ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Passport Program Literature Review
Author: Starkey, Kathryn
Date: 2021-11-00
Type: Information Analyses
Subjects: STEM Education,Community Colleges,College Transfer Students,Outcomes of Education,Engineering Education,School Holding Power,Student Participation,Minority Group Students,Academic Persistence,Barriers,Curriculum

Community colleges facilitate crucial Science, Engineering, Technology, and Math (STEM) transfer pathways to ensure the success of students seeking to obtain their baccalaureate degrees in a STEM field (Bahr et al., 2017; Meza, 2019). There exist several barriers for students in the transfer pipeline as they seek vertical transfer from a two-year to four-year institution to complete their STEM degree, and as a result, institutions and programs have created various programmatic changes to help spur STEM transfer momentum (Fraley, 2020). In prior research, faculty have felt their administration has failed to recognize the needs of students in the STEM transfer process (Dupont &amp; Rodenburg, 2020) and believe it is crucial to focus more attention on students throughout the transfer process, both in STEM and specifically in engineering. This literature review provides information on the landscape of the engineering transfer, barriers to transfer, how institutions are working to improve engineering transfer, and ways to continue the revision of engineering pathways based on learning outcomes to achieve the goals of the Western Interstate Commission for Higher Education (WICHE). Its goal is to create a STEM transfer passport program that seeks to improve transfer efficiency in engineering disciplines, improve curricular structures to improve student retention, increase participation and persistence among underrepresented minorities (URM) in STEM, and increase the numbers of engineering graduates to contribute to the economy.
FY2020 State Grants under Title I-A of the Elementary and Secondary Education Act (ESEA). CRS Report R47078, Version 3
Author: Skinner, Rebecca R.
Date: 2022-04-22
Type: Reports - Descriptive
Subjects: State Aid,Grants,Educational Finance,Federal Legislation,Educational Legislation,Elementary Secondary Education,Federal Aid,Funding Formulas,Resource Allocation,School Districts

The Elementary and Secondary Education Act (ESEA), most recently comprehensively amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), is the primary source of federal aid to support elementary and secondary education. The Title I-A program is the largest grant program authorized under the ESEA and was funded at $16.3 billion for FY2020. It is designed to provide supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students from low-income families. Under current law, the U.S. Department of Education (ED) determines Title I-A grants to local educational agencies (LEAs) based on four separate funding formulas: Basic Grants, Concentration Grants, Targeted Grants, and Education Finance Incentive Grants (EFIG). State grants are the total of the allocations for all LEAs in the state under all four formulas. The four Title I-A formulas have somewhat distinct allocation patterns, providing varying shares of allocated funds to different types of LEAs and states. Thus, for some states, certain formulas are more favorable than others. This report provides FY2020 state grant amounts under each of the four formulas used to determine Title I-A grants. Overall, California received the largest FY2020 Title I-A grant amount ($2.0 billion, or 12.39% of total Title I-A grants). Vermont received the smallest FY2020 Title I-A grant amount ($37.7 million, or 0.23% of total Title I-A grants). [Emma C. Nyhof contributed to this report.]
Career and Technical Education: A Primer. CRS Report R47166, Version 3
Author: Edgerton, Adam K.
Date: 2022-06-21
Type: Reports - Descriptive
Subjects: Vocational Education,Labor Force Development,Credentials,Job Skills,Career Pathways,Student Organizations,Secondary Education,Postsecondary Education,Access to Education,Teacher Shortage,Wages

