ethanporcaro/eric-fulltext-meta huggingface dataset:
Report to Congress on Head Start Monitoring, Fiscal Year 2017
Author: Administration on Children, Youth, and Families (ACYF) (ACF/DHHS), Office of Head Start (OHS)
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Program Evaluation,Federal Programs,Disadvantaged Youth,Early Childhood Education,Early Intervention,Compliance (Legal),Grants,Classroom Environment,Educational Quality,Educational Environment,School Safety,Leadership,School Readiness,Teacher Student Relationship,Program Effectiveness,Eligibility,Federal Legislation,Quality Control,Management Systems,Disclosure

This report presents a summary of the findings of fiscal year (FY) 2017 Head Start monitoring reviews, fulfilling the reporting requirement in Section 641A(f) of the Head Start Act. It highlights the enhancements made to the FY 2017 monitoring review system, summarizes grantee review outcomes, and describes the types of findings most commonly identified in FY 2017. In September 2016, the Office of Head Start (OHS) issued the first holistic revision and complete reorganization of the Head Start Program Performance Standards (HSPPS) since their original publication in 1975. OHS significantly modified the FY 2017 review schedule to provide opportunities for the Head Start community to implement the new HSPPS and for OHS to refine its system to monitor the new HSPPS. In FY 2017, OHS reduced the number of monitoring events experienced by individual grantees. OHS focused monitoring events on CLASS®, beginning in October 2016, and Eligibility, Recruitment, Selection, Enrollment, and Attendance (ERSEA), beginning in January 2017. Grantees scheduled for these events received notification of their upcoming review via letter. OHS also conducted a review of Early Head Start-Child Care Partnership (EHS-CCP) grantees new to Early Head Start. The four goals for the EHS-CCP reviews were: (1) Conduct site visits to determine how the grantee and its partners are working together to plan and provide high-quality services; (2) Evaluate the benefits of partnership funding; (3) Determine whether there is a need for additional technical assistance or a more in-depth review; and (4) Determine the fiscal oversight and integrity of partnership funds. [For the 2016 report, see ED594736.]
Reading Comprehension Development in At-Risk vs. Not At-Risk First Grade Readers: The Differential Roles of Listening Comprehension, Decoding, and Fluency
Author: Solari, Emily J.
Date: 2018-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Decoding (Reading),Listening Comprehension,Reading Fluency,Grade 1,Elementary School Students,At Risk Students,Reading Difficulties,Predictor Variables,Phonological Awareness,Oral Language

This study examined the relations between and predictive power of three important subcomponents skills of reading comprehension: decoding, listening comprehension, and reading fluency. Through a series of structural equation models, we examine the relations within a full sample of first grade students at the beginning of the year (N = 290). Next, we conducted analyses to determine if differential relations exist between the variables in students who are identified as at-risk for reading failure, and potentially reading disability (n = 141) and those who are not (n = 149). Results indicate that in early first grade, the relations between the subcomponent skills are different dependent upon risk status. For the full sample, fluency was the strongest predictor of reading comprehension, followed by decoding and listening comprehension. When the sample was split based on early reading skills at the beginning of first grade, for the not at-risk students, fluency, decoding, and listening comprehension each made individual contributions to reading comprehension. For the at-risk students, decoding was only significantly related to reading comprehension via fluency; listening comprehension did not significantly predict reading comprehension for this subsample. The findings are discussed and related to implications for the development and implementation of early reading interventions for students who are identified as having reading difficulties and potentially reading disability.
Early Childhood Homelessness: State Profiles 2019
Author: Yamashiro, Amy
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Homeless People,Young Children,Enrollment,Early Childhood Education,Federal Legislation,Housing,Low Income Groups,Poverty,Federal Programs,Profiles,Incidence

