaching. Candidates with STEM endorsements and candidates who graduated after the Great Recession are disproportionately likely to be employed in public K-12 teaching positions compared with other education positions. Finally, candidates employed in K-12 public schools earn considerably more on average than candidates employed outside of public schools, but due to the considerable compression of teacher salaries, many candidates who do not enter teaching--particularly candidates with STEM endorsements--earn more than they would have in K-12 public schools.