Career and technical education (CTE), sometimes referred to as vocational education, provides occupational and non-occupational preparation at the secondary and postsecondary levels. CTE is a key element of the nation's workforce development system, providing students of all ages with both academic and technical skills to succeed in further education and future careers. Federal investments in CTE aim to increase the number of individuals with industry-recognized credentials in order to reduce unemployment, improve individual earnings, and benefit the nation's economy. This report provides a primer on CTE to support congressional discussion of initiatives designed to improve workforce development and to address some skills deficits that may exist in the workforce.
Federal Student Loan Debt Cancellation: Policy Considerations. CRS Report R47196, Version 5
Author: Hegji, Alexandra
Date: 2022-07-27
Type: Reports - Evaluative
Subjects: Federal Legislation,Student Loan Programs,Student Financial Aid,Debt (Financial),Loan Repayment,Federal Aid,Educational Legislation,Higher Education,Taxes,Accountability

Outstanding federal student loan debt exceeds $1.6 trillion and is owed by approximately 45 million borrowers. Thus, a policy to broadly cancel federal student loan debt would directly apply to a discrete segment of the U.S. population. Cancelling some amount of federal student loan debt would alleviate loan repayment burdens for qualifying borrowers, but depending on the policy design and individual borrower circumstances, borrowers may experience different levels of relief, possibly resulting in different effects on their personal finances. Broad-based student loan cancellation would have significant implications for the federal budget. A primary determinant of the cost to the government would be the total amount of student loan debt to be cancelled. Other cost determinants would include how the loan cancellation policy was to be effectuated, associated administrative costs, and borrower behavior. Cancelling federal student loan debt may have implications for the federal student loan system. Loan cancellation, particularly a one-time cancellation effort, might not address underlying issues relating to unmanageable amounts of student loan debt. Some recent research suggests that policies to provide across-the-board loan cancellation may result in higher-income households receiving a higher share of loan cancellation benefits than lower-income households in terms of total dollar amounts cancelled and savings in annual debt service payments. Other research, examining potential effects on wealth inequality, shows mixed evidence on the potential effects of student loan cancellation. Some original analyses presented in this report to complement existing research focus on longitudinal data from a 12-year follow up on the cohort of borrowers who started postsecondary education in academic year 2003-2004. These analyses suggest that certain groups of borrowers (Black, American Indian, and lower income Title IV student loan borrowers) have made less progress in paying down the original principal amount of their student loan debt when compared with borrowers of other races or ethnicities or household income levels. Among other findings, these analyses also suggest that individuals who borrowed larger amounts were less likely to have made progress in paying down the original principal amount borrowed than borrowers with lower principal amounts. These analyses also suggest that while 26% of borrowers had no remaining loan balance, among those with outstanding loans a large share (60%) had an outstanding balance greater than 90% of the original amount borrowed.
Making the Connection: Using K-12 Performance Assessments for College Placement and Advising
Author: Complete College America (CCA)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Academic Advising,Student Placement,Performance Based Assessment,Student Evaluation,Placement Tests,Standardized Tests,Holistic Approach,College Bound Students,Alternative Assessment

Across the nation, K-12 systems increasingly use performance assessments to demonstrate and evaluate student learning. These assessments are also a promising source of information to support college access and success. But using K-12 performance assessments at the postsecondary level will require changes across the K-12 and postsecondary sectors, especially to address issues around equity. To identify issues that need to be considered when developing policy on the use of K-12 performance assessments in college advising and placement, Reimagining College Access and Complete College America partnered to form a cross-sector task force. This report summarizes the results of the task force's work and includes: (1) How college placement and advising currently work--a process that most often involves a single, standardized exam that does not fully represent students' interests, passions, and future potential; (2) Opportunities for using performance assessments to improve these processes by allowing institutions to shift their mindset to embrace the whole student rather than focusing on student deficits; (3) Challenges for using performance assessments in college placement and advising, starting with the need to connect systems across and within different sectors and educational entity types; (4) Considerations for policy to improve college placement and advising through performance assessment, including specific considerations for systems integration; and (5) Next steps to create policy recommendations, including necessary research and restructuring of existing processes.
Mirrors or Windows: How Well Do Large City Public Schools Overcome the Effects of Poverty and Other Barriers?
Author: Casserly, Michael
Date: 2021-06-00
Type: Reports - Research
Subjects: Urban Schools,Public Schools,Poverty,National Competency Tests,Grade 4,Grade 8,Mathematics Achievement,Reading Achievement,Racial Factors,Educational History,College Readiness,Career Readiness

