ethanporcaro/eric-fulltext-meta huggingface dataset:
TEAMMATES in Virtual Exchange: Tool and Tips for Peer Assessment
Author: Dooly, Melinda
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Peer Evaluation,Evaluation,Higher Education,Language Teachers,Preservice Teacher Education,Virtual Classrooms,Cooperation,Computer Mediated Communication

Virtual Exchange (VE) in higher education often involves small, online working groups who meet outside of class time. This lack of teacher presence in the meetings has its advantages (e.g. more student-centred, more autonomous environments); however, it also presents challenges for assessment. This chapter introduces an online platform called TEAMMATES and briefly describes how it has been used for continuous peer assessment in an ongoing VE between two university classes in language teacher education. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
The Uncertain Pathway from Youth to a Good Job: How Limits to Educational Affordability, Work-Based Learning, and Career Counseling Impede Progress toward Good Jobs
Author: Carnevale, Anthony P.
Date: 2022-00-00
Type: Reports - Research
Subjects: Youth,Career Pathways,Employment,Educational Attainment,Majors (Students),Career Choice,Work Experience Programs,Workplace Learning,Socioeconomic Status,Employment Level,Paying for College,Career Counseling,Employment Potential,Labor Market

The propensity to believe that good things are likely to happen fuels the enduring belief in the American Dream, including the expectation that each generation will enjoy a better quality of life than the previous one. This report is part of a series on young people's pathways to good jobs. In it, the researchers examine how the route from youth dependency to economic independence in young adulthood has changed over time. It explores how the likelihood of having a good job is affected by (1) educational attainment; (2) field of study; (3) occupation; (4) full-time work; (5) access to high-quality work-based learning; and (6) socioeconomic status. These elements work together to perpetuate inequality of opportunity for young Americans. In this report, the researchers focus on overall historical trends and socioeconomic gaps in opportunity. [For the companion report, &quot;The Uncertain Pathway from Youth to a Good Job: How Racial and Gender Bias Impede Progress toward Good Jobs,&quot; see ED624516.]
The Uncertain Pathway from Youth to a Good Job: How Racial and Gender Bias Impede Progress toward Good Jobs
Author: Carnevale, Anthony P.
Date: 2022-00-00
Type: Reports - Research
Subjects: Youth,Employment,Career Pathways,Racial Discrimination,Social Discrimination,Ethnic Groups,Gender Bias,Gender Discrimination,Equal Opportunities (Jobs),Educational Attainment,Majors (Students),Career Choice,Workplace Learning,Work Experience Programs,Racism,Advantaged,Family Financial Resources

Americans share a strong belief that the country offers access to opportunity. In 2017, 82 percent of Americans said they had achieved the American Dream or were on their way to achieving it. But do all Americans--regardless of race, ethnicity, gender, or socioeconomic status--have equal access to the American Dream? This report examines racial/ethnic and gender gaps in who has a good job as a young adult. It explores how the likelihood of having a good job is affected by the intersection of race/ethnicity and gender and related opportunity gaps in: (1) educational attainment; (2) field of study; (3) occupation; (4) full-time work; (5) access to high-quality work-based learning; (6) experiences with structural racism and sexism; and (7) intergenerational wealth. These elements work together to perpetuate inequality of opportunity for young Americans. It is part of a two-report exploration of the elongated pathway to a good job. [For the companion report, &quot;The Uncertain Pathway from Youth to a Good Job: How Limits to Educational Affordability, Work-Based Learning, and Career Counseling Impede Progress toward Good Jobs,&quot; see ED624515.]
Growing Steady and Strong: Early Childhood Development Regional Guidance in East Asia and the Pacific
Author: Rodriguez, Anna Maria
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Pacific Islanders,Early Childhood Education,Child Development,Educational Improvement,Change Strategies,Context Effect,Educational Policy,Young Children

