ethanporcaro/eric-fulltext-meta huggingface dataset:
Homecoming: The Historical Roots and Continued Contributions of HBCUs. Hearing before the Subcommittee on Higher Education and Workforce Investment of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (October 6, 2021). Serial No. 117-30
Author: US House of Representatives. Committee on Education and Labor, Subcommittee on Higher Education and Workforce Investment
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Black Colleges,Educational History,Institutional Role,Educational Quality,Paying for College,Ability,Equal Education,Educational Finance,Blacks,African Americans,STEM Education

The Subcommittee on Higher Education and Workforce Investment met to hear testimony on &quot;Homecoming: The Historical Roots and Continued Contributions of HBCUs.&quot; The meeting was entirely remote. The aim of the meeting was to explore the unique role that historically Black colleges and universities play in expanding access to affordable, high quality education. Member statements were provided by: (1) Honorable Frederica S. Wilson, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were provided by: (1) Lezli Baskerville, President and CEO, National Association for Equal Opportunity in Higher Education; (2) Glenda Glover, President, Tennessee State University; (3) Andre M. Perry, Senior Fellow, The Brookings Institution; and (4) Angela Sailor, VP, The Edwin J. Feulner Institute, Heritage Foundation. Additional submissions include: (1) Honorable Alma S. Adams, a Representative in Congress from the State of North Carolina--&quot;Action Needed to Improve Participation in Education's HBCU Capital Financing Program,&quot; U.S. Government Accountability Office, June 2018; &quot;Blacks and STEM: Understanding the Issues,&quot; Dr. William E. Spriggs, Chief Economist, NAFEO; &quot;Achieving Financial Equity and Justice for HBCUs,&quot; The Century Foundation, September 14, 2021; &quot;'If not now, then when?': HBCUs press Congress for infrastructure funds in spending bill,&quot; PoliticoPro, September 30, 2021; and UNCF letter dated October 1, 2021; (2) Questions submitted for the record by: Chairwoman Wilson and Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon; and (3) Responses to question submitted for the record by: Ms. Baskerville and Mr. Perry.
Examining the Implementation of COVID-19 Education Funds. Joint Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education and the Subcommittee on Higher Education and Workforce Investment of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (November 17, 2021). Serial No. 117-35
Author: US House of Representatives. Committee on Education and Labor, Subcommittee on Early Childhood, Elementary, and Secondary Education
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,COVID-19,Pandemics,Higher Education,Emergency Programs,Federal Aid,Public Education,Unions,Private Colleges,Politics,Federal Legislation,Federal Programs

This document records testimony from a joint meeting of the Subcommittee on Early Childhood, Elementary, and Secondary Education and the Subcommittee on Higher Education and Workforce Investment regarding the Nation's K-12 schools and institutions of higher education's use of the Education Stabilization Fund, including in the American Rescue Plan, to weather the pandemic and keep students learning; as well as the Department of Education's plan to ensure states, school districts, and institutions of higher education are using the Education Stabilization Fund as Congress intended. Member statements were provided by: (1) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; (2) Honorable Burgess Owens, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; (3) Honorable Frederica S. Wilson, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (4) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were provided by: (1) James Kvaal, Undersecretary, Department of Education; and (2) Cynthia M. Marten, Deputy Secretary, Department of Education. Additional submissions include: (1) Chairman Sablan--Letter dated November 16, 2021 from the Northern Marianas College; (2) Chairwoman Wilson--Letter dated November 15, 2021 from the Association of Public &amp; Land-Grant Universities and Letter dated November 18, 2021 from the National Association of Independent Colleges and Universities; (3) Ranking Member Owens--EdWorkingPaper No. 20-304, &quot;Politics, Markets, and Pandemics: Public Education's Response to COVID-19,&quot; October 2020, The Annenberg Institute for School Reform at Brown University; and &quot;Teacher Union Resistance to Reopening Schools,&quot; Mike Antonucci, Defense of Freedom Institute; (4) Questions submitted for the record by: Chairman Scott; Honorable Joseph D. Morelle, a Representative in Congress from the State of New York; Honorable Joaquin Castro, a Representative in Congress from the State of Texas; Ranking Member Allen; Honorable Elise M. Stefanik, a Representative in Congress from the State of New York; and Honorable Julia Letlow, a Representative in Congress from the State of Louisiana; and (5) Responses to questions submitted for the record by: Ms. Marten and Mr. Kvaal.
Evaluation Synopsis of the West Virginia Early Learning Longitudinal Study
Author: West Virginia Department of Education (WVDE)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Longitudinal Studies,State Departments of Education,Educational Quality,Early Childhood Education,Preschool Education,Kindergarten,Educational Experience,Counties,Comparative Analysis,Access to Education,Intelligence Tests,Verbal Ability,Vocabulary,Achievement Tests,Task Analysis,Behavior Problems,Child Behavior,Questionnaires,Screening Tests,Rating Scales,Classroom Environment,Teacher Qualifications,Low Income Students,Socioeconomic Status,Educational Benefits,Primary Education,COVID-19,Pandemics