Education is often depicted as one of the best ways out of poverty. At the same time, research over many decades finds that most educational outcomes are strongly correlated to poverty. It is not likely that these two themes are true at the same time. Either schools are windows of opportunity and help overcome or mitigate poverty and other barriers or they are mirrors of society's inequities. The question in this report is a straightforward one: Are urban public schools, which have the largest numbers and concentrations of poor students in the nation, windows or mirrors? The Council of the Great City Schools used the latest ten years of data in reading and mathematics at the fourth- and eighth-grade levels from the National Assessment of Educational Progress (NAEP) to answer this question. What they found suggests that poverty was not necessarily destiny in urban public education. Students in Large City public schools scored higher than predicted on NAEP and showed greater district effects over the study period than other schools in the aggregate across the country. These Large City School students were about 50 percent more likely to be poor, twice as likely to be English learners, twice as likely to be Black or Hispanic, and about 50 percent more likely to have a parent who did not finish high school as students in All Other Schools. To explore what drove district progress, the Council conducted site visits to six districts that seemed to do a better job than others in overcoming or mitigating barriers and two counterfactual districts. Case studies of these districts indicated that those who overcame barriers to some extent benefitted from many of the same strategies and characteristics, including strong and stable leadership that was uniquely focused on student instruction; high academic standards and well-defined instructional guidance and support; human capital strategies aimed at raising the capacity of leaders and teachers; the cohesion and differentiation of professional development; the ability to act at scale; strong accountability systems and cultures of collaboration; the ability to see opportunities in the challenges they faced; their district, school and special population strategies; and their community investments and engagement efforts. [This report was written with Ricki Price-Baugh, Robin Hall, and Denise Walston.]
Student Outcomes Focused Governance: A Continuous Improvement Framework
Author: Crabill, Airick Journey
Date: 2021-00-00
Type: Guides - Non-Classroom
Subjects: Outcomes of Education,Governance,Boards of Education,Superintendents,Educational Improvement,Values,Educational Objectives,Accountability,Communication (Thought Transfer),Cooperation,Group Unity,Trust (Psychology),Self Evaluation (Groups)

Student outcomes don't change until adult behaviors change. Or said differently when placed in the context of governing, patterns of behavior that are exhibited in the boardroom can reasonably be expected to be found paralleled in the classroom. This concept, which offers a summation of the current literature on board behaviors and their relationship to improving student outcomes, is as simple as it can be confounding. The intention of the Council of the Great City Schools' (CGCS) Student Outcomes Focused Governance framework is to translate existing research and the collective experience of dozens of CGCS board members and superintendents into a set of tools that boards can use to identify their strengths and weaknesses as well as to track progress along their journey toward improving student outcomes. The framework is built around six research-informed competencies that describe school board behaviors and the degree to which they create the conditions for improvements in student outcomes: (1) Vision &amp; Goals; (2) Values &amp; Guardrails; (3) Monitoring &amp; Accountability; (4) Communication &amp; Collaboration; (5) Unity &amp; Trust; and (6) Continuous Improvement.
Creating Access to HBCU Library Alliance Archives: Needs, Capacity, and Technical Planning. A Focus Group Study
Author: Freeman, Sharon Ferguson
Date: 2022-03-00
Type: Reports - Research
Subjects: Black Colleges,Archives,Access to Information,Academic Libraries,Educational Needs,COVID-19,Pandemics,Values,Aspiration,Barriers,African Americans,African American History,African American Community,Civil Rights,Churches,African Culture,Educational History