Homelessness is a reality for many families with young children in the United States. In 2017, about a third of all people who stayed in a shelter were families with children, and nearly half of children served by U.S. Department of Housing and Urban Development (HUD)-funded emergency and transitional housing providers were age five or younger (HUD, 2018). Furthermore, children under the age of one comprise less than six percent of the overall child population in the United States yet ten percent of the child population served by HUD-funded shelters (U.S. Census Bureau, 2018; HUD, 2018). Moreover, in 2016-2017, more than 1.3 million young children age birth through five were reported as served by the early childhood and homeless education programs administered by the U.S. Departments of Education (ED) and Health and Human Services (HHS). This 2019 report updates ED's annual &quot;Early Childhood Homelessness State Profiles&quot; and provides a snapshot of early childhood data available for children who are experiencing homelessness in each state, plus the District of Columbia and Puerto Rico. It includes publicly available data for 2015-2016 from the U.S. Census Bureau (Census), ED, HUD, HHS, and the Annie E. Casey Foundation and reports the following by state: (1) Total population under age six in 2017; (2) Estimated number of children under age six experiencing homelessness in 2016-2017; (3) Estimated extent of homelessness (e.g., one-in-[X] children under age six experienced homelessness in 2016-2017); and (4) Estimated enrollment of children under age six in federally-funded early childhood programs (i.e., Head Start and school districts receiving &quot;McKinney-Vento Homeless Assistance Act&quot; (&quot;McKinney-Vento Act) subgrants&quot;) in 2016-2017. As in previous profiles, the 2019 report includes two indicators referred to as related factors. These factors are the percentage of families experiencing a &quot;high housing cost burden&quot; (defined as spending 30 percent or more of monthly income on housing expenses), and the percentage of low-income working families with young children under age six (defined as having at least one parent working 50 weeks or more in the prior year and the family income below 200 percent of the federal poverty line). These factors were included because of their relationship to homelessness and, in particular, to spark dialogue about addressing homelessness for children under age six. While these data on related factors are not available for U.S. territories, this report does provide information about the number of children experiencing homelessness served by Head Start/Early Head Start in these areas. [For the 2018 report, see ED594740.]
Approaches to Reducing Chronic Absenteeism
Author: Perry, Mary
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Attendance,Attendance Patterns,Accountability,Intervention,Misconceptions,Improvement Programs

Acknowledging the importance of students simply being in school, California has made student attendance part of its accountability system. This brief covers a session in which it was pointed out that using chronic absenteeism as an accountability measure is new and its underlying causes are not well understood. Even as many schools face the expectation that they take action to address high rates of absenteeism, myths about school attendance persist. The brief includes examples of local efforts to improve student attendance and discusses steps needed to build the capacity of schools and communities to get kids to school and keep them there
Bridging the Knowing-Doing Gap for Continuous Improvement: The Case of Long Beach Unified School District
Author: Park, Vicki
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School Districts,Urban Schools,Educational Improvement,Public Schools,Organizational Culture,Administrative Organization,Instructional Leadership

The &quot;CORE Districts&quot; (&quot;CORE&quot;) is a nonprofit organization created in 2010 to foster collaboration between eight of California's largest districts. In 2018-19, &quot;CORE&quot; provided a range of assistance to participating districts including programs to support multiple levels of district and school leaders' developing improvement capability and coaching for school-based improvement leaders and Local Improvement Teams (LIT). This case study examines continuous improvement work within one of the CORE districts, Long Beach Unified School District (LBUSD), focusing on its efforts to improve student learning through an integrated system of supports driven by a clear vision for high-quality instruction. In describing the district's continuous improvement approach, the goal is to highlight examples and strategies that may be useful to leaders and organizations engaged in similar work. While some aspects of LBUSD's context differ from many districts in the state (e.g., the stability of district leadership and generally positive relationships among district leaders, the school board, and teachers' union), the author believes the practices described in this case are replicable in most districts and would lead to improvements in organizational function.
Leadership That Supports Continuous Improvement: The Case of Ayer Elementary
Author: Kennedy, Kate
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Elementary Schools,School Districts,Educational Improvement,Administrator Role,Board of Education Role,Educational Administration,Coaching (Performance),Teamwork,Educational Resources,Principals,Leadership Role,School Culture,Teacher Role,Expertise,Time Management

The &quot;CORE Districts&quot; (&quot;CORE&quot;) is a nonprofit organization created in 2010, which works to foster collaboration between eight of California's largest districts. In 2018-19, &quot;CORE&quot; provided a range of supports to participating districts including programs to develop continuous improvement capability for district and school leaders tailored to their various roles (e.g., senior district leaders, improvement team facilitators) and coaching for school-based improvement facilitators and Local Improvement Teams (LIT). This case examines continuous improvement work within one of the CORE districts, Fresno Unified School District (FUSD), from the perspective of Ayer Elementary School, starting with the range of external supports it received and drilling down from school leaders to teachers to examine the nature of the improvement work.
On Growth Models, Time for California to Show Some Improvement
Author: Polikoff, Morgan
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Growth Models,School Effectiveness,Accountability,Misconceptions,Value Added Models

