ethanporcaro/eric-fulltext-meta huggingface dataset:
Small Town, Big Talent: Identifying and Supporting Academically Promising Students in Rural Areas
Author: Lynn, Randy
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Rural Schools,Elementary Secondary Education,Enrichment Activities,Testing,Feedback (Response),School Community Relationship,Interviews,Minority Group Students,Low Income Students,College School Cooperation,School Schedules,Professional Development,Technology Uses in Education,Acceleration (Education),Basic Skills,Peer Relationship,Role Models,Parent School Relationship,Community Involvement,Rural Areas,Barriers,Academic Aptitude,Summer Programs,Partnerships in Education

Since 2012, the Jack Kent Cooke Foundation has supported educational enrichment in rural areas by awarding over $3.3 million in grants to six outstanding organizations operating in Iowa, Indiana, Mississippi, North Carolina, Tennessee, and Virginia. In this report, the authors combine the experiences of these organizations with findings from the research community to offer 14 recommendations of best practices for identifying and educating exceptionally promising rural students. The authors conducted extensive interviews with each organization on the best ways to identify academically talented students in rural areas, provide academic enrichment, and help these students navigate their unique social, cultural, and emotional landscape. They then supplemented these findings with a review of already existing literature, distilling the major conclusions into actionable recommendations. [Foreword by Bev Perdue. For the executive summary, see ED603583.]
Small Town, Big Talent: Identifying and Supporting Academically Promising Students in Rural Areas. Executive Summary
Author: Lynn, Randy
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Academically Gifted,Rural Schools,Elementary Secondary Education,Enrichment Activities,Testing,Feedback (Response),School Community Relationship,Interviews,Minority Group Students,Low Income Students,College School Cooperation,School Schedules,Professional Development,Technology Uses in Education,Acceleration (Education),Basic Skills,Peer Relationship,Role Models,Parent School Relationship,Community Involvement,Rural Areas,Barriers,Academic Aptitude,Summer Programs,Partnerships in Education

The Jack Kent Cooke Foundation has provided over $3.3 million in grants to outstanding providers of educational enrichment in rural areas since 2012. In extensive interviews, rural education experts in our grantee organizations shared their practical knowledge of the best ways to identify academically talented students in rural areas, provide academic enrichment, and help these students navigate their unique social, cultural, and emotional landscape. Combining their best practices with a review of already existing literature, the authors of &quot;Small Town, Big Talent: Identifying and Supporting Academically Promising Students in Rural Areas&quot; distill the major conclusions into 14 actionable recommendations, which they hope will be useful to a wide range of organizations, educators, and other interested parties. This executive summary highlights these 14 recommendations. [For the full report, see ED603582.]
Issues around Using Academic Return on Investment (A-ROI) for Informing and Improving Decisions. Part I: Validity
Author: Yan, Bo
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Cost Effectiveness,Validity,Decision Making

In recent years, academic return on investment (A-ROI) has gained growing attention from policy makers as well as education practitioners and stakeholders as a tool to drive how limited financial resources are used to improve student achievement. In this series, we discuss five basic issues around using A-ROI for informing and improving resource use decisions: 1) validity, 2) uncertainty, 3) commensurability, 4) cost, and 5) unit of analysis. This discussion explains how we conceptualize A-ROI as an alternative method to rigorous cost-effectiveness analysis. It also provides a context for how these issues are approached in our A-ROI method and how we suggest results produced through this method should be interpreted and properly used in practice, which will be documented in another report. In this first installment, we focus on the validity of A-ROI as a cost-effectiveness measure.
Employment Rates for People with and without Disabilities. Data Note. Number 63
Author: Shepard, John
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Employment Patterns,Daily Living Skills,Hearing Impairments,Visual Impairments,Independent Living,Physical Disabilities,Intellectual Disability,Adolescents,Adults

Data show that people with disabilities are consistently less likely to be working than their non-disabled counterparts. In this Data Note, the employment rate for working-age people is compared across disability types, as well as those without disabilities. While employment rates across disability subpopulation groups vary, all disability groups lag far behind their counterparts without a disability. The employment rates by subpopulation underscore the challenges faced by specific groups in obtaining and retaining employment. Closing the employment rate gap between working-age people in various disability subpopulations and their working-age counterparts without disabilities should be a critical goal for policy and practice. [This is a publication of StateData.info, a project of ThinkWork at the Institute for Community Inclusion, University of Massachusetts Boston.]
Charting the Course for Redesigning Financial Aid in California
Author: Institute for College Access & Success
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Program Design,Student Financial Aid,State Aid,College Students,State Policy,Costs,Eligibility,Barriers,Paying for College,Student Costs,Private Colleges

