ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting Social-Emotional Learning (SEL) to Career Success
Author: Smith, Angela
Date: 2020-00-00
Type: Reports - Research
Subjects: Social Emotional Learning,Career Development,Success,Soft Skills,Vocational Education

Twenty-six years ago, the Collaborative for Academic, Social, and Emotional Learning (CASEL) first introduced the term &quot;social emotional learning&quot; (CASEL, 2021). SEL is defined today as &quot;the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions&quot; (CASEL, 2021). SEL is gaining traction within schools, particularly as research demonstrates an increase in overall well-being and lifelong benefits (Taylor, R. D., et al, 2017). Fortunately, SEL skills and attributes can be learned, taught, and modeled as well as dexterously interwoven and prioritized in career and technical education (CTE) programs. The recent focus on SEL within academia has led to an increase in articles, literature reviews, and empirical studies on SEL in educational settings. However research also clearly supports integrating SEL programs into career-development practices and student-learning plans. A meta-analysis of 213 programs found that integrating these programs into education reduced the risk of student failure and future career failure by improving academic goals, good citizenship attitudes and behaviors, and employability (Durlak, J. A., et al, 2011). In this article, employability is defined as a set of characteristics that include a person's knowledge/academics, technical skills, communication skills, and aptitudes, as well as a person's social-emotional skills, including attitude, interpersonal skills, problem-solving abilities, self-awareness, self-management, and leadership abilities.
Reflections on the Future of K-12 Assessment and Accountability
Author: Eden, Max
Date: 2021-07-00
Type: Reports - Descriptive
Subjects: Accountability,Political Attitudes,Student Evaluation,State Departments of Education,Charter Schools,Networks,Universities,Teacher Attitudes,Committees,Futures (of Society),State Standards,Evaluation Methods,Kindergarten,Elementary Secondary Education,School Effectiveness,High School Students,Problems,Federal Legislation,Educational Legislation

In March and April 2021, conservative education leaders representing state education agencies, charter networks, foundations, think tanks, research organizations, testing companies, universities and teachers convened in a private, three-part working group to discuss the future of state assessment and accountability systems. This brief highlights reflections from the working group on the following topics: (1) conservative principles on assessment and accountability; (2) current problems with assessment and accountability systems; and (3) recommendations for improving assessment and accountability.
Does Principal Professional Development Improve Schooling Outcomes? Evidence from Pennsylvania&apos;s Inspired Leadership Induction Program. EdWorkingPaper No. 19-190
Author: Steinberg, Matthew P.
Date: 2021-11-00
Type: Reports - Research
Subjects: Professional Development,Leadership Training,Beginning Principals,Program Effectiveness,Mathematics Achievement,Achievement Gains,Teacher Effectiveness,Institutional Characteristics,Disadvantaged Schools,Urban Schools,Labor Turnover,Teacher Persistence,Elementary Secondary Education,Educational Legislation,Federal Legislation,Administrator Effectiveness,Student Characteristics,Teacher Characteristics

Principals shape the academic setting of schools. Yet, there is limited evidence on whether principal professional development improves schooling outcomes. Beginning in 2008-09, Pennsylvania's Inspired Leadership (PIL) induction program required that newly hired principals complete targeted in-service professional development tied to newly established state leadership standards within five years of employment. Using panel data on all Pennsylvania students, teachers, and principals, we leverage variation in the timing of PIL induction across principal-school cells and employ difference-in-differences and event study strategies to estimate the impact of PIL induction on teacher and student outcomes. We find that PIL induction increased student math achievement through improvements in teacher effectiveness, and that the effects of PIL induction on teacher effectiveness were concentrated among the most economically disadvantaged and urban schools in Pennsylvania. Principal professional development had the greatest impact on teacher effectiveness when principals completed PIL induction during their first two years in the principalship. We also find evidence that teacher turnover declined in the years following the completion of PIL induction. We discuss the implications of our findings for principal induction efforts.
Sprockets at Ten Years: Key Findings from Ripple Effects Mapping Discussions among Sprockets Stakeholders
Author: Hane, Amanda
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: After School Programs,Summer Programs,Youth Programs,Partnerships in Education,Outcomes of Education,Program Evaluation,Stakeholders,Best Practices,Sustainability,Professional Development,Evaluation Methods

