ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Learning Community: Emergent Literacy. Participant Guide. Module 1: Print Knowledge (Sessions 1-3). REL 2021-045
Author: Kosanovich, Marcia
Date: 2020-00-00
Type: Guides - Classroom - Learner
Subjects: Emergent Literacy,Literacy Education,Faculty Development,Communities of Practice,Cooperative Learning,Knowledge Base for Teaching,Partnerships in Education,Oral Language,Vocabulary Development,Phonological Awareness,Teaching Methods,Evidence Based Practice,Students with Disabilities,English Language Learners,Facilitators (Individuals),Guides,Preschool Teachers,Preschool Children,Instructional Materials,Language Skills,Video Technology,Independent Study,Reading Assignments,Glossaries,Educational Resources,Computer Software,School Readiness

&quot;Professional Learning Community: Emergent Literacy&quot; was developed to support preschool teachers through collaborative learning experiences in a literacy professional learning community (PLC). PLCs are a form of professional development in which small groups of educators with shared interests work together with the goals of expanding their knowledge and refining their craft. PLC members often share the goal of improving student achievement by enhancing their own teaching practice. PLCs typically meet regularly to learn new topics, share ideas, and solve problems. A facilitator or team leader might guide the PLC members in learning a new topic, perhaps with professional development materials designed to walk them through the content. This guide was developed for preschool teachers to participate in the &quot;Professional Learning Community: Emergent Literacy,&quot; which support preschool teachers in collaborative learning experiences apply evidence-based strategies in their instruction. In turn, preschool teachers can provide 3- to 5-year-old children with evidence-based language and literacy instruction. Through this collaborative learning experience, preschool teachers expand their knowledge base as they read, discuss, share, and apply evidence-based key ideas and strategies. The &quot;Professional Learning Community: Emergent Literacy&quot; suite of materials was prepared in collaboration with the REL Southeast School Readiness Partnership and includes four modules: Print Knowledge, Phonological Awareness, Vocabulary, and Oral Language. Each module comprises four resources: Facilitator Guide, PowerPoint presentation, Classroom videos, and Participant Guide. For each module the Participant Guide includes a self-study reading assignment to be completed before each session and a set of activities to be completed during and after each session. It also includes a copy of the presentation slides used during each session (with room for notes), a set of reproducible materials that can be used in the classroom, a glossary of terms used throughout the module, and a list of resources that participants can explore for additional information. [For the &quot;Professional Learning Community: Emergent Literacy. Facilitator Guide. Module 1: Print Knowledge (Sessions 1-3). REL 2021-045,&quot; see ED609320.]
The Impact of Short-Duration Credentials after an Undergraduate Degree on Labour Market Outcomes. Education, Learning and Training: Research Paper Series
Author: Ntwari, Aimé
Date: 2020-10-16
Type: Reports - Research
Subjects: Foreign Countries,Outcomes of Education,Credentials,Academic Degrees,Undergraduate Students,Labor Market,Longitudinal Studies,Postsecondary Education,College Graduates,Wages,Income,Gender Differences

This study uses longitudinal data combining information from the Postsecondary Student Information System (PSIS) with data from personal income tax (T1 Family File) to analyze the impact of short-duration credentials (certificates and diplomas from colleges and universities), completed after an undergraduate degree, on the outcomes on the labour market of graduates from Canadian public universities.
The CARES Act: Equitable Services Funding Guidance for Private Schools
Author: Foundation for Excellence in Education
Date: 2020-06-25
Type: Reports - Descriptive
Subjects: Federal Aid,COVID-19,Pandemics,Federal Legislation,Financial Support,Private Schools,Guidance,Funding Formulas,Elementary Secondary Education,Educational Legislation

In response to comments on U.S. Department of Education (Department) guidance on how states and local education agencies (LEA) should determine equitable services for non-public schools under the CARES Act, the Department issued an interim final rule (IFR) on June 25, 2020. The IFR confirms the guidance, stating that LEAs should count all students in participating private schools that operate within a district, regardless of income, residency or Title I status, for the purposes of determining each non-public school's proportionate share of equitable services. However, the IFR also allows an LEA to choose to distribute CARES funds only to its Title I schools and students; if it makes this choice, it may then distribute equitable services only to qualifying non-public school students. This brief discusses the distribution of equitable services funding, delivery of funding, and recommendations for private school leaders. [This brief was originally published in May 2020 and was updated June 25, 2020.]
Strengthen Public Higher Ed with Targeted Relief. Education and Training. Policy Brief
Author: van Lier, Piet
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: COVID-19,Federal Legislation,Federal Aid,Pandemics,Higher Education,Educational Finance,Emergency Programs,Resource Allocation,Public Colleges,Universities,Retrenchment,Expenditure per Student

