ethanporcaro/eric-fulltext-meta huggingface dataset:
Ivrit&apos;s Place in the Dual Curriculum Model of Orthodox Jewish High Schools in North America
Author: Klein, Reuven Chaim
Date: 2021-11-00
Type: Dissertations/Theses
Subjects: Judaism,Religious Schools,Religious Education,Religious Factors,High School Students,Curriculum Design,Day Schools,Hebrew,Second Language Learning,Second Language Instruction,Teaching Methods,Language Variation,Trend Analysis,Educational Trends,Ideology,Educational Theories,Heritage Education,Communicative Competence (Languages),Educational Policy,Educational Objectives,General Education,Applied Linguistics,Research Methodology,Language Teachers,Teacher Attitudes,Males,Single Sex Schools,Clergy,Grammar,Language Attitudes,Educational History,High School Teachers

The dual curriculum model ubiquitous to Orthodox Jewish day schools in North America typically bifurcates into religious (Judaic) studies and general studies. While most classes generally fit into one of those two halves of the curriculum, some classes are not intuitively categorized as wholly belonging to one part over the other. One of those classes is &quot;Ivrit&quot; (Modern Hebrew). This study aims to describe &quot;Ivrit's&quot; place in the dual curriculum model and the various factors that contribute to that reality by exploring the context in which &quot;Ivrit&quot; emerged as a subject-matter for Orthodox schools and seeking to identify trends in the ways &quot;Ivrit&quot; is taught. This paper lays out the theories behind how ideology influences curriculum formation and documents how Hebrew has fit into the curriculum of Jewish Education throughout the ages. It also provides a picture of the particular context of North American Orthodox Jewry that this study focuses on, as well as a review of the different theories behind Hebrew education (heritage language vs. communicative language). With this theoretical background in hand, this dissertation surveyed 36 Orthodox high schools in North America to better understand how they viewed &quot;Ivrit's&quot; place and shows that ultimately this subject's place in the dual curriculum model remains ambiguous. Documenting how &quot;Ivrit&quot; is taught and examining the reasons as to why &quot;Ivrit&quot; is taught helped shed light on &quot;Ivrit's&quot; precarious place in the dual curriculum model, as some of those policies/techniques/motives seem to line up with the aims of the Judaic studies curriculum, while others seemingly reflect the goals of the general studies curriculum.
Evaluation of an Expansion Strategy for the Assessment-to-Instruction Professional Support System
Author: Zhu, Pei
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Student Evaluation,Faculty Development,Literacy Education,Program Effectiveness,Reading Achievement,Elementary School Students,Grade 4,Blended Learning,Models,Program Implementation,In Person Learning,Reading Instruction,Costs,COVID-19,Pandemics

The Assessment-to-Instruction (A2i) Professional Support System has been shown to be effective in improving literacy proficiency among young readers by combining data-driven technology with professional development (PD) activities to help teachers provide personalized literacy instruction. To identify efficient ways to expand the reach of A2i, this study uses a school-level randomized controlled trial design to assess the relative effectiveness of two PD models in implementing A2i and improving student literacy achievement. Fifty-nine schools in 20 school districts were randomly assigned to either a mixed-mode PD delivery model that combines in-person and virtual PD activities or a face-to-face model that is tested and resource-intensive. A cohort of 4,733 first-graders in these schools was followed and their reading achievement tracked for three years. Due to disruptions caused by the COVID-19 pandemic, the full implementation of A2i was not realized during the study period. As a result, while student achievement in reading was similar in mixed-mode and face-to-face schools across all three study years, such results might not reflect the actual relative effectiveness between the two PD models.
Top 10 Education Issues 2015
Author: Public School Forum of North Carolina
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Teacher Salaries,School Effectiveness,Academic Standards,Educational Quality,Equal Education,School Choice,Teacher Recruitment,Teacher Persistence,Enrollment Management,Technology Uses in Education,Evaluation Methods,College Readiness,Career Readiness,Extracurricular Activities,After School Programs,Educational Policy,State Policy

For nearly 20 years, the Public School Forum of North Carolina has been publishing its annual forecast of the ten issues most likely to impact K-12 schools across the state. They offer an overview of the issues and a set of principles they hope will guide consideration of the issue by all federal, state, and local leaders who understand that public schools are the key to our children's futures and our collective wellbeing and prosperity. The following key priorities are presented: (1) Build a Principled Path on Teacher Compensation; (2) Make Sense of A-F School Performance Grades; (3) Maintain High Standards; (4) Emphasize Quality and Equity in School Choice; (5) Expand Opportunities to Learn Any Time, Any Place, at Any Pace; (6) Recruit and Retain Excellent Teachers; (7) Manage Student Enrollment Growth; (8) Shift to Elements of a Digital-Age Learning Model; (9) Streamline Assessments; and (10) Meet Milestones on the Path to College and Career Readiness.
Charter Schools and English Learners in the Lone Star State
Author: Carlson, Deven
Date: 2023-05-00
Type: Reports - Research
Subjects: English Language Learners,Charter Schools,Public Schools,Academic Achievement,Economic Factors,Enrollment Rate,Differences,Graduation Rate,College Enrollment,Mathematics Achievement,Reading Achievement,Educational Benefits,Outcomes of Education,Education Work Relationship

