ethanporcaro/eric-fulltext-meta huggingface dataset:
Nebraska Student-Centered Assessment System (NSCAS). Legislative Policy Brief
Author: Nebraska Department of Education
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Evaluation Methods,Educational Policy,State Policy,Elementary Secondary Education,Formative Evaluation,Summative Evaluation,Faculty Development

Nebraska's educators know the state's long-term competitiveness depends on continually improving student learning and outcomes for our 300,000+ K-12 students. That's why what they teach in classrooms all over the state is tied closely to content area standards--standards developed by Nebraska educators, approved by the State Board, and reviewed and revised every seven years. These content area standards define what Nebraska's students need to learn and master in math, science, and English language arts to help prepare them for college, career, and civic life. They also guide Nebraska's approach to assessment, the Nebraska Student-Centered Assessment System (NSCAS). This brief discusses the impact of NSCAS, NSCAS fundamentals, and the four core components of NSCAS.
Strengthening Skills Anticipation and Matching in Slovakia: Skills Intelligence Support to Policy-Makers and Learners
Author: Cedefop - European Centre for the Development of Vocational Training, Department for Skills and Labour Market (DSL)
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Job Skills,Governance,Education Work Relationship,Employer Attitudes,Supply and Demand,Educational Attitudes,Educational Change

Ensuring that EU countries develop robust skills anticipation to inform responsive VET systems is a key aim of the Skills agenda for Europe. But, to have impact, skills intelligence requires good skills governance, feeding into VET and employment policies with wide outreach to diverse potential users. In 2015 Cedefop initiated a country support scheme to assist the EU strategy of improving skills governance in Member States. Cedefop has recently concluded four skills governance country reviews in Bulgaria, Estonia, Greece and Slovakia, following pilots in Iceland and Malta. This report summarises the key insights and lessons from the review of skills governance in Slovakia. Using input from a wide stakeholder consultation and an online opinion survey among employers and VET providers, it analyses current challenges and bottlenecks, with a view to uncovering the root causes of key skills governance issues. Thoughts on possible progress and examples from other countries aim to inspire policy-makers in shaping ideas for further work.
How Can Learning Management Systems Be Used Effectively to Improve Student Engagement?
Author: Olson, Lynn
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Integrated Learning Systems,Learner Engagement,Distance Education,Courseware,Information Systems,Learning,Data,Access to Information,Access to Computers,Student Participation,Classroom Environment,Virtual Classrooms

This paper summarizes findings from a consensus panel on using data from learning management systems and software to help educators understand and improve student engagement during remote instruction. Center on Reinventing Public Education (CRPE) convened a group of researchers, practitioners, and technology and curriculum providers to explore how learning management systems and courseware, as well as student information systems, could help provide teachers and school systems with data to better measure student engagement and learning--both in the short term and in the future--with the goal of better supporting students. The panel concluded: (1) Learning software and platforms that many districts use already provide a host of data on students' access to technology, participation in learning, and even aspects of the learning environment. But stand-alone data points are hard to make sense of; most districts lack the data systems and technical capacity to integrate data across multiple sources and software platforms to place specific data points in context. Data on students' assignment completion rate is more meaningful and actionable when combined with information on students' prior performance, technology and internet access, and household conditions; (2) To make data accessible and actionable, districts need more consistent routines around data retrieval, analysis, and reporting. Platforms can help districts by surfacing the right data at the right time and presenting it in simple, teacher-friendly dashboards; and (3) Technology and education leaders alike have creative ideas about new features and data that would further advance our understanding of students' engagement in learning. Technology firms are eager to build more functional tools for users but they need both guidance and coordination from the field to build solutions that work for more than a single use in a single school system. Tech providers should codesign such solutions with the ultimate end users: educators and school system leaders.
Putting Families at the Center: The Role of Parent Advocacy Groups during COVID-19
Author: Olson, Lynn
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Parent Role,Advocacy,Parent Associations,African American Students,Hispanic American Students,Family Role,Educational Change,Change Strategies,Information Dissemination,Empowerment,Family Needs,Educational Quality,At Risk Students,Elementary Secondary Education,Access to Computers,Internet,School Closing,Distance Education,Electronic Learning,Equal Education,Educational Policy

As school systems nationwide struggle to deliver learning in a pandemic, parent advocacy groups are stepping up to help Black and Hispanic families who have often been left out of previous education policy making discussions. This brief profiles four advocacy groups--The Oakland REACH; Parents Amplifying Voices in Education, or PAVE; Kids First Chicago; and Parent Revolution--that have been particularly effective in devising bold solutions during the current crisis. The work of these groups offers critical lessons for supporting families to lead change during the pandemic and beyond, including: (1) Don't wait for a crisis to develop relationships with families; (2) Help families navigate the complex system of educational experiences in their city; (3) Create feedback loops with families to keep abreast of their most pressing concerns; (4) Equip families with the skills and power to elevate their concerns and craft solutions; and (5) Push the system while offering solutions.
Center for Collegiate Mental Health (CCMH) 2020 Annual Report. Publication No. STA 21-045
Author: Pennsylvania State University, Center for Collegiate Mental Health (CCMH)
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: College Students,Mental Health,School Health Services,Access to Health Care,School Counseling,Guidance Centers,Counseling Services,Counseling Effectiveness,Health Needs,Student Needs,Enrollment,School Size,Suicide,Trauma,Violence,Substance Abuse,Depression (Psychology),Anxiety,Stress Variables,Eating Disorders,Psychological Patterns,Family Environment,Interpersonal Relationship