&quot;Growing Steady and Strong: Early Childhood Development Regional Guidance in East Asia and the Pacific&quot; was developed against the backdrop of the coronavirus disease (COVID-19) crisis to support the country offices of the United Nations Children's Fund (UNICEF) in implementing the early childhood development (ECD) agenda as a key pillar for UNICEF in 2022-2025. It aims to provide a vision for action to UNICEF country offices in East Asia and the Pacific and other interested ECD partners and stakeholders to enhance the ECD policies and programmes in the region and position its importance in policymakers' plans for a brighter future. Chapter 1 describes the purpose and rationale of the document. Chapter 2 highlights East Asia and the Pacific system-wide advances as well as challenges in ECD systems strengthening and integrated national policies. Chapter 3 summarizes the direct impacts on young children and their families in the region amidst the COVID-19 pandemic that has affected more than 150 million young children under 5 years of age. Finally, Chapter 4 details pathways to achieve the strategic vision of &quot;Building back better for young children through ECD.&quot; The analysis suggests two key response pillars: systems strengthening and family and child-friendly policies. It also recommends five key policy actions. [Financial support for this document was provided by the Prudence Foundation.]
Recover, Rebound, Reimagine: Building a Better Future for Every Child in East Asia and the Pacific, Post COVID-19
Author: United Nations Children's Fund (UNICEF), East Asia and Pacific Regional Office (EAPRO)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,COVID-19,Pandemics,Emergency Programs,Sanitation,Hygiene,Immunization Programs,Nutrition,Mental Health,Educational Improvement,Child Safety,Equal Education,Inclusion,Resilience (Psychology),Climate,Adolescents,Sex Fairness,Barriers,Children

This report summarizes the challenges, opportunities and proposed actions during and in the aftermath of the COVID-19 pandemic as they relate to social protection, emergencies, the water, sanitation and hygiene (WASH) programme, immunization, education, child protection, nutrition, climate change, migrants, adolescents, mental health, gender equality and business and family friendly policies in East Asia and the Pacific -- all through the prism of UNICEF's Recover, Rebound and Reimagine strategy. This is a call to work together towards a more protected, healthier and immunized population, with an education system that leaves no one behind. A more equal, safe and fair world for all children. Keeping children physically and mentally healthy, well-nourished and safe, is the most urgent priority. The 'Recover' phase is about restoring the provision of essential services -- and scaling up successful interventions -- to support children, particularly those whose underlying conditions make them even more vulnerable to infection from the virus. Nurturing children's resilience amid the suspension or disruption of basic services is what the 'Rebound' phase is about, with the focus on protecting the most vulnerable. Reimagining nutrition, the WASH programme, mental health, and responses to climate change is the final phase. Reimagining is about tapping into an experimental mind-set to tackle obstacles on the road to creating a more equitable, inclusive and resilient society, one able to better cope with tomorrow's disasters.
The Uncertain Pathway from Youth to a Good Job: The Effects of Race, Class, and Gender. Executive Summary
Author: Carnevale, Anthony P.
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Youth,Employment,Job Security,Workplace Learning,Work Experience Programs,Career Counseling,Career Development,Postsecondary Education,Fiscal Capacity,Debt (Financial),Social Class,Gender Bias,Employment Opportunities,Gender Discrimination,Racism,Social Discrimination,Paying for College

The economic and social landscape that young people encounter today is substantially more complex and challenging than the one faced by earlier generations. Technological change and globalization have transformed the labor market, increasing the value of postsecondary education and hollowing out industries that once employed many workers who had no more than a high school diploma. While access to postsecondary education has expanded, gaps in educational attainment and access to good jobs among demographic groups persist. Together, these factors limit opportunity for many young workers. Within each racial/ethnic group, women are less likely to have a good job than men. Many young people seeking to secure a good job find themselves on winding pathways rife with barriers. Among these barriers are three major hurdles: (1) the rising cost of postsecondary education, (2) limited access to high-quality work-based learning (WBL), and (3) an absence of comprehensive counseling and career navigation services. These three hurdles, exacerbated by discrimination, have heightened disparities in educational attainment and financial security by race, class, and gender. Finally, they have slowed young adults' ability to accumulate wealth, especially for those who acquire substantial debt to cover the rising costs of postsecondary education. [For the full reports, &quot;The Uncertain Pathway from Youth to a Good Job: How Limits to Educational Affordability, Work-Based Learning, and Career Counseling Impede Progress toward Good Jobs,&quot; see ED624515 and &quot;The Uncertain Pathway from Youth to a Good Job: How Racial and Gender Bias Impede Progress toward Good Jobs,&quot; see ED624516.]
Using Disproportionate Impact Methods to Identify Equity Gaps. Revised
Author: Sosa, Giovanni
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Equal Education,Community College Students,Disproportionate Representation,Data Analysis,Community Colleges,Measurement Techniques,Outcomes of Education