The coronavirus pandemic has emptied campuses and left many students facing an uncertain educational future. Particularly vulnerable are Black and Latinx students, who are significantly more likely than whites to report that they have canceled or changed their education plans during the pandemic. The $2.2 trillion Coronavirus Aid, Relief &amp; Economic Security (CARES) Act included $14 billion in the Higher Education Emergency Relief Fund (HEERF) to support public and private postsecondary schools. Advocates have expressed concern that new federal relief being negotiated in Congress could incentivize reopening schools rather than providing financial relief and assistance needed to keep them from going under. HEERF's formula allocates 75% of its funding based on the number of full-time equivalent (FTE) undergraduate students receiving Pell Grants, the federal student aid program for low-income students, and 25% based on the number of non-Pell Grant FTE, including graduate students. The weight for Pell recipients favors low-income students, providing a badly needed focus on equity. The law also requires that at least half of all HEERF allocations to institutions are regranted to qualifying students. The HEERF formula provides relief to public and private schools out of the same fund and treats them equally, even though federal and state governments have more responsibility for public schools, and public postsecondary schools educate many more students, more affordably, than do private schools. In addition, the formula's reliance on FTE instead of headcount, another official enrollment measure, has driven HEERF funding disproportionately to private for-profit schools. These schools charge more in tuition than similarly focused public institutions and typically lead to poorer outcomes for graduates. This policy brief examines Ohio cuts to public higher education; disproportionate distribution of CARES Act formula funds; CARES Act aid for minority serving institutions; Ohio's use of discretionary CARES Act dollars; and the impact on Federal Work Study students. Recommendations at the federal and state levels conclude the brief.
Charter Schools: The Case for Public Charter Schools--Ten Studies and Data Sets for Policymakers
Author: Foundation for Excellence in Education
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Charter Schools,Academic Achievement,Educational Improvement,Low Income Students,School Choice,Students with Disabilities,Citizen Participation,Diversity

Charter schools are tuition-free public schools open to all students and held to state academic and financial standards. However, unlike traditional public schools, charter schools are run independently of school districts and operate under a performance contract with an authorizer (a district, the state or another approved government or nonprofit entity). In exchange for more operational autonomy, charter schools are held accountable for student success. This report provides a brief overview of ten studies providing research on public charter schools.
Investing in Equitable Access to High-Quality Early Care and Education. Ideas and Evidence 2021
Author: McCormick, Meghan
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Equal Education,Access to Education,Educational Quality,Early Childhood Education,Child Care,Low Income Students,Minority Group Students,Access to Information,Educational Finance,Investment,Evidence Based Practice

Decades of research have shown that children who attend high-quality early care and education programs arrive at kindergarten better prepared to learn than those who do not. In recent years, there has been a surge of support for publicly-funded early childhood programs, including child care subsidies based on income and universal pre-K. The benefits of such programs are particularly significant for low-income children and children of color. Enrolling these groups may be critical to reducing disparities in school readiness. However, due to a range of structural and systemic factors, low-income children and children of color are also more likely to lack access to high-quality programs. Such disparities have been magnified by the COVID-19 pandemic, with a wide swath of early childhood programs struggling to survive because of lack of revenue and the significant costs associated with increased health and safety protocols. This brief identifies two central issues to address in order to promote more equitable access: making information on existing high-quality programs more accessible and improving quality by investing in curricula and professional development. Implementing these evidence-based strategies--coupled with direct financial support to programs in danger of closing due to the pandemic--will help build stronger early care and education systems that support the development of the youngest citizens. [Sharon Huang, Michelle Maier, and JoAnn Hsueh contributed to this brief.]
Digital Learning: Peril or Promise for Our Students. Speak Up Research Initiative. Briefing Paper from the 2018-19 National Findings
Author: Evans, Julie A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Electronic Learning,Technology Uses in Education,Educational Technology,Elementary Secondary Education,Barriers,Teacher Attitudes,Student Attitudes,Parent Attitudes,Teacher Effectiveness,Technological Literacy,Homework,Computer Use,Gender Differences,Middle School Students,High School Students,Internet,Social Media,Educational Benefits

