ethanporcaro/eric-fulltext-meta huggingface dataset:
Earning Full Credit: A Toolkit for Designing Tax-Credit Scholarship Policies. White Paper No. 219
Author: Bedrick, Jason
Date: 2020-12-00
Type: Guides - General
Subjects: Tax Credits,Scholarships,School Choice,Elementary Secondary Education,Eligibility,Accountability,Policy Formation,State Policy

For more than two decades, tax-credit scholarship (TCS) policies have helped American families provide their children with the learning environment that meets their individual needs. Now available in 19 states, nearly 300,000 students nationwide use tax-credit scholarships to attend the school of their family's choice. TCS policies create an incentive for taxpayers to contribute to nonprofit scholarship organizations that aid families with tuition and, in some states, other K-12 educational expenses. As with other policies, their ultimate success or failure depends greatly on how they are designed. This paper explores the central design features of TCS policies--such as eligibility, the tax credit value, credit caps, and academic accountability provisions--and outlines the different approaches taken by the TCS policies in each state. The paper also offers suggestions regarding each feature for policymakers who want to design a TCS policy that most likely to succeed at its central purpose: empowering families to provide their children with the education that works best for them. To that end, the paper recommends designing each policy element in such a way that they maximize the incentive that taxpayers have to contribute to scholarship organizations, maximize the number of families that can benefit from the scholarships, and maximize the freedom and flexibility that scholarship organizations have to serve those families. A summary of these suggestions can be found in the conclusion. Finally, the appendix offers policymakers a wide variety of additional resources, including model legislation, parent satisfaction and public opinion surveys, research of fiscal effects, various policy briefs on tax-credit scholarships, information about the constitutional landscape, and public relations resources. [Introduction by Theodor Rebarber. Foreword by Kendra Espinoza.]
Involving Teachers in State Education Governance. Policy Update. Vol. 27, No. 8
Author: Koch, Jordan
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Teacher Participation,State Policy,Educational Policy,Distance Education,State Regulation,COVID-19,Pandemics,Policy Formation,State Boards of Education

State boards of education can advocate to include current teachers as members. Whether it is through a voting member, nonvoting member, or teacher advisory committee, direct educator voice is critical in state board decision making. Most state boards do have former teachers as voting members, and they add a wealth of classroom knowledge to their board deliberations. However, current practitioners provide a unique perspective, as they will implement enacted policies and directly experience the educational challenges associated with those policies. The coronavirus pandemic illuminated existing ills in the American educational system, the lack of teacher voice at all levels of decision making being a key one. This policy update discusses the importance of including teacher members and the effectiveness of utilizing teacher advisory boards. Recommendations for involving teachers in state boards of education are included.
Steady Leadership for State Education after 2020 Elections. Policy Update. Vol. 27, No. 10
Author: Hedger, Joseph
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,State Government,Elections,Leadership,State Boards of Education,Administrators,Politics of Education

While voters delivered a significant presidential change in the 2020 elections, they opted for steady state leadership. When former Vice President Joe Biden was elected to serve as the 46th president, it marked only the 10th time an incumbent's reelection bid failed. Meanwhile, voters returned the vast majority of state candidates to office. This policy update outlines outcomes from major state election races in 2020 and changes in 61 state board of education seats in 12 states and territories that were on the ballot.
States Set Criteria for Resuming In-Person Learning. Policy Update. Vol. 27, No. 9
Author: Hedger, Joseph
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,School Closing,COVID-19,Pandemics,Distance Education,Disease Control,Blended Learning

With the 2020-21 school year well under way, states and districts already made the call about whether and how their school buildings would reopen. But as communities continue to struggle with the ebb and flow of COVID-19, many states and districts will likely need to revisit their decisions, with some reverting to distance learning in order to keep students and faculty safe and others resuming in-person learning. This policy update outlines ways in which states such as Arizona, Illinois, Kansas, Minnesota, Oregon, and Nebraska offer state guidance on reopening criteria.
Rethinking &quot;Innovation Schools&quot;: Strengths and Limitations of Autonomy-Based School Improvement Plans in Contexts of Widening Racial Inequality
Author: White, Terrenda
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Public Schools,School Based Management,Educational Change,Equal Education,Educational Quality,School Districts,Role,School Community Relationship,Academic Achievement,Empowerment,Inclusion,Educational Innovation