Beginning with the 2015-2016 school year, the West Virginia Department of Education (WVDE) partnered with the National Institute for Early Education Research (NIEER) and Marshall University to conduct a five-year study of the quality of the West Virginia Universal Pre-K (WV Pre-K) program. The study was designed to examine the effectiveness of the WV pre-k program, understand the extent to which initial benefits result in persistent education advantages, and assess the quality of educational experiences of children through grade three. The study included seven counties where there were lower pre-k participation rates for comparison group access. This study synopsis was compiled by WVDE staff based on the preliminary report provided by NIEER.
Participation Guidelines for West Virginia State Assessments, 2022-2023: Guidance for Accommodations for State Testing
Author: West Virginia Department of Education (WVDE)
Date: 2022-08-00
Type: Guides - Non-Classroom
Subjects: State Standards,Standardized Tests,Educational Legislation,Federal Legislation,Equal Education,Students with Disabilities,Elementary Secondary Education,English Language Learners,Educational Policy,Individualized Education Programs,Student Needs,Accessibility (for Disabled),Access to Education,State Policy,Academic Accommodations (Disabilities),Alignment (Education),Progress Monitoring,Alternative Assessment,Testing,Achievement Tests,Testing Accommodations,Benchmarking,Inclusion,Committees,Role,Decision Making,Language Arts,Mathematics Instruction,Science Instruction,Summative Evaluation,Special Needs Students

Assessment is an important part of an overall quality educational program and is, in fact, an integral part of improving classroom instruction. The purpose of educational assessments is to provide an academic check- up and to give educators and parents meaningful information on what students know and can do, and how well they are progressing toward college and career readiness. Assessments strive to show how well students perform on clearly defined standards and skills that are being taught in the classroom. West Virginia strives to ensure every student has a positive and productive assessment experience. West Virginia also strives to ensure the assessments are accessible to all students, including English learners and students with disabilities. The purposes of these Participation Guidelines include the following: (1) Providing policy guidance to individualized education program (IEP) teams, Section 504 committees, and English learner (EL) committees for appropriately accommodating students in statewide and county-wide assessments; (2) Helping teachers and schools work within the framework of federal law and state policies; and (3) Providing information for documentation of implementation and assurances for federal requirements under the Every Student Succeeds Act (ESSA 2015) which has replaced requirements within the Elementary and Secondary Education Act (ESEA) enacted in 2002. This document includes requirements set by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004). [For the 2021-2022 Guidelines, see ED616036.]
The Adequacy and Fairness of State School Finance Systems, School Year 2019-20. Fifth Edition
Author: Baker, Bruce D.
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Educational Finance,Educational Equity (Finance),State Aid,Financial Support,Elementary Secondary Education,School District Wealth,Resource Allocation,Race,Ethnicity,Testing

Over the past 10-15 years, there has emerged a growing consensus, supported by high-quality empirical research, that additional funding improves student outcomes (and funding cuts hurt those outcomes), particularly among disadvantaged students. There are, of course, serious and important debates about how education funding should be spent. Yet virtually all potentially effective policies and approaches require investment, often substantial investment. Proper funding, in other words, is a necessary (but not sufficient) requirement for improving student outcomes. Understanding, assessing, and reforming states' funding systems is therefore a crucial part of any efforts to bring about such improvement. This report evaluates the K-12 school finance systems of all 50 states and the District of Columbia. The latest year of data presented pertains to the 2019-20 school year, but it also examines trends in measures going back 10-15 years. The report focuses on three measures: (1) fiscal effort (how much states spend as a proportion of their economies); (2) statewide adequacy (whether aggregate spending is enough to achieve common outcome goals); and (3) equal opportunity (whether adequacy differs between higher- and lower-poverty districts). [This report was co-prepared by University of Miami School of Education and Human Development. For the fourth edition, see ED616520.]
Professional Learning Reimagined: A West Virginia Framework
Author: West Virginia Department of Education (WVDE)
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Faculty Development,Guidelines,State Departments of Education,Leadership Training,Counties,Educational Quality,Pedagogical Content Knowledge,Goal Orientation,Kindergarten,Elementary Secondary Education,School Districts,Academic Achievement,Needs Assessment,Individualized Instruction,Learner Engagement,Educational Environment,Instructional Design