The recommendations put forth in this paper stemmed from a series of conversations, conducted over the course of 2019, with experts and stakeholders representing a range of perspectives and experiences within higher education and financial aid. The working group explored policy design details in depth and identified core areas of general agreement, which are incorporated into recommendations for the next steps that California policymakers should take to: (1) improve accuracy of colleges' cost estimates; (2) set reasonable financial expectations for families and for students; (3) ensure reasonable non-financial eligibility terms for students; (4) remove unnecessary and outdated barriers to financial aid; and (5) communicate effectively with students and families. Together, these changes would form the backbone of an achievable debt-free pathway to a college degree or certificate for California residents. The recommendations are intended to help identify the North Star for state financial aid discussions and to guide new investments both large and small by articulating both the goals of financial aid reform as well as the students in most need of investment.
Better Together: How a Reimagined Federal-State Partnership to Fund Public Higher Ed Could Help Bring College within Reach for All
Author: Streeter, Michele
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Federal State Relationship,Access to Education,Investment,State Aid,Federal Aid,Unemployment,Economic Climate,Educational Equity (Finance),Low Income Students,Minority Group Students,Disproportionate Representation,Paying for College,Student Financial Aid,Operating Expenses,Incentives,Block Grants,Federal Legislation,Educational Quality,Enrollment Trends,Community Colleges,Educational Attainment,Data Use,Higher Education,Public Colleges

For decades, state disinvestment in public higher education, paired with inequitable funding across institution types, has undermined states' ability to provide accessible and affordable higher education opportunities. In recent years, varied higher education stakeholders began calling for an end to state disinvestment through a reimagined federal-state partnership to better support public colleges. The authors of this report are specifically proposing a framework for a new federal-state partnership that will equip states to maintain their investment in public colleges across economic cycles. The framework in this report outlines three key design principles that a federal-state partnership must include to be effective: (1) providing strong incentives to maintain and increase state investment; (2) ensuring stable funding across economic cycles; and (3) making headway in closing racial and economic equity gaps in access and attainment. To account for changing budget realities, the report outlines several adjustable policy levers that Congress could scale up or down depending on available funding, as opposed to proposing a minimum or recommended dollar amount for federal spending. The authors also provide illustrated examples at several levels of funding.
Fraction Face-Off! Intervention Brief. Primary Mathematics Topic Area. NCEE 2020-005
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Fractions,Mathematics Instruction,Grade 4,Elementary School Mathematics,Intervention,Program Effectiveness,Mathematics Achievement,Geometry,Measurement,Numbers,Educational Research,Elementary School Students

&quot;Fraction Face-Off!&quot; is a supplemental math program designed to support fourth-grade students who need assistance solving fraction problems. Teachers use program materials with individual students or small groups to promote understanding of the magnitude of fractions, to compare two fractions, to put three fractions in order, and to place fractions on a number line. The program includes 36 lessons, each with four activities: a warm-up problem, group work, a speed game to build fluency, and a worksheet to check students' understanding. These lessons are designed to be taught three times a week for 12 weeks. This What Works Clearinghouse (WWC) report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;Fraction Face-Off!&quot; on mathematics outcome domains including geometry and measurement, number and operations, and general mathematics achievement. The WWC identified one study of &quot;Fraction Face-Off!,&quot; which meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Fraction Face-Off!&quot; on a racially and ethnically diverse group of fourth-grade students. [For the full report, see ED603593. For the Intervention Snapshot, see ED603592.]
Fraction Face-Off! Intervention Snapshot. Primary Mathematics Topic Area. NCEE 2020-005
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Fractions,Mathematics Instruction,Grade 4,Elementary School Mathematics,Intervention,Program Effectiveness,Mathematics Achievement,Geometry,Measurement,Numbers,Educational Research,Elementary School Students

&quot;Fraction Face-Off!&quot; is a supplemental math program designed to support fourth-grade students who need assistance solving fraction problems. Teachers use program materials with individual students or small groups to promote understanding of the magnitude of fractions, to compare two fractions, to put three fractions in order, and to place fractions on a number line. The program includes 36 lessons, each with four activities: a warm-up problem, group work, a speed game to build fluency, and a worksheet to check students' understanding. These lessons are designed to be taught three times a week for 12 weeks. This What Works Clearinghouse (WWC) report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;Fraction Face-Off!&quot; on mathematics outcome domains including geometry and measurement, number and operations, and general mathematics achievement. The WWC identified one study of &quot;Fraction Face-Off!,&quot; which meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Fraction Face-Off!&quot; on a racially and ethnically diverse group of fourth-grade students. Findings on &quot;Fraction Face-Off!&quot; from the one study that meets WWC standards are shown below. For each outcome reviewed by the WWC, an effectiveness rating, the improvement index, and the number of studies and students that contributed to the findings are presented. The improvement index is a measure of the intervention's effect on an outcome. [For the full report, see ED603593. For the Intervention Brief, ED603591.]
Fraction Face-Off! Intervention Report. Primary Mathematics Topic Area. NCEE 2020-005
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Fractions,Mathematics Instruction,Grade 4,Elementary School Mathematics,Intervention,Program Effectiveness,Mathematics Achievement,Geometry,Measurement,Numbers,Educational Research,Elementary School Students