School districts around the country have launched new reform strategies that are designed to expand autonomy for public schools, often called &quot;Innovation Schools.&quot; Pursuant to these state- and local-level plans to create more autonomous schools, school leaders are granted greater amounts of authority over school operations such as curriculum, budgeting, and hiring, while districts continue to manage services related to teacher payroll and benefits. The authors explore what supports districts should provide to empower educators in improving education quality, and what role districts should play in the reforms. The brief provides recommendations to further autonomy and democratic participation while ensuring that the responsibility for addressing equity is shared at the district and the school levels.
States Make Plans for Reopening. Policy Update. Vol. 27, No. 7
Author: Hedger, Joseph
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,School Closing,COVID-19,Pandemics,Equal Education,Planning,Distance Education,Blended Learning

In anticipation of the 2020-21 school year, states have been creating and updating guidance for district and school reopening plans. This policy update outlines how state guidelines informed by public health guidelines and existing data on the state spread of COVID-19 established a process for engaging stakeholders, a menu of approaches to learning, and a focus on equity. They also set precedents for how districts will respond in future emergencies.
Start Strong: Supporting Early Childhood Education through Policy. Education Leaders Report. Volume 4, No. 1
Author: Hao, Winona
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Educational Quality,State Policy,Educational Policy,Access to Education,Equal Education,Labor Force Development,Access to Information,Information Management,Financial Support,Educational Finance,Governance,Quality Assurance,Standards,Information Dissemination,Stakeholders,Participation,Family Involvement,Teacher Certification,School Readiness,Tax Credits

This report includes the latest information about how investment in early childhood education (ECE) correlates to school success and economic development. Members of state boards of education know that quality experiences have the largest impact on student outcomes. This report outlines quality in ECE, highlighting challenges that every state faces when providing quality early learning experiences, including preparing a qualified workforce, equitable access, financing, and governance. Also included is information on engaging stakeholders about the importance of ECE and several concrete steps state board members can take to communicate with them. Finally, this report recommends policy that may be used to address the outlined challenges of improving ECE in board members' own states.
Text-to-Speech Accommodation Policies in 2018-19. NCEO Report 417
Author: Albus, Deb A.
Date: 2020-08-00
Type: Reports - Research
Subjects: Testing Accommodations,Assistive Technology,State Policy,Reading Tests,Writing Tests,Mathematics Tests,Science Tests,Computer Assisted Testing,Students with Disabilities,English Language Learners

Text-to-speech (TTS) refers to technology that reads aloud digital text (Understood, 2019). For years, TTS and its human counterpart--read aloud--have generated controversy about when and for whom these supports should be allowed on state assessments (Thurlow, Christensen, &amp; Rogers, n.d.; Thurlow &amp; Weiner, n.d.; Thurlow, Laitusis, Dillon, Cook, Moen, Abedi, &amp; O'Brien, 2009). The purpose of this report is to provide an updated review of state TTS policies across general assessments of reading, writing, mathematics, and science. The report provides an analysis of TTS by the support tier in which it is placed (i.e., accommodation, designated feature, or universal feature), by the specific parts of tests for which it is allowed (i.e., directions, passages/stimuli, or questions), and by the population of students who can use it (i.e., students with disabilities, English learners, or students without disabilities who are not English learners). Although text read aloud can be delivered to students in different ways, the current review focuses only on state policies for text-to-speech administered in English on computer-based tests. In addition, because the term most often used for technology-delivered read aloud on computer-based tests is TTS, this report uses that term. The results of the TTS policy analysis are presented in two sections. The first section shows policies mapped by content area, indicating the states that allow or prohibit TTS on passages or stimuli by accessibility tier. The second section presents information on the number of states that mention TTS use for student groups (i.e., general education students, students with disabilities, and English learners), by accessibility tier and content area.
State Spotlights: Reducing AA-AAAS State-Level Participation Rates to Meet the 1.0% Threshold, 2016-17 to 2017-18. NCEO Report 421
Author: Strunk, Kathy
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Student Participation,Alternative Assessment,Academic Achievement,Academic Standards,Reading Tests,Mathematics Tests,Educational Legislation,Elementary Secondary Education,Federal Legislation,Students with Disabilities,Severe Intellectual Disability