This study explores the common barriers and shared visions for creating access to archival collections held by libraries at Historically Black Colleges and Universities (HBCUs). One of few reports that document the needs of HBCU libraries as they relate to archives and special collections. It is based on a series of online focus groups that author Sharon Ferguson Freeman facilitated with HBCU library directors and deans in 2021. The study provides insight into the significance of special and archival collections for HBCU librar­ies and their communities; the management and capacity of archives and special collections; and these libraries' values, priorities, needs, and aspirations. The findings also reveal information related to the impact of the COVID-19 pandemic on HBCUs and broader topics of significance that were not anticipated when the project began.
Cowen Institute Poll Brief: A Deeper Look at New Orleans Parents&apos; Opinions on Public K-12 Education
Author: Tulane University, Cowen Institute
Date: 2022-03-00
Type: Reports - Research
Subjects: Public Education,Elementary Secondary Education,Parent Attitudes,Opinions,Private Schools,Home Schooling,Standardized Tests,Parent School Relationship,Interpersonal Communication,School Closing,Student Transportation,Technology Uses in Education,Enrollment

Since 2007, the Cowen Institute has conducted annual polls on perceptions of public education in New Orleans. These polls have served to provide insight on how parents, guardians, and the general public feel about the most relevant issues related to New Orleans' highly decentralized K-12 public education system. In previous editions of the poll, we have presented all of the findings for a given year in a single comprehensive report. However, this year, to expedite the release of the most timely findings, we released a series of briefs covering different topic areas covered by the polling. This is the third and final brief in that series and examines parents and guardians' overall feelings about the quality and features of K-12 public education in New Orleans. To capture the experiences and attitudes of a wide range of parents, as we did in 2020, we polled 1,000 public and private school parents and guardians in Orleans Parish, as well as those who homeschool their children. This brief in our 2021-2022 series provides insights into how those parents and guardians feel about a range of topics related to New Orleans' K-12 public education, including standardized testing, One App, communications, unions, school closures, and transportation. [For the second brief, &quot;Cowen Institute Poll Brief: New Orleans Parents' Opinions on Public K-12 Education,&quot; see ED617506.]
Edcamp Design for Learning Series: A New Bridge between Research and Professional Learning
Author: Noakes, Sierra
Date: 2022-02-00
Type: Reports - Research
Subjects: Faculty Development,Pandemics,COVID-19,Distance Education,Technological Literacy,Pedagogical Content Knowledge,Nonprofit Organizations,Teaching Methods,Online Courses,Educational Needs,Instructional Design,Partnerships in Education,Philanthropic Foundations,Educational Innovation,Expertise,Program Descriptions,Teacher Surveys,Teacher Attitudes,Social Media,Outreach Programs,Elementary Secondary Education,Learning Motivation,Schemata (Cognition),Self Concept,Teacher Student Relationship

In the face of a worldwide pandemic, educators rose to the challenge of engaging students and families remotely to not only continue learning but also to provide as much normalcy as possible at a time of chaos and uncertainty. Many educators were looking for quick, meaningful ways to learn new skills to effectively teach remotely and connect with learners from afar. The Edcamp Community by Digital Promise saw this as an opportunity to further demonstrate how the Edcamp model of professional learning paired with learning sciences research could quickly meet the needs of educators and create spaces for shared learning and networking. The Edcamp team created the Edcamp: Design for Learning (DfL) series. Supported by the Chan Zuckerberg Initiative and in partnership with Transcend, a national nonprofit organization focused on innovation in school design, we refined our model for online Edcamps to emphasize bringing together learning sciences expertise within Digital Promise and educator context and pedagogy expertise from the Edcamp Community to co-design a series of four online Edcamps. This report shares the key lessons learned from that series. [This report was supported by the Chan Zuckerberg Initiative DAF, an advised fund of Silicon Valley Community Foundation.]
Evaluation of the End-of-Unit Evaluation Questions in 6th Grade Science Lesson Book According to the Revised Bloom&apos;s Taxonomy
Author: Colak-Seker, Zeynep
Date: 2022-07-00
Type: Journal Articles
Subjects: Foreign Countries,Science Tests,Secondary School Science,Grade 6,Textbooks,Taxonomy,Textbook Evaluation,Test Items,Memory,Knowledge Level,Metacognition,Astronomy