Launched in 2011, Sprockets is a network of after-school and summer programs for youth in Saint Paul, MN. A 2006 community-engaged process resulted in a vision for out-of-school time (OST) in Saint Paul that became Sprockets. That process involved the mayor's office, Saint Paul Public Schools, community organizations and activists, local nonprofits, business and civic leaders, parents and youth, thought leaders, and public servants. Currently, Sprockets is a collaboration of community organizations, the city of Saint Paul, and Saint Paul Public Schools. It provides training, facilitation, and resources to OST programs and supports connections across organizations to provide high quality programming for Saint Paul youth and improve youth outcomes. In May 2021, Wilder Research worked with Sprockets to facilitate a series of three Ripple Effects Mapping (REM) sessions with Sprockets stakeholders to better understand the impacts of Sprockets in Saint Paul communities. This report summarizes the impacts of Sprockets identified during the discussions. During each of the discussions, participants worked with the facilitators to create a visual &quot;mind map&quot; of impacts. Wilder then combined information from all three maps to create an aggregate map using categories adapted from those identified during the discussions.
Other than Merit: The Prevalence of Diversity, Equity, and Inclusion Statements in University Hiring
Author: Paul, James D.
Date: 2021-11-00
Type: Reports - Research
Subjects: Higher Education,Equal Opportunities (Jobs),Diversity,Inclusion,College Faculty,Teacher Selection,Scoring Rubrics,Search Committees (Personnel),Institutional Characteristics,Intellectual Disciplines,Geographic Regions,Teacher Responsibility,Job Application,Teacher Characteristics

Increasingly, universities are screening candidates for professorships on their commitment to &quot;diversity, equity, and inclusion&quot; (DEI). In 2018, Manhattan Institute Senior Fellow Heather Mac Donald drew attention, in a &quot;Los Angeles Times&quot; op-ed, to the decision at the University of California, Los Angeles, (UCLA) to require statements from all faculty applicants documenting their contributions to DEI, which would be weighted with the rest of their application portfolio. As of 2019, eight of 10 University of California (UC) campuses required these statements. At the University of California, Berkeley, administrators published a sample &quot;Rubric for Assessing Candidate Contributions to Diversity, Equity, Inclusion, and Belonging,&quot; which provides guidance for search committees evaluating applicants.3 Under this rubric, applicants are evaluated on a 1-5 scale for knowledge of DEI, track record of DEI, and plans for advancing DEI. Anecdotal evidence suggests mandated diversity statements are indeed becoming routine. But there have been no empirical investigations into the frequency with which such statements are required nor how they vary across academic disciplines, geographic regions, type of faculty position, and university prestige. This report represents the first empirical examination of this question.
School Life: Official Journal of the Office of Education. Volume XXXV. October 1952 to June 1953 and Supplement, September 1953
Author: Lloyd, John H., Ed.
Date: 1954-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books,Educational Facilities,International Cooperation,Nuclear Energy,Educational Media,Gifted Education,Migrant Education,Youth Programs,Second Language Instruction,Veterans Education,Adult Education,Civil Defense,Public Health,Educational Finance

This document contains the October 1952 through September 1953 issues of &quot;School Life,&quot; a monthly publication of the Federal Security Agency (October 1952-March 1953) and U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, national school physical-plant needs, the United Nations, atomic energy education, education media, gifted-student education, migrant education, the National Conference on Life Adjustment Education for Youth, foreign language study, veterans' education and training, adult education, civil defense education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXV index is included.
The Impact of Summer Programs on Student Mathematics Achievement: A Meta-Analysis. EdWorkingPaper No. 21-379
Author: Lynch, Kathleen
Date: 2022-01-00
Type: Information Analyses
Subjects: Summer Programs,Mathematics Education,Elementary Secondary Education,Preschool Education,Predictor Variables,Mathematics Activities,Program Effectiveness,Poverty,Mathematics Skills,Socioeconomic Influences,Educational Resources,Mathematics Achievement