&quot;Fraction Face-Off!&quot; is a supplemental math program designed to support fourth-grade students who need assistance solving fraction problems. Teachers use program materials with individual students or small groups to promote understanding of the magnitude of fractions, to compare two fractions, to put three fractions in order, and to place fractions on a number line. The program includes 36 lessons, each with four activities: a warm-up problem, group work, a speed game to build fluency, and a worksheet to check students' understanding. These lessons are designed to be taught three times a week for 12 weeks. This What Works Clearinghouse (WWC) report, part of the WWC's Primary Mathematics topic area, explores the effects of &quot;Fraction Face-Off!&quot; on mathematics outcome domains including geometry and measurement, number and operations, and general mathematics achievement. The WWC identified one study of &quot;Fraction Face-Off!&quot;, which meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Fraction Face-Off!&quot; on a racially and ethnically diverse group of fourth-grade students. [For the Intervention Brief, see ED603591. For the Intervention Snapshot, see ED603592.]
Preschool Self-Regulation and Pre-Academic Skills as Mediators of the Long-Term Impacts of an Early Intervention
Author: McCoy, Dana Charles
Date: 2019-00-00
Type: Reports - Research
Subjects: School Readiness,Preschool Children,Early Intervention,Self Management,Program Effectiveness,Enrichment Activities,Low Income Students,Executive Function,High School Students,Outcomes of Education,Preschool Education,Grades (Scholastic),Mathematics Skills,Language Skills,Vocabulary

This study explores children's early academic and self-regulatory skills as potential pathways through which a preschool enrichment program -- the Chicago School Readiness Project (CSRP) -- may contribute to low-income children's long-term outcomes (N = 466; M age at baseline = 4.10 years). We find that CSRP's impact on high school grades may be partially explained by early gains in vocabulary and math skills. Although impacts on high school executive function (EF) were more equivocal, our results suggest that early improvements in math skills attributable to the intervention may, in turn, predict long-term gains in EF skills. These results complement the existing literature on preschool fade-out, while also shedding light on the cross-domain relations between academic and self-regulatory skills. [The paper was published in &quot;Child Development&quot; Sep-Oct 2019 (EJ1228756).]
Gender Imbalances among Students in Kyambogo University of Uganda and Development Implications
Author: Lubaale, Grace
Date: 2020-01-00
Type: Journal Articles
Subjects: Foreign Countries,Gender Differences,Dropouts,Student Leadership,Academic Degrees,Educational Attainment,Self Esteem,Sex Fairness,Educational Policy,Educational Facilities,College Admission,College Graduates,College Students,Sex Role,Sex Stereotypes,Gender Bias,Budgeting,Violence,STEM Education

Kyambogo University (KyU) is one of the nine government universities in Uganda experiencing gender inequalities with glaring development implications in the country with 34.6 million people (UBOS, 2016) in which women are the majority. The central aim of the paper is to establish the gender imbalances in Kyambogo University and development implications with a specific focus on policies, facilities, and services for students and then provide the way forward. This study used a mixed-methods approach that combined desk reviews and interviews (Creswell et al., 2017). The findings indicate that nature is reflected in the admissions, completion, science and engineering programmes and student leadership while the development implications are colossal in terms of imbalances in Kyambogo University dropouts, Student Leadership, Higher Degree Achievements, returns to education, and lose of Self-Esteem. In conclusion, it is now clear that gender imbalances in KyU is a reality and this paper recommends promoting gender equality by all stakeholders majorly through the KyU Gender Mainstreaming Directorate, and through the establishment and operationalization of KyU Gender Policy, Anti-Gender Violence Policy, Gender Responsive Budgeting, STEM Programme, and Gender Monitoring and Evaluation.
Steps to Enact Statewide Systems of Assessments in Science: A Guide for State Policymakers. Transforming Science Assessment: Systems for Innovation
Author: Achieve, Inc.
Date: 2018-10-00
Type: Guides - Non-Classroom
Subjects: Elementary School Science,Secondary School Science,Science Instruction,Science Tests,State Policy,Educational Assessment,Educational Policy,State Departments of Education,Science Achievement,State School District Relationship,Educational Change,Student Evaluation,Summative Evaluation,Models,Formative Evaluation,Decision Making,Outcomes of Education,Science Teachers,Strategic Planning,Program Implementation,Program Development,Stakeholders,Educational Objectives,Professional Development