The 2015 reauthorization of the Every Student Succeeds Act (ESSA) placed a state-level 1.0% threshold on student participation in the alternate assessment based on alternate academic achievement standard (AA-AAAS). ESSA also stipulated that state education agencies (SEAs) may not impose on any local educational agency (LEA) a cap on the percentage of students administered an alternate assessment. Nevertheless, LEAs are required to submit information to the SEA justifying the need to exceed 1.0% and SEAs must provide appropriate oversight of these districts. The National Center on Educational Outcomes (NCEO), at the request of states, initiated a 1% Cap Community of Practice (CoP) as a private forum for regular videoconferences. A password-protected website was established by NCEO so that the 1% CoP states could learn how other states were approaching implementation of the ESSA 1.0% requirements, including oversight of LEAs, and to share resources and information with and among states that would further the purpose of the ESSA legislation in this regard. The purpose of this report is to highlight the work of states in the 1% CoP that have successfully reduced their alternate assessment participation rates of students with the most significant cognitive disabilities. It identifies the strategies, challenges, resources, and plans for the future of five states that volunteered to share these with the CoP in an effort to provide a collective base of knowledge about &quot;what works&quot; to reduce alternate assessment participation and improve appropriate assessment participation decision making for students with the most significant cognitive disabilities. [This report was written with contributions from: Robin Stripling, Tabitha Riendeau, Dan Wiener, Deb Hand, John Jaquith, Marcia O'Brien, Antoinette Dorsett, Sharon Heater, and Iris Jacobson. It was prepared in collaboration with the National Center on Educational Outcomes's (NCEO's) 1.0% Community of Practice (CoP).]
A Synthesis of Research on Charter School Facilities
Author: Sullivan, Hannah
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Facilities,Public Schools,Financial Support,Educational Finance,Ownership,State Programs,Federal Programs,Credit (Finance),School Buildings

A school facility's quality and accessibility have important impacts on schools' functionality to serve as places of high-quality education. While these challenges are familiar to most schools in the United States, charter schools are responsible for acquiring and paying for their educational facilities, a responsibility that local school districts usually complete for traditional public schools. This report is designed to inform the public of the current state of charter school facilities, focusing on areas directly related to school operations: (1) access to facilities, including facility acquisition and ownership; and (2) facility funding and financing. It begins with a description of the role charter schools play within the U.S. public school system and a broader discussion of public school facilities in the United States. Next, it describes charter schools' access to suitable facilities, including the processes related to charter facilities acquisition. In addition, it discusses the mechanisms used to fund and finance charter school facilities. Lastly, the report concludes with a discussion of four key findings relevant to the current state of charter school facilities and identifies gaps in the existing literature where further research is needed.
Updated Assessment Principles and Guidelines for English Learners with Disabilities. NCEO Report 424
Author: Liu, Kristin K.
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Students with Disabilities,Student Evaluation,Evaluation Methods,Test Items,Test Construction,Test Bias,Test Content,Individualized Education Programs,Academic Accommodations (Disabilities),Language Proficiency,Measurement,Academic Standards,Student Characteristics,Student Needs,Reports,Information Dissemination

This report is an update of the assessment principles and guidelines for English language learners published in 2013 (Thurlow, Liu, Ward, &amp; Christensen). That report, which was developed by the Improving the Validity of Assessment Results for English Language Learners with Disabilities (IVARED) project, presented essential principles of inclusive and valid assessments for English learners with disabilities. Since the publication of that report, the educational context has changed. This update of the report recognizes the contextual changes, but does not alter the principles themselves. This report presents five core principles of valid assessments for English learners with disabilities, along with a brief rationale and specific guidelines that reflect each principle. The principles are: (1) Content standards are the same for all students; (2) Test and item development include a focus on access to the content, free from bias, without changing the construct being measured; (3) Assessment participation decisions are made on an individual student basis by an informed Individualized Educational Program (IEP) team; (4) Accommodations for both English language proficiency (ELP) and content assessments are assigned by an IEP team knowledgeable about the individual student's needs; and (5) Reporting formats and content support different uses of large-scale assessment data for different audiences. Appendices included in this report describe the Delphi data collection process, and members of the expert panel. References and selected core resources related to each principle and guideline are also included in an appendix. [For the 2013 report, &quot;Assessment Principles and Guidelines for ELLs with Disabilities,&quot; see ED609832.]
Education Policy and Equal Education Opportunities
Author: Pop, Daniel, Ed.
Date: 2012-00-00
Type: Books
Subjects: Educational Policy,Equal Education,Foreign Countries,Public Education,Politics of Education,Governance,Educational Finance,Educational Administration,Minority Groups,Students with Disabilities,School Segregation,Civil Rights,Track System (Education),Inclusion,Sustainable Development,Elementary Secondary Education,Higher Education,Educational History

