ethanporcaro/eric-fulltext-meta huggingface dataset:
Brave Dialogues: A Guide to Discussing Racial Equity in Career Technical Education. Making Good on the Promise. Facilitator Guide
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2021-08-00
Type: Guides - Non-Classroom
Subjects: Racial Bias,Equal Education,Vocational Education,Self Evaluation (Individuals),Reflection,Self Concept,Values,Knowledge Level,Cultural Influences,Ethnic Diversity,Racial Differences,Social Bias,Identification (Psychology),Skill Development,Discussion (Teaching Technique),Leadership Responsibility,Educational History,United States History,School Districts,State Policy,Board of Education Policy,School Policy,Social Justice,Educational Practices,Student Diversity,Power Structure,Gender Bias

The purpose of &quot;Brave Dialogues: A Guide to Discussing Racial Equity in Career Technical Education&quot; is to provide state Career Technical Education (CTE) leaders with tools to engage in discussion around racial equity in CTE and to support state CTE leaders in creating an environment in which all stakeholders have the language and comfort to discuss challenges and opportunities related to racial equity in CTE. This new resource is a part of the Making Good on the Promise Series confronting the negative aspects of CTE's legacy and defining the key challenges learners face today. Through six sessions ranging from 60 to 90 minutes, this guide will walk participants of brave dialogue through critical self-reflection. The critical self-reflection framework has three components: (1) Awareness: Participants become aware of their own values, assumptions and biases as it relates to issues of race and race relations and what impact those biases may have on others; (2) Knowledge: Participants become knowledgeable of cultural heritage, life experiences and historical backgrounds of diverse groups in society. They understand how these differences impact the choices and behaviors of people who belong to different cultural, racial and ethnic groups; how those differences are frequently perceived by society and what meanings are attached to them; and an understanding of within group differences and the intersection of multiple identities; and (3) Skills: Participants apply and translate the awareness and knowledge components of the framework towards critical self-reflection into good policy and practice. This guide is designed to help state CTE leaders facilitate conversations that build equity-minded leaders. [For the participant version, see ED616498.]
Examining the Implementation and Impact of Full-Day Kindergarten in Oregon. Study Snapshot. REL 2002-121
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-12-00
Type: Reports - Descriptive
Subjects: Kindergarten,School Schedules,Outcomes of Education,Grade 3,School Districts,Elementary School Students,Longitudinal Studies,Attendance,Decision Making,State Policy,Educational Change,Educational Finance,Comparative Analysis,Mathematics Tests,Reading Tests,Achievement Tests,Scores,Enrollment,Standardized Tests,Achievement Gains,Language Proficiency,Language Tests,English Language Learners,Teacher Attitudes,Institutional Characteristics,Incentives

This Study Snapshot highlights key findings from a study that examines full-day kindergarten (FDK) implementation in Oregon. The evidence base on FDK is generally positive for short-term effects and unclear for longer-term effects, with some prior research associating FDK with gains in student outcomes such as grade 3 math and reading standardized assessment scores. In 2015/16, Oregon shifted its policy on kindergarten enrollment, creating financial incentives for districts to offer FDK. By 2017/18 nearly all Oregon kindergarten students were enrolled in FDK. State policymakers, district leaders, and other stakeholders need additional information on FDK to support decisionmaking and to understand FDK practices in Oregon. This study also estimates the impact of attending FDK compared to half-day kindergarten (HDK) on student outcomes in kindergarten through grade 3 in one school district in Oregon before the 2015/16 policy shift. Lastly, the study explores activities and practices used in FDK programs in 2017/18, after the policy shift. [For the full report, see ED616500.]
International Comparisons of Adult Literacy and Numeracy Skills over Time. Data Point. NCES 2022-005
Author: Mamedova, Saida
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Adult Literacy,Numeracy,Adults,Foreign Countries,Surveys,Change

This Data Point summarizes trends in adult literacy and numeracy skills since the 1990s for the United States and for those countries that participated with the United States in all three international adult literacy studies over the past three decades: Canada, Hungary, Italy, Norway, the Netherlands, and New Zealand. Results in this Data Point are presented as average scores on the Program for the International Assessment of Adult Competencies (PIAAC) scale of 0-500 for both literacy and numeracy. This data point looks at: (1) International literacy studies since the 1990s; (2) How have levels of literacy changed over time?; and (3) How have levels of numeracy changed over time?
California&apos;s Special Education Local Plan Areas: Funding Patterns, Inclusion Rates, and Student Outcomes. REL 2021-134
Author: Doutre, Sara Menlove
Date: 2021-12-00
Type: Reports - Research
Subjects: Special Education,School Districts,Governance,Educational Planning,Outcomes of Education,Students with Disabilities,Correlation,Educational Finance,Academic Achievement,Graduation Rate,Dropout Rate,Inclusion,Kindergarten,Expenditure per Student,School District Size,Elementary Secondary Education