This resource is part of a series of reports about challenges facing statewide science assessments and innovative solutions states are enacting to meet those challenges. Deciding to implement a system of assessments is a critical step toward ensuring that all students are getting the high-quality science education they need--but it is also challenging terrain to navigate with several trade-offs and decisions to consider. This guide is designed to help state leaders--including science supervisors, assessment directors, and chief academic officers--design effective and strategic systems of assessment in science. This guide walks through five iterative steps all decisionmakers should consider when deciding on the nature and scope of their systems. For an analysis of how other states are currently approaching systems of assessments and state examples, please see the other resources in this series.
Closing the Credit-Noncredit Divide: Bridging the Gap in Postsecondary Education to Expand Opportunity for Low-Wage Working Adults
Author: Buckwalter, Veronica
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Adults,College Credits,Noncredit Courses,Community Colleges,Educational Policy,Labor Force Development,Educational Quality,Articulation (Education),Credentials,Educational Attainment,Job Training,Adult Vocational Education,Academic Degrees,Certification,Data Collection,Nontraditional Students,Accreditation (Institutions),Transitional Programs,Transfer Programs,Student Financial Aid,Education Work Relationship,Low Income Students

This report examines the structural divide between for-credit and noncredit postsecondary education and the problems it presents for people seeking better jobs with higher pay. It highlights innovative ways that some community colleges are trying to bridge the gap nationally--creating more seamless pathways between credit and noncredit coursework--and provides policy considerations to encourage more colleges and statewide systems to adopt these models. Jobseekers and workers pursuing postsecondary education and training should be provided with transparent, efficient pathways to credential attainment to minimize time spent in the classroom. Federal and state policy can encourage the kinds of systemic reforms that are necessary for creating more flexible pathways to credential attainment, allowing learners to enroll in programs designed for real-time job preparation and apply learning toward for-credit credentials down the road. However, institutions must be willing to change their focus to the needs of students rather than the status quo.
Making College Work for Students and the Economy: A State Policy Roadmap
Author: Altstadt, David
Date: 2019-12-00
Type: Reports - Research
Subjects: State Policy,Educational Policy,Higher Education,Postsecondary Education,Labor Market,Program Implementation,Equal Education,Educational Attainment,Educational Objectives,Labor Demands,Education Work Relationship,Work Experience Programs,Internship Programs,Apprenticeships,College Readiness,Academic Degrees,Academic Advising,Career Counseling,Paying for College,Student Financial Aid

The rapidly changing economy is raising the stakes on states to address the skilled workforce needs of employers and to expand economic opportunity to more people and places. To guide the policy actions of states, Jobs for the Future (JFF) designed a comprehensive policy agenda for increasing attainment of postsecondary credentials valued in the labor market and analyzed the extent to which the recommended policies have taken hold in a representative sample of states. Detailed in this report, JFF research finds that states have made progress in adopting several essential policy elements, but critical gaps remain that are undercutting talent development aims and contributing to persistent disparities in education and employment outcomes. Through this research, the authors identified three key findings that highlight critical gaps and areas for improvement, as well as achievements to build upon: (1) States are data rich, but information poor; (2) Expanding access is not enough; and (3) Better align systems to maximize impact. This report provides a road map for state leaders to tackle the tough work ahead and achieve lasting impact for learners, workers, employers, communities, and regional economies.
Waves of Change: Adapting District Strategy and Culture to Prepare All Students for the Future
Author: Jackson, Shelia
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: Career Readiness,College Readiness,High School Students,High Schools,School Culture,Educational Change,Data Use,Decision Making,Educational Planning,Instructional Improvement,Teacher Collaboration,Dual Enrollment,Student Participation,Attitude Change,College School Cooperation,School Districts,Education Work Relationship

The urgent need to equip young people with the knowledge and skills necessary to be agile lifelong learners who can thrive in a rapidly changing economy has never been clearer. As a result, many school districts have been shifting their focus, aiming to better prepare all high school students to graduate ready to succeed both in college and in the new world of work. Transforming traditional high schools to better prepare all graduates to succeed both in college and the new world of work is a daunting task. But it can be done--and in a relatively short period of time. This report shows how one of the largest school districts in Ohio has doubled college course taking and raised expectations for all students by systematically changing the culture of its high schools in three years. South-Western City School District's (SWCSD's) experience demonstrates that the results of ambitious calls for transformation depend on leaders and practitioners at all levels acting in concert to override &quot;business as usual,&quot; even when improvement requires uncomfortable change. The district's collective decision to put the relationship between instructional design and learning at the center of its primary strategy to fulfill the expectations of the i3 grant created a ripple effect of ancillary positive change. [Additional funding was provided by the American Electric Power Foundation's Credits Count initiative.]