&quot;Education Policy and Equal Education Opportunities,&quot; published by the Open Society Education Support Program, examines the role of public education in addressing a wide variety of unequal educational opportunities found across the world. The publication brings together analyses from countries in Europe and Asia (Albania, Bulgaria, Czech Republic, Estonia, Hungary, Ireland, Mongolia, Montenegro, Nepal, Turkey, and United Kingdom) that examine the fundamental question of how public education policies are either mediating or reinforcing unequal education opportunities. &quot;Education Policy and Equal Education Opportunities&quot; focuses on key areas that are shaping the debates and issues of contemporary inclusive education policy: educational equity; education politics, policy, and governance; financing educational services; and creating educational opportunities for marginalized groups such as the Roma. By presenting this set of papers, the publication aims to provide fresh insights about educational inclusion and how it can enhance equal education opportunity.
Partnership Paradox: The Post-Conflict Reconstruction of Liberia&apos;s Education System
Author: Talbot, Christopher, Ed.
Date: 2015-12-00
Type: Books
Subjects: Foreign Countries,Educational Development,Partnerships in Education,International Cooperation,Educational Finance,International Organizations,Institutional Role,Government Role,Public Agencies,Educational Administration,Educational Planning,Consultants,Trusts (Financial),Textbook Selection,Purchasing,Teaching Guides,Early Childhood Education,Elementary Secondary Education,Higher Education

In 2006, after nearly two decades of civil conflict and instability, Liberia's physical and governance infrastructure was destroyed and its brutalized population was stricken with high levels of illiteracy and unemployment. The newly formed government of President Ellen Johnson Sirleaf was not able to meet the stringent requirements imposed by the global aid architecture at the time. In response to this, the Open Society Foundations and UNICEF, working in collaboration with the Government of the Netherlands, made a commitment to deliver up to U.S.$20 million to Liberia's Ministry of Education to catalyze the recovery of the sector and to support the development of a comprehensive sector plan. The Liberia Education Pooled Fund was launched in May 2008. &quot;Partnership Paradox&quot; presents the realities of Liberia's post-conflict educational recovery and the inherent paradox of the partnerships that are necessary to support it. The contributors to this volume have provided first-hand accounts of their engagement in the immediate post-conflict phase of Liberia's educational recovery. Their reflections and analyses offer lessons and insight for a growing field of education and international development specialists. [Foreword by Ellen Johnson Sirleaf.]
Charter School Facilities: Emerging Trends
Author: National Charter School Resource Center (NCSRC)
Date: 2020-03-23
Type: Reports - Descriptive
Subjects: Charter Schools,Educational Facilities,Educational Trends,Population Trends,Real Estate,Educational Finance,Educational Change,Urban Areas,Suburbs,Rural Areas,Financial Support,Partnerships in Education,Career Readiness,School Community Relationship

The charter school sector currently serves more than 3.2 million students in more than 7,000 schools. In addition, 45 states, DC, Guam, and Puerto Rico have charter school laws. While the sector has experienced tremendous growth, the acquisition and financing of adequate school facilities continues to be a major barrier for school operators and continued growth. This report reviewed recent developments and data in public school enrollment, demographic and population change, real estate dynamics, and charter school facilities finance to identify three key trends that are likely to impact the charter school facilities landscape for the next 5-10 years. Some trends will provide new opportunities for charter schools -- while others will create challenges that are likely to require creative solutions. The key trends identified in this report are: (1) geographic and population changes will continue to impact the charter school sector and facilities landscape; (2) charter schools are likely to benefit from a more mature facilities finance market; and (3) changing academic strategies, including community partnerships and 21st century career preparation, will likely create the need for more innovative facilities models.
Determination of Healthy Life Style Behaviors of Students Studying in the School of Physical Education and Sports
Author: Güler, Mehmet Sirin
Date: 2019-00-00
Type: Journal Articles
Subjects: Life Style,Health Behavior,College Students,Foreign Countries,Student Behavior,Student Responsibility,Physical Activity Level,Nutrition,Eating Habits,Spiritual Development,Interpersonal Relationship,Stress Management,Physical Education,Athletics

This study was carried out to determine the healthy lifestyle behaviors of students studying at the School of Physical Education and Sports. The population of the study consists of the students studying at Kafkas University School of Physical Education and Sports and the sample consists of 150 students aged between 18-34 who study in different departments. Healthy Life Style Behavior Scale II was used to determine healthy lifestyle behaviors of students. Mean, standard deviation analysis techniques were used for data analysis. Kruskal-Wallis H, Mann-Whitney U test was used to determine the differences. The obtained data were statistically evaluated at p&lt;0.05 level. SPSS 17.0 package program was used to analyze the data. The maximum score that can be obtained from the scale was 208, and the total score of the students (140.8 ± 15.18) was determined. When the mean scores of the sub-dimensions of the SYBDO participants were considered, the health responsibility was 22.6 ± 4.20, the physical activity was 20.8 ± 3.47, the nutrition was 23.0 ± 3.39, the spiritual development was 26.8 ± 5.07, the interpersonal relations were 25, 8 ± 4,68, stress management was found to be 21,4 ± 4,20. As a result, SYBD of the students studying at the School of Physical Education and Sports was found to be medium level. It can be said that teachers and trainees who will be a model for people in the future will be more aware of the importance of healthy lifestyle.