California requires each school district to belong to a Special Education Local Plan Area (SELPA) for special education planning and governance. The California Department of Education (CDE) and the State Board of Education (SBE) are interested in the impact on the surrounding small and midsized districts when large districts become single-district SELPAs. Given one of the original motivations of SELPAs was economies of scale, the state wanted to examine the association between different SELPA types and district configurations and outcomes, including SELPA funding patterns, inclusion rates of students receiving special education services in the general education environment, and academic outcomes for students receiving special education services. This study examined those differences using publicly available data. The findings provide mixed evidence for the possible implications of large districts leaving multidistrict SELPAs to form single-district SELPAs. The study found no meaningful association between different SELPA and district configurations and academic outcomes for students with disabilities--including graduation and dropout rates--and proficiency rates in math and English language arts and on the alternative assessment. Several meaningful differences with regard to funding and inclusion were found. For example, when comparing multidistrict SELPAs with and multidistrict SELPAs without a large district, multidistrict SELPAs without a large district received larger per pupil apportionments and had higher inclusion rates. Also, when comparing small districts in multidistrict SELPAs with and multidistrict SELPAs without a large district, inclusion rates were higher for preK students and lower for K-12 students in SELPAs without a large district. The larger amount of per pupil special education funding in multidistrict SELPAs without a large district may help to alleviate some concern about the impact of large districts separating from surrounding small and midsized districts to become their own SELPAs. The CDE and the SBE may want to further examine which regionalized programs are implemented by SELPAs of different compositions and how they benefit small districts. Further research could consider more complex analyses to better understand the outcomes that may be due specifically to membership in a single-district versus a multidistrict SELPA.
First-Year College Students&apos; Online Learning Experiences during the Pandemic. Insights in Education and Work
Author: Schnieders, Joyce Z.
Date: 2021-06-00
Type: Reports - Research
Subjects: College Freshmen,Online Courses,COVID-19,Pandemics,School Closing,Barriers,Student Attitudes,Student Needs,Access to Computers,Internet,Educational Resources,Equal Education,Courses,Interaction,Student Experience,Racial Differences,Ethnicity,Family Income,First Generation College Students,Scores,College Entrance Examinations,Planning,Faculty Development

With the disruption of the pandemic, it is important to study first-year college students' learning experiences and its potential effect on education plans. To understand first-year college students' learning experiences after the transition to online instruction during the pandemic, in June 2020, the authors of this study reached out to first-year college students who took the ACT® test as a junior or senior between 2017-2019. These students graduated from high school in 2019 and enrolled in a postsecondary institution in the 2019-2020 school year. The authors wanted to learn about their academic challenges, their concerns, the learning resources they needed, and the potential effect the coronavirus pandemic had on their education plans. This brief shares what the authors learned from 1,164 first-year college students and offers recommendations for policymakers and higher education personnel. Findings include: (1) two out of three students had academic challenges and concerns learning online during the pandemic; (2) the fewer perceived academic challenges and academic concerns they had, the more certain they were about enrolling in the same institution next year; and (3) increasing access to technology and the internet, reducing learning resource gap, and providing online learning experience before formal instruction help to alleviate these academic challenges and concerns.
Branching Out: Using Decision Trees to Inform Education Decisions. REL 2022-133
Author: Seftor, Neil
Date: 2021-12-00
Type: Guides - Non-Classroom
Subjects: Flow Charts,Decision Making,Statistical Analysis,Data Use,Identification,At Risk Students

Classification and Regression Tree (CART) analysis is a statistical modeling approach that uses quantitative data to predict future outcomes by generating decision trees. CART analysis can be useful for educators to inform their decision-making. For example, educators can use a decision tree from a CART analysis to identify students who are most likely to benefit from additional support early--in the months and years before problems fully materialize. This guide introduces CART analysis as an approach that allows data analysts to generate actionable analytic results that can inform educators' decisions about the allocation of extra supports for students. Data analysts with intermediate statistical software programming experience can use the guide to learn how to conduct a CART analysis and support research directors in local and state education agencies and other educators in applying the results. Research directors can use the guide to learn how results of CART analyses can inform education decisions.
Long-Term Effects of Enhanced Early Childhood Math Instruction: The Impacts of Making Pre-K Count and High 5s on Third-Grade Outcomes
Author: Mattera, Shira K.
Date: 2021-12-00
Type: Reports - Research
Subjects: Outcomes of Education,Program Effectiveness,Early Childhood Education,Mathematics Instruction,Preschool Children,Elementary School Students,Grade 3,Mathematics Skills,Mathematics Achievement,Program Evaluation,Mathematical Enrichment