Thanks to rapid increases in the state's Hispanic and Asian populations, the number of Texas students classified as English Learners has surged in the past decade, from approximately 830,000 in 2010 to more than 1.1 million today. In the charter sector, change has been even more rapid. In 2010, 16 percent of charter students in Texas were classified as English Learners. Yet by 2021, that figure had nearly doubled to just under 30 percent, even as the share of all Texas students who enrolled in charters &quot;also&quot; doubled (and then some). Consequently, the total number of English Learners in Texas charters has quintupled in the past decade, from less than 25,000 in 2010 to nearly 120,000 in 2021. The rapid growth in Texas's English-Learner population puts a premium on analyzing the educational experiences of this student group, and the disproportionate share of this growth that has occurred in the state's charter sector makes it particularly important to understand how English Learners in that sector are faring. Accordingly, this report addresses three research questions: (1) How do the English Learners who enroll in Texas charter schools compare to their peers in traditional public schools?; (2) How do the academic and economic outcomes of English Learners in Texas charter schools compare to those of their peers in traditional public schools?; and (3) How have the academic outcomes of English Learners in Texas charter schools evolved as the number of English Learners in charters has increased? To address these questions, this report uses student-level data spanning much of the first two decades of this century and a wide range of analytic techniques. In so doing, it brings important new evidence to bear on the educational experiences of one of the fastest-growing student populations in one of the fastest-growing sectors in one of the fastest-growing states in the country. [This report was written with David Griffith. The foreword was written by Michael J. Petrilli and David Griffith.]
Top 10 Education Issues 2016
Author: Public School Forum of North Carolina
Date: 2016-01-19
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Educational Resources,Educational Finance,Teacher Recruitment,Educational Quality,Charter Schools,Public Education,Race,Grading,Educational Change,Educational Improvement,State Standards,Academic Standards,Evidence Based Practice,Decision Making,Educational Vouchers,Private Schools,Access to Education,Early Childhood Education,After School Programs,Public Schools

As the Public School Forum of North Carolina enters its 30th year in 2016, it continues its tradition of forecasting the ten issues most likely to impact K-12 public schools across the state in &quot;Top Ten Education Issues for 2016.&quot; Two ongoing tensions underlie much of the current debate over the future of public education in North Carolina. The first concerns the amount of money available to support public schools. The second tension played out in the past year through wildly divergent impressions of state leaders' support for public education. The following key priorities are presented: (1) Direct Adequate Resources to Public Schools, Teachers, and Leaders; (2) Transform the Profession to Make NC a Teaching Destination Again; (3) Emphasize Quality, not Quantity, in Charter School Growth; (4) Elevate Race as a Focal Point of Public Education; (5) Fix the Broken A-F Grading System; (6) Support the State's Struggling Schools; (7) Maintain High Standards for North Carolina; (8) Make Evidence-Based Decisions on Expansion of Private-School Vouchers; (9) Expand Access to High-Quality Early Childhood Education; and (10) Build Bridges for Students through Expanded Learning. [For the 2015 report, see ED628972.]
Think Again: &quot;College Admissions Exams Drive Higher Education Inequities&quot;
Author: Tyner, Adam
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Barriers,Equal Education,Minority Group Students,College Admission,College Entrance Examinations,Higher Education,Educational Attainment,Disadvantaged,Admission Criteria,College Applicants,Scores

The SAT and ACT have held a controversial place in American education for generations. The conventional wisdom has come to suggest that these college entrance tests are harmful to educational equity because they discriminate against students from low-income families and other students whose backgrounds may put them at a disadvantage, such as Black, Hispanic, or Native American students. This brief challenges the notion that college admissions exams are at the heart of inequities observed in college admissions, higher education attainment, and broader social disparities. More specifically, the brief addresses five ideas that have become conventional wisdom in some quarters: &quot;College admissions exams are racist,&quot; &quot;College admissions exams limit students' pathways into quality higher education,&quot; &quot;Other parts of college application packets promote equity better than entrance exams,&quot; &quot;Admissions officers should just focus on grades,&quot; and &quot;The future of college admissions is 'test optional.'&quot;
Top 10 Education Issues 2017
Author: Public School Forum of North Carolina
Date: 2017-01-25
Type: Reports - Descriptive
Subjects: Leadership,Educational Finance,Public Schools,Equal Education,Teacher Recruitment,Access to Education,Accountability,School Choice,Salaries,Administrator Education,Race,Reading Improvement,Early Childhood Education,Educational Change,Individualized Instruction,Technology Uses in Education,Evaluation Methods,Public Education,State Policy,Educational Policy