The Speak Up Research Project is a national initiative of Project Tomorrow, an internationally recognized education nonprofit organization dedicated to ensuring that all students are prepared to become tomorrow's leaders, innovators, and engaged citizens of the world. Each year, the Speak Up Project polls K-12 students, parents, and educators about the role of technology for learning in and out of school. This year's national briefing paper examines the important topic of the peril versus promise value proposition for digital learning through a three-part analysis of the authentic feedback collected from over 343,500 K-12 students, parents, teachers, and administrators during the 2018-19 school year. Key findings shared in this paper include how students are using technology in school and out of school to support learning and the differences in how students and educators view the value proposition around digital learning. Additionally, three top concerns with digital learning today were examined--parents' worries about too much screen time, teachers' effectiveness with using technology, and the Homework Gap as a representation of technology equity. [For &quot;Digital Learning: Peril or Promise for Our K-12 Students. National Briefing Paper -- Speak Up 2018/19,&quot; a special preview release for community review and commentary, see ED605281.]
An Approach to Using Student and Teacher Data to Understand and Predict Teacher Shortages. REL 2021-052
Author: Reichardt, Robert
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Data Analysis,Prediction,Teacher Shortage,State Departments of Education,Elementary Secondary Education,Computer Software,Trend Analysis,Teacher Certification,Public Agencies,Teacher Effectiveness,Equal Education,Enrollment Trends,Teacher Supply and Demand,Educational Trends

Addressing teacher shortages has been a persistent concern among leaders in schools, districts, state education agencies, and the federal government. This report describes an approach to identifying patterns of teacher shortages that was collaboratively developed by the Missouri Department of Elementary and Secondary Education and the Regional Educational Laboratory Central. The approach is implemented using widely available software. It can be adopted or adapted by education agencies that wish to understand and predict teacher shortages, including shortage trends in content and certification areas, in their own contexts. Education agencies may also use teacher shortage predictions to inform efforts to address inequities in students' access to excellent educators.
In COVID-19&apos;s Aftermath: Ensuring Any Unavoidable State K-12 Funding Cuts Are Equitable and Student-Centered. Guiding Principles for State Policymakers and Partners
Author: Foundation for Excellence in Education
Date: 2020-00-00
Type: Guides - General
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Kindergarten,Educational Finance,Financial Support,Educational Equity (Finance),Budgeting,Budgets,Resource Allocation,State Aid,School Districts,Federal Aid,Retrenchment

Because of the pandemic, many states will likely need to determine how they can best address shrinking revenues with the least harm to students, even as the needs of students have increased and the crisis has exposed gaping disparities. ExcelinEd, in partnership with a diverse group of organizations--the Aspen Institute, the District Management Group, the Edunomics Lab and TNTP--has developed these essential principles that states can use to guide and improve their K-12 budget cutting decisions. Adherence to these principles will ensure that funding cuts, if unavoidable, are equitable, student-centered and strategic. Further, states can encourage their school districts to act similarly on behalf of students. [This brief was also prepared by the District Management Group.]
The Third Way: A Guide to Implementing Innovation Schools. How School Districts Can Create Autonomous, Accountable Schools to Enhance Student Learning
Author: Pankovits, Tressa
Date: 2020-00-00
Type: Guides - General
Subjects: Urban Schools,School Districts,Educational Innovation,Program Implementation,Institutional Autonomy,School District Autonomy,Accountability,Outcomes of Education,Academic Achievement,State Legislation