We present results from a meta-analysis of 37 experimental and quasi-experimental studies of summer programs in mathematics for children in Grades pre-K-12, examining what resources and characteristics predict stronger student achievement. Children who participated in summer programs that included mathematics activities experienced significantly better mathematics achievement outcomes, compared to their control group counterparts. We find an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes. We find similar effects for programs conducted in higher- and lower-poverty settings. We undertook a secondary analysis exploring the effect of summer programs on non-cognitive outcomes and found positive mean impacts. The results indicate that summer programs are a promising tool to strengthen children's mathematical proficiency outside of school time.
Mathematics Motivation and Its Relationship with Mathematics Performance: Evidence from the National Assessment for Educational Progress-High School Longitudinal Study of 2019 Overlap Sample. AIR-NAEP Working Paper 2021-03
Author: Zhang, Jizhi
Date: 2021-07-00
Type: Reports - Research
Subjects: Mathematics Education,Student Motivation,Mathematics Achievement,National Competency Tests,Longitudinal Studies,High School Students,Grade 12,Identification (Psychology),Self Efficacy,Student Interests,Grade 9,Grade 11,Predictor Variables,Student Characteristics,Gender Differences,Racial Differences

This study uses the overlap sample of about 3,500 students who participated both in the High School Longitudinal Study of 2009 (HSLS:09) and the 2013 Grade 12 National Assessment of Educational Progress (NAEP) mathematics assessment to investigate how mathematics motivation (mathematics identity, mathematics self-efficacy, and mathematics interest) at grade 9 and 11 is related to grade 12 NAEP mathematics performance, simultaneously taking into account grade 9 mathematics achievement, family and school background factors, and grade 11 educational expectations and high school mathematics coursetaking.
Impact of Educational Technology-Based Learning Environment on Students&apos; Achievement Goals, Motivational Constructs, and Engagement
Author: Anwar, Saira
Date: 2019-08-00
Type: Reports - Research
Subjects: Educational Technology,Technology Integration,Instructional Effectiveness,Teamwork,Active Learning,Reflection,Academic Achievement,Student Motivation,Goal Orientation,Learner Engagement,College Freshmen,Engineering Education,Computer Science Education,Programming,Introductory Courses,Lecture Method,Class Size

Passive learning environments to teach programming concepts, especially in large lecture classes, hinder students' motivation, performance and may adversely affect their achievement goals. The study presents the use of two instructional strategies, teamwork, and reflective thinking, using educational technologies introduced in a class of 120 first-year engineering students. This study also presents the impact of educational technologies based learning environment on students' motivation, achievement goals, and engagement. [This paper was published in: &quot;Proceedings of ACM International Computing Education Research (ICER'19), August 12-14, 2019, Toronto, ON, Canada,&quot; ACM, 2019, pp.321-322.]
The Best Way to &quot;Ban&quot; Critical Race Theory: Prohibiting Promotion Rather than Inclusion or Compulsion
Author: Eden, Max
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Race,Critical Theory,Controversial Issues (Course Content),Racial Bias,Teaching Methods,Criticism,Classification,State Legislation,Parent Attitudes,Propaganda,Risk,Legislators,Political Attitudes,Kindergarten,Civil Rights Legislation,Federal Legislation,Educational Policy