The Professional Learning Reimagined Framework, developed by the West Virginia Board of Education (WVBE) and the West Virginia Department of Education (WVDE), provides a model for coordinated, cohesive professional learning and leadership processes and opportunities for West Virginia counties. A wealth of research has proven that the methods outlined in this framework are highly effective models in the delivery of high-quality, sustained professional learning experiences. After careful analysis of state data, the WVBE created professional learning goals to support educators and administrators in developing necessary knowledge and skills to direct student growth and achievement in their respective school districts.
School Spending and Student Outcomes: Evidence from Revenue Limit Elections in Wisconsin
Author: Baron, E. Jason
Date: 2022-02-00
Type: Journal Articles
Subjects: Expenditures,Outcomes of Education,State Legislation,School Districts,Elections,Achievement Tests,Scores,Correlation,College Attendance,Dropout Rate,Educational Finance,State Policy,Resource Allocation,State Aid,Federal Aid,Taxes,Kindergarten,Elementary Secondary Education,Evidence,Expenditure per Student

This study examines the impacts of two distinct types of school spending on student outcomes. State-imposed revenue limits cap the total amount of revenue that a school district in Wisconsin can raise unless the district holds a referendum asking voters to exceed the cap. Importantly, Wisconsin law requires districts to hold separate referenda for operational and capital expenditures, which allows for estimating their independent effects. Leveraging close elections in a dynamic regression discontinuity framework, I find that increases in operational spending have substantial positive effects on test scores, dropout rates, and postsecondary enrollment, but additional capital expenditures have little impact.
Exploring the Utility of &quot;Durable Skills&quot; as a Label for SEL-Related Programming. ACT Research. Data Byte
Author: Murano, Dana
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Elementary Secondary Education,Skill Development,Leadership,Cooperation,Communication Skills,Critical Thinking,Parent Attitudes,Caregiver Attitudes

Social and emotional (SE) skills are interpersonal, self-regulatory, and task-related behaviors that are important for adaptation to and successful performance in educational and workplace settings. These skills are related to important outcomes such as academic achievement and job satisfaction. A recent report suggests the term &quot;durable skills&quot; can be used to describe the skills typically defined as SE skills in the K-12 space. However, little is known about how parents and caregivers perceive durable skills and which skills they believe fall in this category. To gauge the familiarity, favorability, and understanding of the label &quot;durable skills&quot; to describe SEL-related programs, the authors surveyed parents and caregivers of students taking the ACT® test. This Data Byte describes the methodology and findings from the study.
Access &amp; Opportunity in Education and Student Transportation: Questions Regarding Student Transportation and the McKinney-Vento Education of Homeless Children and Youth Assistance Act. Technical Assistance Paper No. 2 (TAP 2)
Author: Reykdal, Chris
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Homeless People,Student Transportation,Students,Eligibility,Geographic Location,Costs,Financial Support,Educational Policy

This paper provides information on how the McKinney-Vento Education of Homeless Children and Youth Assistance Act relates to student transportation in Washington State and describes transportation choices and requirements.
The Department of Children, Youth, and Families--Strategic Priorities 2021-2026
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Needs Assessment,Long Range Planning,Children,Youth,Family Needs,Capacity Building,Justice,Racism,Equal Education,Foster Care,Transitional Programs,Quality Assurance,Prevention,Resilience (Psychology),Child Health,Trauma Informed Approach,Alignment (Education),Elementary Education,Services,State Programs

All Washington's children and youth grow up safe and healthy--thriving physically, emotionally, and educationally, nurtured by family and community. In this first five-year strategic planning cycle, the Washington State Department of Children, Youth, and Families (DCYF) will focus on six Strategic Priorities--one relates to equity, three relate to the intentions for children, youth, and families, and two relate to building necessary agency capacity to accomplish the work: (1) Eliminate racial disproportionalities and advance racial equity; (2) Safely reduce the number/rate of children and youth in out-of-home care by half; (3) Create successful transitions into adulthood for youth and young adults in our care; (4) Create a high quality integrated B-8 system; (5) Improve quality and intention of our practice; and (6) Improve quality and availability of provider services. The priorities are grounded in the mission, vision, values, and legislative purpose of the new agency. Additionally, the priorities enable the agency to meet its outcome goals for children, youth, and families in Washington, with a specific focus on the populations for which the department is responsible.
Critical Factors Influencing the Selection of Curricular Materials in Missouri Public Schools
Author: Polster, Patty Poppe
Date: 2011-00-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Instructional Materials,Media Selection,Public Schools,Evidence Based Practice,School Districts,Educational Practices,Educational Policy,Decision Making,Educational Legislation,Federal Legislation,Research Utilization,Reading Instruction,Mathematics Instruction