Studies have shown that math skills in early childhood are uniquely and strongly predictive of later outcomes across a range of domains and well into adulthood, including the likelihood of graduating from high school and college completion. The Making Pre-K Count and High 5s studies were designed to rigorously test the short- and long-term effects of improving children's math experiences in prekindergarten (pre-K) and kindergarten. Making Pre-K Count provided pre-K teachers in New York City with a high-quality, evidenced-based math curriculum (Building Blocks) and ongoing teacher training and coaching. The Making Pre-K Count study compared students who were exposed to this curriculum with their peers in pre-K as usual in public school and community-based sites. The High 5s math program was developed to offer children who had received Making Pre-K Count in pre-K in public schools hands-on, supplemental math enrichment in small groups, or clubs, outside of regular instructional time in kindergarten. The High 5s study compared students assigned to Making Pre-K Count in pre-K and High 5s in kindergarten with children assigned to Making Pre-K Count in pre-K and kindergarten as usual. Taken together, the Making Pre-K Count and High 5s studies present new evidence about the long-term effects of early math interventions on children's later outcomes. Early math enrichment experiences can lead to lasting gains for children across a variety of outcome domains, even years later. The findings suggest that high-quality early math instructional practices could make a difference, particularly for children with the greatest need.
Credit for Learning: Making Learning outside of School Count. Issue Brief No. 79
Author: Afterschool Alliance
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: After School Programs,Educational Opportunities,Youth Programs,Credits,Required Courses,Repetition,Student Centered Learning,Experiential Learning,Student Needs,Readiness,Equal Education,School Role,Partnerships in Education,Student Participation,At Risk Students

Student-centered, active, and engaging learning experiences that build on young people's interests, while developing their skills and knowledge, are at the heart of high-quality afterschool programs. Afterschool programs can provide older youth with opportunities to explore their interests and participate in activities that also allow them to earn credits toward their graduation requirements. These credit-for-learning opportunities can cover a wide range of content--from students earning physical education credits through a local YMCA to taking part in a boat-building course for elective math or science credit. This brief discusses the need for credit-for-learning opportunities, afterschool programs as a key partner to support credit for learning, and the current credit-for-learning policy landscape.
Information Literacy for Mortals. PIL Provocation Series. Volume 1, Number 5
Author: Caulfield, Mike
Date: 2021-12-14
Type: Reports - Evaluative
Subjects: Information Literacy,Decision Making,Information Seeking,Misconceptions,Barriers

In the academic imagination, depth and attention are the highest of virtues. But in pushing students to apply high-attention strategies to all incoming information, there is a risk of creating a new and dangerous shallowness. The author begins this article by talking about real-world decision-making. Looking at the structure of decisions can better illuminate how the information-seeking process works when up against constraints -- and, the author argues, it's an information literacy that is honest about constraints that must be must embraced. In the remainder of the essay, the author discusses information literacy, misinformation, and the fallibility of human reason.
Tools for Implementing Evidence-Based Early Childhood Curricula
Author: Wulfsohn, Samantha
Date: 2021-12-00
Type: Guides - General
Subjects: Early Childhood Education,Curriculum Implementation,Evidence Based Practice,Coaching (Performance),Early Childhood Teachers,Teacher Education,Data Use,Program Evaluation

This brief is designed for school-based and community-based organizations interested in implementing evidence-based early childhood curricula. It provides practical guidelines and tools for four stages of implementation: (1) Preparing the system; (2) Hiring and training coaches; (3) Getting teachers ready to implement the curriculum as intended; and (4) Providing ongoing monitoring. The resources in this guide are derived from the technical assistance MDRC has provided to coaches and programs in several large-scale studies that have evaluated early childhood supplemental curricula and found positive effects on children's outcomes. Programs interested in using these resources can pull out individual tools or guides that meet their specific needs.
The Future of Adaptive Learning: Does the Crowd Hold the Key?
Author: Heffernan, Neil T.
Date: 2016-00-00
Type: Journal Articles
Subjects: Artificial Intelligence,Educational Technology,Student Needs,Electronic Publishing,Collaborative Writing,Feedback (Response),Electronic Learning,Randomized Controlled Trials,Man Machine Systems,Educational Trends,Trend Analysis,Learning Processes,Video Technology,Online Courses,Interaction,Mathematics,Intelligent Tutoring Systems