California is one of just two states (with Kansas) that does not use a student-level growth model to measure school performance. This brief lays out a number of common beliefs about growth models and provides evidence that these beliefs are inaccurate or unsupported. In so doing, the brief makes a positive case that the state should adopt such a model and replace the current &quot;change&quot; metric in the California School Dashboard. Two specific models--student-growth percentiles and residual-gain growth models--would be a dramatic improvement over what the state currently uses and would much more validly identify schools succeeding and in need of support.
The Role of Librarians in Guided Pathways Reforms. CCRC Working Paper No. 114
Author: Jaggars, Shanna S.
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: Community Colleges,Librarians,Role,Critical Thinking,Expertise,Workshops,Information Literacy,Teaching Methods,Librarian Teacher Cooperation,Teamwork

In the book &quot;Redesigning America's Community Colleges&quot; (Bailey, Jaggars, &amp; Jenkins, 2015), the authors briefly noted the role that librarians might play in informing and supporting guided pathways reform. In this short essay, one of the book's authors joins with a librarian to provide updated and revised thoughts on the role of librarians in guided pathways. First we discuss the importance of embedding critical thinking into guided pathways curricula and librarians' unique position to support that goal; then we discuss various models by which colleges might leverage librarians' expertise and which models seem more or less compatible with the guided pathways framework.
Making Early Education a Priority: Evidence from the 2019 PACE/USC Rossier Voter Poll
Author: Plank, David N.
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Public Opinion,Early Childhood Education,Educational Attitudes,Preschool Education,Access to Education,Public Support,Preschool Teachers,Teacher Education,Teacher Salaries,Political Attitudes,Gender Differences,Age Differences

Governor Gavin Newsom campaigned on a &quot;cradle to career&quot; education strategy that identified childcare and early education as key priorities. The Governor's 2019 Budget Proposal follows through with the inclusion of several initiatives aimed at increasing support for children five and younger. Despite strong evidence that high-quality early education programs can have a powerful impact on children's future success in school, college, and the workforce, California voters rank new investments in prenatal and early childhood services below other educational priorities, including improving the quality of K-12 education and making college affordable. Building public support for aggressive investment to expand access to and improve quality of early education programs is likely to require more active engagement on this issue by the Governor and his allies.
Learning and Practicing School Improvement: Summary of 2018-19 Research in the CORE Districts
Author: Gallagher, H. Alix
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Educational Improvement,School Districts,Faculty Development,Educational Environment,Educational Needs,Leadership Qualities,School Culture,Cultural Influences,Professional Development,Educational Quality,Leadership Styles

Continuous improvement is being embraced in California as the path for improving student outcomes. In 2018-19, Policy Analysis for California Education (PACE) researchers undertook a third year of study of the &quot;CORE Districts&quot;' continuous improvement work. This brief summarizes the main lessons presented in four reports stemming from that research, which respectively highlight what we learned from the continuous improvement work overall, and what can be learned from exemplary practices in two districts and one school profiled in case studies. The results suggest that the field should provide better opportunities for educators to learn continuous improvement and focus more on supporting the organizational conditions (e.g., adult learning needs, leadership practices, structures and processes, and culture) that allow organizations to sustain improvement over time. [For related reports, see &quot;Leadership that Supports Continuous Improvement: The Case of Ayer Elementary&quot; (ED600428), &quot;Bridging the Knowing-Doing Gap for Continuous Improvement: The Case of Long Beach Unified School District&quot; (ED600427), &quot;A Student-Centered Culture of Improvement: The Case of Garden Grove Unified School District&quot; (ED600436), and &quot;Learning and Practicing Continuous Improvement: Lessons from the CORE Districts&quot; (ED600438).]
The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions
Author: Rutschow, Elizabeth Zachry
Date: 2019-11-00
Type: Reports - Research
Subjects: Developmental Studies Programs,Remedial Instruction,Educational Practices,College Students,Educational Assessment,Student Evaluation,Student Placement,Instruction,Student Personnel Services,Educational Change,Standardized Tests,College Readiness,Acceleration (Education),Learner Controlled Instruction,Integrated Curriculum,Reading Instruction,Writing Instruction,Tutoring,Supplementary Education,Educational Policy,State Policy,Progress Monitoring,Educational Strategies

Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students' success. As a result, many in the field have called for reforms to developmental education to address these challenges. This report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders. It examines practices in assessment, placement, instruction, and support services and finds that many colleges are experimenting with changes to traditional developmental education. A growing number of public colleges are using measures in addition to standardized tests, such as high school grades, to assess college readiness. Additionally, many colleges are implementing instructional reforms. The most prevalent of these are: compressing developmental courses into shorter periods, offering diverse math courses that align with students' careers, allowing students to determine their own learning pace, and integrating developmental reading and writing instruction into one course. However, while widespread, these reforms typically reach less than half of students at the colleges. [For the executive summary, see ED600435.]
Department of Computer and Instructional Technology Teacher Education Opinions of Candidate Teachers on Education Models
Author: Elçiçek, Mithat
Date: 2016-11-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Opinions,Computer Science Education,Foreign Countries,Lesson Plans,Teacher Responsibility,Student Responsibility,Teaching Models

The aim of this study is to reveal education models imagined by candidate teachers from Computer and Instructional Technology Teacher Education (BÖTE) department regarding preparation of course, responsibility of teacher and student during phases of learning/instructing and assessment processes as well as possible methods and techniques that can be used in those phases. In the study, a qualitative approach is employed in order for the research to feature a flexible, holistic and inductive analysis and for an in-depth examination and depiction of sample. Working group of the study consists of 30 candidate teachers who received education at Siirt University Education Faculty Computer and Instructional Technology Teacher Education during 2015-2016 education term. The sample is chosen through criterion sampling which is one of the purposeful samplings. In the study, a questionnaire form is used as a data collection tool which consists of open-ended questions to ask opinions about teacher's responsibility during course preparation phase, learning/instructing phase and assessment phase, student responsibility and methods and techniques that can be used during those phases. A descriptive content analysis technique, which is a qualitative analysis technique, is used during analysis of data. After the conclusion of the study findings are put in order as course preparation, learning-instructing practices and assessment phases and in each phase, opinions are presented regarding teacher responsibility, student responsibility and methods and techniques that can be used during those phases.
The Changing Landscape of Developmental Education Practices: Findings from a National Survey and Interviews with Postsecondary Institutions. Executive Summary
Author: Rutschow, Elizabeth Zachry
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Remedial Instruction,Educational Change,College Students,College Readiness,Educational Assessment,Student Evaluation,Student Placement,Instruction,Student Personnel Services,Standardized Tests,Acceleration (Education),Learner Controlled Instruction,Integrated Curriculum,Reading Instruction,Writing Instruction,Evidence Based Practice

Research suggests that far more students are referred to developmental education courses than necessary, and that developmental education presents a barrier to students' success. As a result, many in the field have called for reforms to developmental education to address these challenges. This report documents developmental education practices used in broad-access two- and four-year colleges across the country based on a 2016 survey of public two- and four-year colleges and private, nonprofit four-year colleges as well as interviews with institutional and state leaders. It examines practices in assessment, placement, instruction, and support services and finds that many colleges are experimenting with changes to traditional developmental education. A growing number of public colleges are using measures in addition to standardized tests, such as high school grades, to assess college readiness. Additionally, many colleges are implementing instructional reforms. The most prevalent of these are: compressing developmental courses into shorter periods, offering diverse math courses that align with students' careers, allowing students to determine their own learning pace, and integrating developmental reading and writing instruction into one course. However, while widespread, these reforms typically reach less than half of students at the colleges. This report provides an executive summary to the full report. [For the full report, see ED600433.]
A Student-Centered Culture of Improvement: The Case of Garden Grove Unified School District
Author: Cottingham, Benjamin W.
Date: 2019-10-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Improvement,Organizational Culture,Student Centered Learning,Data Use,Administrative Organization,Teacher Effectiveness

The &quot;CORE Districts&quot; (referred to hereafter as &quot;CORE&quot;) is a nonprofit organization created in 2010 to foster collaboration between eight of California's largest districts. In 2018-19, &quot;CORE&quot; provided a range of supports to participating districts, including programs to support multiple levels of district and school leaders in developing improvement capability and coaching for school-based improvement leaders and Local Improvement Teams. This case examines the structures, processes, and organizational culture at the heart of a California district--Garden Grove Unified School District (GGUSD)--that has seen steady improvement.