Across the country, urban school districts are moving beyond industrial-era systems by creating &quot;innovation&quot; or &quot;partnership&quot; schools that have the freedom to reinvent the way they educate students. The Progressive Policy Institute released a how-to guide for legislators, district leaders, and advocates who want to create more of these 21st century schools: &quot;The Third Way: A Guide to Implementing Innovation Schools.&quot; From Texas to New Jersey, from Colorado to Indiana, about 20 urban public school districts--and a few rural ones--are giving schools real autonomy, so school leaders make the key decisions, such as hiring and firing and controlling the budget. They are promising to hold these schools accountable for their performance and replace them if they fail their students, encouraging them to diversify their learning models, and letting families choose the schools that best fit their children. The results so far have been impressive. In Indianapolis, &quot;innovation network schools&quot; are the fastest improving group of schools in the district. In Camden, New Jersey, reading proficiency in the district's 11 &quot;Renaissance schools&quot; doubled and math proficiency quadrupled in their first four years. The guide draws lessons from the experience of these and other districts, discusses key &quot;success factors,&quot; lays out implementation steps, and includes model state legislation to allow and encourage districts to create such schools. [The City Fund provided funding that made this publication possible.]
Texting to Increase College Access and Success: Lessons from the Field. Research Brief II
Author: Corwin, Zoë B.
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Academic Persistence,College Students,Intervention,Success,Program Effectiveness,Telecommunications,Handheld Devices,Teaching Methods,Information Dissemination,Educational Technology,Technology Uses in Education

Over the past two years, Pullias Center researchers and practitioners from the nonprofit Get Schooled have collaborated on a project designed to boost first year persistence and success at California State University, Dominguez Hills. This brief is intended to share outcomes and lessons learned from implementing the texting component of Get Schooled's digital strategy. The aim is to share concrete examples that might be useful to practitioners and policymakers interested in incorporating texting into their institutions and programs. The brief first describes Get Schooled's overarching approach and then focuses on their texting platform and the students who use the textline. It then highlights strategies employed by Get Schooled to connect with students and encourage behaviors conducive to college access and success. [This research brief was made possible by the James Irvine Foundation in partnership with Get Schooled.]
The Equity Cost of Inter-Sector Math Misalignment: Racial and Ethnic Disparities in Community College Student Outcomes. Research Brief III
Author: Ngo, Federick
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,Mathematics Instruction,College Mathematics,Alignment (Education),Developmental Studies Programs,Minority Group Students,College Readiness,African American Students,Hispanic American Students,White Students,Mathematics Skills,Mathematics Achievement,Grade Point Average

This brief summarizes results from a study on the experience of inter-sector math misalignment (ISMM), when students who were deemed &quot;college-ready&quot; by high school standards were placed in developmental courses upon enrolling in a local community college. Given that racially minoritized students are more likely to be placed into developmental education courses and report being questioned about their abilities in those courses, they may experience more negative effects of being placed into developmental courses when they are actually college-ready. This study explores the equity cost of math misalignment by examining whether it is especially detrimental for these college-ready students to begin college in developmental math courses. Overall, results show that even for students considered &quot;college-ready&quot; by their high school achievements, many were placed into developmental math courses once they enrolled in community college. And while results show that math misalignment is high overall, it is especially high for Black and Latina/o/x students. Subsequent analysis shows negative effects on student outcomes, with students that experienced math misalignment much less likely to complete transfer-level math and earn college credits compared to similar students who were placed into transfer-level math. Furthermore, Black students who experienced misalignment were particularly harmed and earned fewer total units compared to their similar White peers. [The full version of this paper can be found in &quot;The Journal of Higher Education.&quot;]
Roma in Higher Education--Psychological and Social Capital as Factors of Academic Success
Author: Simic, Nataša
Date: 2019-12-00
Type: Journal Articles
Subjects: Minority Group Students,Social Capital,Higher Education,College Attendance,Disproportionate Representation,Student Attitudes,College Students,Comparative Analysis,Self Efficacy,Family Financial Resources,Educational Attainment,Family Characteristics,Nongovernmental Organizations,Family Structure,Resilience (Psychology),Psychological Patterns,Barriers,Positive Attitudes,Academic Achievement,Profiles,Foreign Countries

Given that Roma students are underrepresented in higher education, and that few studies investigated personal and social resources of young Roma adults, our aim was to explore the psychological and social capital of Roma attending college and determine if there are differences compared to non-Roma students. In total, 89 Roma and 105 non-Roma college students filled in the questionnaire. Significant differences between the two groups were obtained for all components of psychological capital, except for self-efficacy. Roma students' family financial and educational status was significantly more unfavorable than that of the non-Roma students. They received support from fewer persons to pursue higher education but have been more civically engaged and received more support from NGO representatives. We can conclude that, despite unfavorable family structure capital, Roma college students have developed a high level of psychological capital. Practical implications are furthered elaborated.