Aim of this study was to examine the end-of-unit evaluation questions in the 6th Grade Science book of primary education according to the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy. For that purpose, 130 end-of-unit evaluation questions of 6th grade Science textbooks which were approved by the Board of Education and Discipline in Ministry of National Education of Republic of Turkey. The evaluation was performed with document analysis with considering knowledge and cognitive process dimensions of the Revised Bloom Taxonomy. Data of this study were obtained with document analysis which classified as qualitatively research method. Accessing documents, checking authenticity, understanding documents, analyzing and using data steps were performed. Analyzed questions were categorized according to previously published studies of experts, and according to the criteria of &quot;Taxonomy for learning, teaching and Assessing&quot; book written by Anderson et al which is published in 2001 and translated into Turkish by Ozcelik in 2010. Ratio and frequencies were used to reach results. When the unit evaluation questions of the 6th Grade Science Textbook are evaluated according to the cognitive level of the Revised Bloom Taxonomy, it is observed that 60 of the 130 questions are belong to remembering level. When these questions are evaluated according to the knowledge dimension it is observed that 60 of 130 questions are belong to factual knowledge. When the 6th grade units are evaluated as a whole, it's possible to observe that majority of the questions are belong to subcognitive knowledge level. These questions can be considered as factual knowledge level when evaluated according to Revised Bloom's Taxonomy. As a conclusion, it is suggested that the sub-cognitive and metacognitive questions according to the Revised Bloom's Taxonomy should be served equally at unit-end-up questions of the 6th grade of primary school Ministry of National Education approved book.
Feedback Loops: Mapping Transformative Interactions in Education Innovation
Author: Baker, Anthony
Date: 2022-05-00
Type: Reports - Evaluative
Subjects: Feedback (Response),Educational Innovation,Interaction,Transformative Learning,Partnerships in Education,Communities of Practice

This report details the feedback loops initiative at Digital Promise in which we evaluated and mapped the way we generate insights and knowledge and the ways in which our partners contribute, perceive, and share in that process. In particular, we are interested in how we can create new processes we call feedback loops that can aid us in including our partners in more meaningful collaborations, developing solutions that are better targeted to the audiences they are intended for, and elevating the voices, needs, and excellence of the members of school communities. We believe there are cases where feedback loops will provide superior outcomes compared to traditional methods of feedback, and we detail in this report our conception of feedback loops, their components, and places within the Digital Promise ecosystem where they are currently in use, as well as provide guidance for others wishing to carry out this work.
Micro-Credentials for Social Mobility in Rural Postsecondary Communities: A Landscape Report
Author: Tinsley, Brian
Date: 2022-03-00
Type: Reports - Research
Subjects: Social Mobility,Rural Areas,Rural Education,Rural Population,Credentials,Educational Attainment,Minority Groups,Partnerships in Education,Labor Force Development,Employment Level,Promotion (Occupational),Wages,Self Esteem,Economic Development,Poverty,Postsecondary Education,Job Skills

This landscape report explores the impact of earning micro-credentials on the social mobility of rural learners. Through four in-depth case studies, we show how earning micro-credentials may lead to credential attainment, workforce entry, promotions, and/or economic improvements (e.g., salary increase, prioritizing learners impacted by poverty), particularly for Black, Latino, and Indigenous populations, as well as women. All of the initiatives emphasize the need for strong regional partnerships across educational sectors and deeper efforts to engage communities of color to lead to greater impact. Preliminary research indicates that micro-credentials can--and in some cases, do--lead to job promotions, higher wages, and an increase in self-confidence for rural learners.