The first step to addressing equity gaps is to identify them. How can community colleges determine, with some degree of certainty, whether one or more student groups on a campus is in need of assistance in order to succeed? This paper tackles this question by delving into the three methods typically used to identify equity gaps, comparing and contrasting the benefits of each approach, and then demonstrating how these methods can be utilized through examination of three case studies. While data and statistics are discussed, this review is intended for a general audience of educators and practitioners. The goal is to help readers garner the skills and knowledge that will facilitate dialogue, planning, and action concerning equity gaps.
Wisconsin&apos;s Special Education Funding Crunch: How State Underfunding Disproportionately Harms Students in High-Poverty Districts
Author: McKillip, Mary
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Educational Finance,Educational Equity (Finance),Special Education,School Districts,Access to Education,Low Income Students,Federal Aid,State Aid,Costs,Minority Group Students,State Legislation

A recent analysis by the Wisconsin Policy Forum highlighted the State Legislature's failure to adequately fund the cost of programs and services for students with disabilities. Wisconsin currently reimburses school districts for less than a third of special education costs. Because special education programs and services are mandated by the federal Individuals with Disabilities Education Act (IDEA), the state's low reimbursement rate forces school districts to divert funds slated for the education of all students to cover the shortfall in special education funding. This report builds on the Wisconsin Policy Forum's research by providing a more detailed examination of how the lack of state support for special education impacts the funding available to educate children in Wisconsin districts with high enrollments of low-income students.
How Has the Pandemic Affected Students with Disabilities? An Update on the Evidence: Fall 2022
Author: Stelitano, Laura
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,COVID-19,Pandemics,Outcomes of Education,Federal Aid,Educational Finance,Emergency Programs,Elementary Secondary Education,Special Education,Student Experience,Family Needs,Inclusion,Grants,State Aid

As the COVID-19 pandemic continues, emerging evidence provides a deeper understanding of the pandemic's impact on the more than 8 million young people with disabilities. This includes youth who receive special education services under the Individuals with Disabilities Education Act (IDEA) or who qualify under the Rehabilitation Act of 1973 (Section 504) in the U.S. For this latest special-education paper, the authors reviewed more than 100 research reports, peer-reviewed journal articles, news stories, and summaries of legal cases. They also reviewed the U.S. Department of Education's website and state websites. The evidence collected includes quantitative and qualitative research findings, themes from news stories, outcomes of lawsuits, and policy guidance. Together, this evidence shows that the ongoing challenges of the pandemic compounded and further complicated the educational experiences of students with disabilities. This report is the second installment of an updated set of papers that assess the best available evidence on how the COVID-19 pandemic has affected America's students. [For the previous report, &quot;How Has the Pandemic Affected Students with Disabilities? A Review of the Evidence to Date,&quot; see ED615189.]
Improving the Pipeline for Tennessee&apos;s Workforce. Academic Supply for Occupational Demand Report, 2022
Author: Tennessee Higher Education Commission, Tennessee Student Assistance Corporation (THEC/TSAC)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Demand,Supply and Demand,Demand Occupations,Labor Needs,Labor Force Development,Employment Patterns,Geographic Regions,Credentials,Public Colleges,Private Colleges,Proprietary Schools,Education Work Relationship,Vocational Schools,Community Colleges,Wages,Postsecondary Education,Academic Degrees,COVID-19,Pandemics