In the first half of 2021, 26 states introduced--and 12 passed--bills colloquially labeled &quot;critical race theory (CRT) bans.&quot; The bills introduced to date can be grouped into three categories: prohibitions against compulsion, against inclusion, and against promotion. The prohibition against promoting CRT, first introduced in the North Carolina legislature, strikes the best balance between addressing parents' concerns about indoctrination without posing any risk of substantive curriculum imposition. This report is an exercise in constructive criticism for lawmakers who intend to thoughtfully draft or revisit legislation addressing the state-sponsored racism of CRT pedagogy. The author begins by outlining three principles that animate this analysis. The author then provides some criticism of bills introduced to date, offers a typology for understanding the varieties of bills proposed, and argues for the most constructive path legislators could take.
The Lingering Legacy of Redlining on School Funding, Diversity, and Performance. EdWorkingPaper No. 21-363
Author: Lukes, Dylan
Date: 2021-11-00
Type: Reports - Research
Subjects: Housing,Social Discrimination,Educational Finance,Financial Support,School Support,Student Diversity,School Effectiveness,Racial Composition,School Districts,Equal Education,Elementary Secondary Education,Public Schools,Neighborhoods,Maps

Between 1935-1940 the Home Owners' Loan Corporation (HOLC) assigned A (minimal risk) to D (hazardous) grades to neighborhoods that reflected their lending risk from previously issued loans and visualized these grades on color-coded maps, which arguably influenced banks and other mortgage lenders to provide or deny home loans within residential neighborhoods. In this study, we leverage a spatial analysis of 144 HOLC-graded core-based statistical areas (CBSAs) to understand how HOLC maps relate to current patterns of school and district funding, school racial diversity, and school performance. We find that schools and districts located today in historically redlined D neighborhoods have less district per-pupil total revenues, larger shares of Black and non-White student bodies, less diverse student populations, and worse average test scores relative to those located in A, B, and C neighborhoods. Conversely, at the school level, we find that per-pupil total expenditures are better for those schools operating in previously redlined D neighborhoods. Consequently, these schools also have the largest shares of low-income students. Our nationwide results are, on the whole, consistent by region and after controlling for CBSA. Finally, we document a persistence in these patterns across time, with overall positive time trends regardless of HOLC security rating but widening gaps between D vs. A, B, and C outcomes. These findings suggest that education policymakers need to consider the historical implications of redlining and past neighborhood inequality on neighborhoods today when designing modern interventions focused on improving the life outcomes of students of color and students from low-socioeconomic backgrounds.
Communities of Integrity: Engaging Ethically Online for Teaching, Learning, and Research -- Closing Keynote Address
Author: Eaton, Sarah Elaine
Date: 2021-06-00
Type: Speeches/Meeting Papers
Subjects: Communities of Practice,Integrity,Ethics,Teaching Methods,Web Based Instruction,Online Courses,COVID-19,Pandemics,Blended Learning,Foreign Countries,Cheating,Distance Education,Maturity (Individuals),Stress Variables,Expectation,Ambiguity (Context),Personality,Peer Relationship,Self Control,Plagiarism,Graduate Students

The COVID-19 crisis challenged us to learn, teach, and work in ways we never had before. As we move further into 2021 more educational institutions are thinking about how online teaching and learning can become a permanent way of offering programs. However, there are still ethical considerations that merit deeper consideration. Before the pandemic, there was 20 years of research from various countries to show there was less misconduct in online courses than in face-to-face courses, yet during COVID-19 academic and research misconduct increased dramatically around the world. So, what happened? And how do we move forward from here? Join us for an evidence-informed keynote about how to support ethical teaching, learning, and researching in online and blended contexts in 2021 and beyond.
Study of School Food Authority (SFA) Procurement Practices
Author: Williams, Kim
Date: 2021-09-22
Type: Reports - Research
Subjects: Food Service,Lunch Programs,Breakfast Programs,Purchasing,Contracts,Technical Assistance,State Agencies,Schools,Recordkeeping,Training