School district leaders are faced with numerous decisions in the administration of America's schools. One crucial decision that must be made is the selection of elementary reading or math curricular materials. The curricular materials purchased for classroom use are often influential in determining instructional practices and often guide the course of instruction throughout the school year. In addition to instituting rigorous accountability standards for school districts, the No Child Left Behind (NCLB) legislation enacted in 2002 also called on school district administrators to base educational decisions on scientifically based research. Numerous obstacles exist, however, to the utilization of scientifically based research (as defined in NCLB) in the selection of curricular materials. This research was undertaken in an effort to systematically examine the curricular materials selection process in a purposive sample of Missouri school districts, in the hopes of providing descriptive data regarding practices, policies/procedures, and evidence utilized in decision-making. An attempt was also made to examine variation in practices by specific variables.
The COVID-19 Impact on Reading Achievement Growth of Grade 3-5 Students in a U.S. Urban School District: Variation across Student Characteristics and Instructional Modalities. EdWorkingPaper No. 22-646
Author: Relyea, Jackie Eunjung
Date: 2022-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Reading Achievement,Elementary School Students,Grade 3,Grade 4,Grade 5,Urban Schools,Student Characteristics,Distance Education,In Person Learning,Achievement Gains,School Districts,Electronic Learning

The current study aimed to explore the COVID-19 impact on the reading achievement growth of Grade 3-5 students in a large urban school district in the U.S. and whether the impact differed by students' demographic characteristics and instructional modality. Specifically, using administrative data from the school district, we investigated to what extent students made gains in reading during the 2020-2021 school year relative to the pre-COVID-19 typical school year in 2018-2019. We further examined whether the effects of students' instructional modality on reading growth varied by demographic characteristics. Overall, students had lower average reading achievement gains over the 9-month 2020-2021 school year than the 2018-2019 school year with a learning loss effect size of 0.54, 0.27, and 0.28 standard deviation unit for Grade 3, 4, and 5, respectively. Substantially reduced reading gains were observed from Grade 3 students, students from high-poverty backgrounds, English learners, and students with reading disabilities. Additionally, findings indicate that among students with similar demographic characteristics, higher-achieving students tended to choose the fully remote instruction option, while lower-achieving students appeared to opt for in-person instruction at the beginning of the 2020-2021 school year. However, students who received in-person instruction most likely demonstrated continuous growth in reading over the school year, whereas initially higher-achieving students who received remote instruction showed stagnation or decline, particularly in the spring 2021 semester. Our findings support the notion that in-person schooling during the pandemic may serve as an equalizer for lower-achieving students, particularly from historically marginalized or vulnerable student populations.
From COVID-19 Response to Comprehensive Change: Policy Reforms to Equip Youth and Young Adults in Foster Care to Thrive
Author: Annie E. Casey Foundation
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foster Care,Disadvantaged Youth,Young Adults,Family Environment,Safety,Well Being,Racial Differences,Race,COVID-19,Pandemics,Barriers,Child Welfare,Public Policy,Housing,Social Services,Welfare Services,Social Action

Youth and young adults in foster care yearn for and deserve lifelong families and supportive environments where they are nurtured and encouraged as they grow into adulthood. Ideally, this happens by ensuring that children and youth can remain safely with their families. Unfortunately, for many children and youth who must enter foster care, this experience often creates additional trauma and falls short of assuring their safety, well-being and family stability. This is particularly true for youth of color who are twice as likely as white children to be separated from their families and enter foster care, who spend more time in such care and who are more likely to age out of it without achieving family permanence. The COVID-19 pandemic has brought new hardships and magnified existing challenges and disparities for young people in and transitioning from foster care. This brief highlights historical federal child welfare policy achievements and urges Congress to champion new reforms to eliminate harmful disparities that persist for youth of color and promote long-lasting benefits for all young people in and transitioning from foster care. Before the pandemic-relief provisions expire, federal policymakers should act to continue providing vital resources and build a comprehensive approach to promoting young people's healing, well-being and success in adulthood. Solutions must explicitly address the long-standing racial injustices that have led to consistently worse outcomes for youth of color in foster care. Federal policy reforms should: (1) prioritize permanent family connections; (2) improve access to housing; and (3) create pathways to success.