This year's &quot;Improving the Pipeline for Tennessee's Workforce: Academic Supply for Occupational Demand Report&quot; is the first joint report between the Tennessee Higher Education Commission (THEC), Tennessee Department of Labor and Workforce Development (TDLWD), Tennessee Department of Economic and Community Development (TNECD), and Tennessee Department of Education (TDOE). For the first time, in-demand occupations and aligned academic programs are presented in one report. Also, for the first time, the information is organized by Career Cluster, grouping occupations and training programs in alignment with TDOE programs of study. This report: (1) identifies in-demand occupations and aligned academic programs at the postsecondary and secondary levels and registered apprenticeships organized across 15 career clusters; (2) includes in-demand occupations tables identifying the region(s) where the occupation is in demand, indicators for jobs which are STEM fields, those which support TNECD's target industries, and the typical training level required for employment; (3) contains aligned academic programs tables with information about degree production and completers, matriculation into Tennessee's job market, and first-year wages for those identified in Tennessee employment data; (4) highlights how readers, ranging from high school professionals to industry advocates, can use this report to inform their work; (5) provides important details about the COVID-19 pandemic and its impact on these analyses; (6) includes degree production across Tennessee public and private colleges over five years by classification of instructional program (CIP code) highlighting how degree production has changed over time; and (7) offers a new section on data, methods, and sources highlighting how existing data is used and areas for further exploration. [For the 2021 report, see ED612384.]
What You Need to Know about School Desegregation and Integration and Why It Still Matters. Equity by Design
Author: Diem, Sarah
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: School Desegregation,School Segregation,Definitions,Court Litigation,School Districts,Racial Integration,Information Sources,Equal Education,Desegregation Litigation

According to a report by the UCLA Civil Rights Project (2017), New Jersey is the sixth most segregated state for Black students and the seventh most for Latino students. Black and Latino students in New Jersey also attend schools with large percentages of low-income students. Volumes of research on school segregation show that students attending racially and economically segregated schools are not only negatively impacted in terms of current quality of education, but also experience long-term impacts later in life. The purpose of this brief is to provide practitioners and state-level education administrators with information regarding school desegregation and integration, a primary charge of the four Equity Assistance Centers funded by the U.S. Department of Education's Office and Elementary Programs, including the Midwest and Plains Equity Center. Specifically, this brief includes definitions of key school desegregation and integration terms, highlights key federal and state school desegregation court cases, details how many school districts are under court ordered or voluntary desegregation orders, provides a list of school districts implementing voluntary integration plans that seek to address racial and socioeconomic segregation, and shows where local and state officials can access information about desegregation and integration in their communities. The information provided in this brief serves as a critical resource for practitioners and state-level education administrators interested in developing school integration plans.
Whiteness: An Unexplored Barrier to Your School&apos;s Equity Goals. Equity by Design
Author: Castagno, Angelina E.
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Equal Education,Minority Group Students,Whites,White Students,Racism,Advantaged,Power Structure,Definitions,Racial Factors,Educational Environment

This &quot;Equity by Design&quot; brief is intended for preK-12 school leaders who want to better understand the root causes of inequitable outcomes in their systems. Despite educators' often good intentions to effectively serve all students, there is ample evidence of ongoing disparities negatively impacting students of Color in U.S. schools. Whiteness -- defined as structural arrangements and ideologies of race dominance -- is a significant barrier to achieving educational equity in schools and districts, and Whiteness functions in every aspect of schooling. This brief is organized around these three topics: (1) what is Whiteness; (2) how does it function in schools; and (3) what can be done about it. The brief also provides reflective prompts that school leaders can use to engage in additional learning about Whiteness. There is a robust body of research and literature on this topic, so this brief distills that into a concise and practical guide for school leaders.
The Texas Reverse Transfer Initiative. Policy Brief
Author: Reyes, Pedro
Date: 2015-06-00
Type: Reports - Research
Subjects: Reverse Transfer Students,Transfer Policy,Associate Degrees,Community College Students,Remedial Instruction

The goal of the Texas Reverse Transfer Initiative (TRTI) was the development of low-cost, scalable, and sustainable systems and procedures for reverse transfer. Reverse transfer occurs when universities monitor transfer students' semester credit hour (SCH) accumulation and send their transcripts back to the community college students previously attended as they surpass certain SCH thresholds. The community college can then award the student an associate degree if the course requirements of a degree program have been met, and can also receive credit for having awarded the degree. This brief shares the findings of an evaluation that focused on three areas: (1) Examining the characteristics and academic outcomes for all Texas students who were potentially eligible for reverse-transfer degrees from two cohorts which transferred in different years; (2) Examining the characteristics and academic outcomes for students from the same two cohorts who attended TRTI participating institutions and were potentially eligible for reverse-transfer degrees; and (3) The challenges facing institutions of higher education (IHEs) as they implement the reverse transfer process.