As the Public School Forum enters its 31st year, they continue the tradition of forecasting the ten issues most likely to impact public schools across the state in &quot;Top Ten Education Issues for 2017.&quot; As they do each year, they have included in the list issues they believe will be the top education issues for the year, as well as issues they believe should be at the top of the education agenda. The following key priorities are presented: (1) Exercise Strong Education Leadership for North Carolina's Children; (2) Fund North Carolina's Public Schools Fairly and Adequately; (3) Make Teaching in North Carolina Great Again; (4) Improve Access, Equity, and Accountability in School Choice; (5) Overhaul Principal Pay and Invest in Preparing the Next Generation of School Leaders; (6) Maintain a Strong Focus on Race in Public Education; (7) Improve Grade-Level Reading through Comprehensive Investments in Early Childhood; (8) Enable the Transition to Personalized, Digital-Age Learning Models; (9) Create Meaningful and Streamlined Assessments; and (10) Increase Support for the State's Struggling Schools. [For the 2016 report, see ED628975.]
Taxonomy for Transition Programming 2.0: A Model for Planning, Organizing, and Evaluating Transition Education, Services, and Programs
Author: Kohler, Paula D.
Date: 2016-00-00
Type: Information Analyses
Subjects: Taxonomy,Transitional Programs,Models,Program Development,Program Evaluation,Educational Strategies,Students with Disabilities,Education Work Relationship,Dropout Prevention,Graduation,Educational Environment,Vocational Rehabilitation,Student Development,Agency Cooperation,Family Involvement,Strategic Planning,Individualized Education Programs

Over the past three decades, transition practices research has demonstrated that post-school outcomes of students with disabilities improve when educators, families, students, and community members and organizations work together to implement a broad perspective of transition planning, more appropriately referred to as transition-focused education. In general, this concept represents the perspective that &quot;transition planning&quot; is the fundamental basis of education that guides development of students' educational programs--including strategies that keep them in school--rather than an &quot;add-on&quot; activity for students with disabilities when they turn age 14 or 16. The impact of transition-focused education is greatly enhanced when service systems and programs connect and support the implementation and application of such learning. This report builds upon the earlier &quot;Taxonomy for Transition Programming&quot; (ED399722) and provides concrete practices--identified from effective programs and the research literature--for implementing transition-focused education. As indicated in the references at the end of this document, the Taxonomy 2.0 brings in the latest literature regarding predictors of post-school success, strategies to increase graduation and reduce dropout, school climate, and vocational rehabilitation services focused on fostering successful transition of youth with disabilities in college and careers. The model continues with five primary practice categories: (1) Student-Focused Planning; (2) Student Development; (3) Interagency Collaboration; (3) Family Engagement; and (5) Program Structure.
Top 10 Education Issues 2018
Author: Public School Forum of North Carolina
Date: 2018-01-24
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Class Size,Elementary Secondary Education,Educational Finance,Educational Facilities,Equal Education,Accountability,School Choice,Educational Vouchers,Teacher Recruitment,Principals,Grading,Educational Improvement,Holistic Approach,Race,Early Childhood Education,Public Schools,Public Education,Governance,Educational Change

The Public School Forum of North Carolina is a nonprofit, nonpartisan organization focused on improving educational outcomes for all North Carolina children. As they do each year, they have released a list of the &quot;Top 10 Education Issues&quot; they believe will be the top issues for the year, as well as issues they believe should be on the education agenda. The following key priorities are presented: (1) Provide Certainty for Students, Parents and All Educators by Fixing the Class Size Crisis; (2) Adequately and Equitably Invest in Our Children's Education, Including Their School Buildings; (3) Insist on Transparency &amp; Accountability for School Choice Programs; (4) Recruit and Retain the Best and Brightest Teachers and Principals; (5) Once Again, Fix the Faulty A-F School Grading System; (6) Scale Up Successes for Our State's Struggling Schools; (7) Adopt a Whole Child Approach to Health and Learning; (8) Pursue Outcomes-Focused Strategies Toward Racial Equity; (9) Keep Building Upon North Carolina's Investments in Early Childhood Education; and (10) For Those Who Govern Our State's Public Schools, Do It Well (And Together). [For the 2017 report, see ED628977.]
Top 10 Education Issues 2019
Author: Public School Forum of North Carolina
Date: 2019-01-23
Type: Reports - Descriptive
Subjects: Public Schools,State Policy,Educational Policy,Public Education,Rural Education,Equal Education,Racial Differences,Teacher Recruitment,Educational Finance,Teacher Persistence,Teacher Salaries,Charter Schools,Educational Vouchers,Private Schools,Accountability,Test Anxiety,Testing Programs,Educational Change,Principals,School Safety,Holistic Approach