Due to substantial scientific and practical progress, learning technologies can effectively adapt to the characteristics and needs of students. This article considers how learning technologies can adapt over time by crowdsourcing contributions from teachers and students -- explanations, feedback, and other pedagogical interactions. Considering the context of ASSISTments, an online learning platform, we explain how interactive mathematics exercises can provide the workflow necessary for eliciting feedback contributions and evaluating those contributions, by simply tapping into the everyday system usage of teachers and students. We discuss a series of randomized controlled experiments that are currently running within ASSISTments, with the goal of establishing proof of concept that students and teachers can serve as valuable resources for the perpetual improvement of adaptive learning technologies. We also consider how teachers and students can be motivated to provide such contributions, and discuss the plans surrounding PeerASSIST, an infrastructure that will help ASSISTments to harness the power of the crowd. Algorithms from machine learning (i.e., multi-armed bandits) will ideally provide a mechanism for managerial control, allowing for the automatic evaluation of contributions and the personalized provision of the highest quality content. In many ways, the next 25 years of adaptive learning technologies will be driven by the crowd, and this article serves as the road map that ASSISTments has chosen to follow. [This article was published in &quot;International Journal of Artificial Intelligence in Education&quot; (EJ1096872).]
The Adequacy and Fairness of State School Finance Systems, School Year 2018-19. Fourth Edition
Author: Baker, Bruce D.
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Equity (Finance),State Aid,Financial Support,Elementary Secondary Education,School District Wealth,Resource Allocation,Race,Ethnicity,Testing

The State Indicators Database (SID), which is the School Finance Indicators Database's (SFID) primary product, includes approximately 125 variables, but this report focuses on three key school finance measures: fiscal effort, adequacy, and progressivity. This report discusses how states' systems tend to mediate the impact of economic downturns and offers general guidance as to what can be expected as the impact of the current crisis continues to unfold over the next few years. This report includes recommendations as to how policymakers, journalists, parents, and the public can use this data and results to summarize and assess the performance of state school finance systems. [For the third edition, see ED613617.]
The Importance of Graduating from High School College and Career Ready: The Positive Relationship between ACT Score and Future Earnings. ACT Research. Data Byte
Author: Mattern, Krista D.
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: High School Students,Career Readiness,College Readiness,Academic Achievement,Correlation,Salaries,Outcomes of Education,Futures (of Society),College Entrance Examinations,Scores

Previous research has linked higher levels of academic preparation as measured by the ACT® to postsecondary success, such as earning higher college grades and completing a college degree in a timely manner. This ACT Data Byte extends these findings, illustrating the positive relationship between graduating from high school college and career ready and future annual earnings. Data from a collaboration between ACT and Opportunity Insights--a non-profit organization located at Harvard University--show that the annual earnings individuals' report during their late 20s are positively related to their academic achievement level measured during high school.
Measuring STEM Momentum: Early Indicators of STEM Transfer Success for Community College Students. CCRC Research Brief
Author: Fink, John
Date: 2021-11-00
Type: Reports - Research
Subjects: STEM Education,Two Year College Students,College Transfer Students,Academic Records,Calculus,Success,Racial Differences,Ethnicity,Gender Differences,Predictor Variables,Geographic Location,Institutional Characteristics,Educational Attainment,Course Selection (Students),Equal Education

This brief summarizes findings from a study in which we examined postsecondary college transcript and degree records from hundreds of thousands of transfer-intending community college students in three states. Our aim was to explore and test metrics that could be useful in the formative assessment of efforts to improve STEM transfer outcomes. Our findings show that first-year completion of a calculus course and first-year completion of a (non-math) science, technology, or engineering (STE) course specified on statewide STEM transfer pathways are both reliable indicators of subsequent STEM transfer success across a wide range of state and institutional contexts. These two metrics are also robust predictors of success among subgroups of students by race/ethnicity and gender. In general, community colleges have relatively low rates of completion of these key STEM courses, and disparities in completion of these courses by race/ethnicity and gender are common. The STEM momentum metrics identified in the study may therefore be useful for colleges seeking to strengthen STEM transfer outcomes and close equity gaps in STEM bachelor's degree attainment. [For the working paper this brief is based on, &quot;Toward a Practical Set of STEM Transfer Program Momentum Metrics,&quot; see ED615135.]