The U.S. Department of Agriculture (USDA) Food and Nutrition Service (FNS) administers the Child Nutrition (CN) Programs, including the National School Lunch Program (NSLP), School Milk Program (SMP), School Breakfast Program (SBP), Child and Adult Care Food Program (CACFP), and Summer Food Service Program (SFSP). FNS provides oversight, guidance, and technical assistance to the State Agencies administering CN Programs at the State level. State Agencies are responsible for ensuring that School Food Authorities (SFAs) comply with all program regulations by performing administrative reviews and procurement reviews and SFAs are responsible for the procurement of foods, goods, and services for their school meals and for feeding children. SFAs can encompass a single school, multiple schools, an entire school district, or multiple school districts. &quot;The Study of School Food Authority (SFA) Procurement Practices&quot; is the first study from the FNS to comprehensively describe and assess the decision-making process regarding school food procurement practices at the SFA level. The research objectives were to: (1) Describe how SFAs develop and publish solicitations, evaluate and award contracts, and monitor contractor performance for all school food purchases; (2) Describe procedures and recordkeeping practices used by SFAs with their food service management company (FSMC) contracts; (3) Describe the forms of group purchasing efforts used to purchase goods and services; (4) Assess the availability of State agency-provided technical assistance and training resources; and (5) Assess the strengths and weaknesses of SFAs to develop solicitation and contract documents, evaluate bids/responses, negotiate terms and conditions, and conduct contract oversight. The study addressed the research objectives by collecting information from SFAs with a web-based survey, followed by interviews to a subset of SFAs. The mixed-methods design, in which both quantitative and qualitative information were collected and analyzed, provided a comprehensive examination of the SFA procurement practices. The sample was a subset of the 1,679 SFAs that participated in the Child Nutrition Program Operations Study II (CN-OPS-II), which included a module on SFA procurement practices in school year (SY) 2016-17. Findings are based on the perceptions and experiences of the SFA and they may not reflect actual regulations and policies. [This report was prepared by 2M Research.]
Equitable Delivery of Career Development through Technologies
Author: DeWitt, Stephen
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Career Development,Technology Uses in Education,Vocational Education,Access to Education,Program Evaluation

In recent years, there have been large investments in technology to transform learning; a multitude of tools exist today for students, parents and teachers to choose from. New technologies have been particularly useful in student career development as well (Escueta, Quan, Nickow, &amp; Oreopoulos, 2017). These technologies have improved the learning environment and many students have benefited, but regardless, access and equity challenges persist. This publication focuses on the topic of online and virtual student career development tools and explores effective use of these technologies to support each student's career goals and aspirations.
Dusting Off the Messy Middle: Assessing Students&apos; Inquiry Skills through Doing and Writing
Author: Li, Haiying
Date: 2017-00-00
Type: Reports - Research
Subjects: Inquiry,Science Instruction,Science Experiments,Writing (Composition),Intelligent Tutoring Systems,Skill Development,Science Process Skills,Writing Skills,Scientific Concepts,Concept Formation,Knowledge Level,Student Characteristics,Middle School Students,Science Laboratories

Researchers are trying to develop assessments for inquiry practices to elicit students' deep science learning, but few studies have examined the relationship between students' &quot;doing,&quot; i.e. &quot;performance assessment,&quot; and &quot;writing,&quot; i.e. &quot;open responses,&quot; during inquiry. Inquiry practices include generating hypotheses, collecting data, interpreting data, warranting claims, and communicating findings. The first four practices involve &quot;doing&quot; science, whereas the last involves writing scientific explanations, i.e. arguing using evidence. In this study, we explored whether what students wrote in their constructed responses reflected what they did during science inquiry in the Inq-ITS system. Results showed that more than half of the students' writing did not match what they did in the environment. Findings revealed multiple types of students in the &quot;messy middle,&quot; which has implications for both teacher instruction and intelligent tutoring systems, such as Inq-ITS, in terms of providing real-time feedback for students to address the full complement of inquiry practices. [This paper was published in: &quot;AIED 2017, LNAI 10331,&quot; edited by E. André et al., Springer International Publishing, 2017, pp. 175-187.]