Public schools have, for generations, played a critical role in the lives of the vast majority of North Carolinians-they are ingrained into the fabric of identity as a state. Many of the issues in the Top Ten highlight where the erosion of the historic commitment to public schools for the public good is seen. The Public School Forum of North Carolina's mission is to provide trusted, nonpartisan, evidence-based research, policy analysis and innovative programs to demand that education best practice becomes common practice. The following key priorities are presented in this report: (1) Renew North Carolina's Commitment to Public Schools for the Public Good; (2) Target Rural North Carolina's Unique Education Challenges; (3) Directly Address Persistent Racial Inequities in North Carolina's Schools; (4) Seize Historic Opportunity to Advance Adequacy and Equity in School Funding; (5) Recognize that Teacher Recruitment and Retention Starts with Professional Treatment; (6) Strengthen Charter School and Private School Voucher Transparency and Accountability; (7) Eliminate Stress and Stigma in Testing and Accountability Policy; (8) Start at the Top by Investing in School Leaders; (9) Thoughtfully and Strategically Invest In School Safety; and (10) Focus on Whole Child, Whole Day. [For the 2018 report, see ED628979.]
Commission for International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE). Proceedings of the 2022 International Pre-Conference (71st, Milwaukee, Wisconsin, October 10-11, 2022)
Author: Griswold, Wendy, Ed.
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Adult Education,Continuing Education,Foreign Countries,COVID-19,Pandemics,Higher Education,Adult Basic Education,Teacher Education,Cross Cultural Studies,Migrants,Adult Learning,Adult Students,Student Experience

The Commission on International Adult Education (CIAE) of the American Association for Adult and Continuing Education (AAACE) provides a forum for the discussion of international issues related to adult education in general, as well as adult education in various countries around the globe. These &quot;Proceedings&quot; are from the Commission of International Adult Education's (CIAE) 2022 International Pre-Conference. This year's &quot;Proceedings&quot; contain 12 papers from 18 authors, representing CIAE's usual diversity of authors and topics. Researcher and research sites include Canada, China, Ghana, Italy, Nigeria, and the United States. A major theme continuing from the 2021 conference is the impact of COVID-19 on learners in a variety of settings, including teacher training, adult basic education, and higher education. A second major theme concerns cross-cultural learning, including among migrants and in higher education. Some papers address adult learning experiences in myriad social contexts, such as learning for democracy, aging, military, and spiritual learning. A special feature at this year's Pre-Conference is a focus on CONFINTEA VII and the Marrakech Framework for Action. A panel and discussion session on these important endeavors are part of the Pre-Conference Agenda, with key documents provided in the 2022 Proceedings. [Individual papers are indexed in ERIC.]
Financial Experiences of Students Who Don&apos;t Complete the FAFSA. Spotlight Report Brief
Author: Barone, Sandra
Date: 2023-02-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,Higher Education,Academic Persistence,Student Characteristics,Financial Aid Applicants,Financial Problems,College Students,Student Surveys

The Free Application for Federal Student Aid (FAFSA) is the application that postsecondary students complete to receive federal grants, work-study, and loans; as well as some state and institutional grants, and private financial aid. In 2019-2020, 17.7 million undergraduates filed a FAFSA and in 2021-2022, full-time equivalent students received an average of $15,330 in financial aid. While the percentage of undergraduate students filing the FAFSA has increased significantly in the past twenty years, it is estimated that over one-third of non-filers in the 2015-2016 school year would have qualified for the Federal Pell Grant. This brief examines data from 59,208 students at 104 higher education institutions that participated in Trellis' Fall 2021 Student Financial Wellness Survey (SFWS). The report focuses on self-reported FAFSA completion and reasons for not completing the FAFSA. Research indicates a link between filing a FAFSA and within-year persistence, year-to-year persistence, and earning a degree within six years. Therefore, understanding students' FAFSA completion rate and reasons for non-submission can inform strategies to help students remain in school and graduate on time.
Navigating the Enrollment Cliff in Higher Education. Spotlight Report Brief
Author: Schuette, Anthony
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Enrollment Trends,College Enrollment,Population Trends,Economics,School Closing,School Holding Power,College Applicants

Recent discussions on enrollment in higher education have centered around the &quot;Enrollment Cliff.&quot; The notion holds that due to changing demographics, colleges and universities across the U.S. will see a dramatic decline in enrollment starting in 2025. The enrollment cliff poses legitimate challenges to schools around the country. Schools who are savvy in their response to the cliff can better position themselves for student population decreases and increased competition. Prioritizing student success may help the schools most vulnerable to shifting demographics navigate the years ahead.