The 2020 Annual Report summarizes data contributed to the Center for Collegiate Mental Health (CCMH) during the 2019-2020 academic year, beginning July 1, 2019 and closing on June 30, 2020. De-identified data describing 185,440 unique college students seeking mental health treatment, 3,890 clinicians, and 1,395,685 appointments. The following are key findings and implications contained in this year's report: (1) The Clinical Load Index (CLI), first released in the Fall of 2019, can be conceptually thought of as the &quot;average annual caseload&quot; for a &quot;standardized counselor&quot; within a counseling center. The CLI was designed to provide a more accurate and consistently comparable metric that describes the landscape of staffing levels rather than offering a single recommendation. The 2020 Annual Report built on this foundation with two additional goals: (1) replicate, update, and expand the 2017-2018 CLI distribution to represent more colleges and universities; and (2) evaluate differences in counseling center practices between centers at the low and high ends of the CLI distribution; and (2) Findings demonstrated the following: (1) Low CLI Centers are more likely to be at smaller institutions and provide full-length assessments at the outset of services as well as ongoing weekly counseling that produces more improvement in symptoms. These centers are much less likely to run out of treatment capacity during periods of high demand; and (2) High CLI Centers are more likely to be at larger institutions and implement clinical systems that maximize efficiency in an effort to serve the masses while limiting access to weekly individual therapy. Case Management services and referrals to external. [Additional support for this research comes from the collaborative efforts of over 600 university and college counseling centers and the Penn State University Counseling and Psychological Services. For the 2019 report, see ED602859.]
Implementing and Scaling Multiple Measures Assessment in the Context of COVID-19. Research Brief
Author: Bickerstaff, Susan
Date: 2021-01-00
Type: Reports - Research
Subjects: Student Evaluation,Evaluation Methods,Student Placement,Alternative Assessment,Developmental Studies Programs,Grade Point Average,Community Colleges,State Colleges,Two Year College Students,Case Studies,COVID-19,Pandemics,Program Implementation

Despite evidence suggesting that standardized tests are an imperfect measure of academic readiness, many community colleges across the country rely on them alone to determine student course placement. However, when the COVID-19 pandemic forced campuses to transition to remote operations in spring 2020, proctoring in-person placement tests became all but impossible. Though some institutions may have continued to administer the tests remotely, in many cases, the capacity to do so was significantly reduced. In response, systems and colleges sought out innovative ways to determine whether students need developmental education, with many adopting multiple measures assessment and placement systems that take into account factors such as high school GPA and noncognitive assessment results. Based on interviews with system leaders and college administrators, faculty, and staff, this brief presents four short case studies on how community college state systems changed placement policies and supported new placement practices in the midst of the pandemic. The case studies--which focus on Indiana, Virginia, Texas, and Washington--address common multiple measures assessment implementation challenges such as facilitating buy-in, providing implementation support, combatting initiative fatigue, and establishing data-informed evaluation processes.
Perceptions on Adult Learning and Continuing Vocational Education and Training in Europe. Volume 1: Second Opinion Survey. Member States. Cedefop Reference Series. No 117
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Adult Education,Continuing Education,Job Skills,Employment Qualifications,Labor Force,Attitudes,Adult Learning,Value Judgment,Career Development,Job Training,Individual Development,Educational Attainment,Access to Education,Educational Quality,Income,Unemployment,Outcomes of Education,Academic Degrees,Participation

Impressions are influential. Through more than 40,000 interviews of people aged 25 and over in the European Union (EU), Norway and Iceland, this survey explores people's impressions about adult learning and continuing vocational education and training (CVET), which are central to enabling adults acquire the knowledge, skills and competences they need to manage changing jobs and lives. This volume looks at impressions in Member States and across the EU (a second looks at views of different groups in the European adult labour force). The survey brings new insights. People in all Member States value adult learning and CVET and believe that they should be a priority for investment in their country. Low participation in adult learning and CVET is not because of negative impressions. The data are here to explore; its aim is to inform Member State strategies to strengthen adult learning and CVET. [For the executive summary, see ED610607.]
Perceptions on Adult Learning and Continuing Vocational Education and Training in Europe. Volume 1: Second Opinion Survey. Member States. Executive Summary
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Adult Education,Continuing Education,Job Skills,Employment Qualifications,Labor Force,Attitudes,Adult Learning,Value Judgment,Career Development,Job Training,Individual Development,Educational Attainment,Access to Education,Educational Quality,Income,Unemployment,Outcomes of Education,Academic Degrees,Participation

Impressions are influential. Through more than 40,000 interviews of people aged 25 and over in the European Union, Norway and Iceland, Cedefop's second opinion survey explores people's impressions about adult learning and continuing vocational education and training (CVET), which are central to enabling adults acquire the knowledge, skills and competences they need to manage changing jobs and lives. This executive summary describes the survey's methodology and results. [For the full report, see ED610606.]
Provision of Foundation Skills Training by Community Education Providers in Regional Australia
Author: O'Dwyer, Lisel
Date: 2021-00-00
Type: Reports - Research
Subjects: Foreign Countries,Language Skills,Literacy,Reading Skills,Writing Skills,Numeracy,Job Skills,Skill Development,Community Programs,Community Colleges,Adult Learning,Program Effectiveness,Outcomes of Education,Social Capital,Human Capital,Basic Skills,Mathematics Skills,Community Education,Models,Delivery Systems,Financial Support,Goal Orientation,Student Evaluation,Feedback (Response),Educational Facilities,Professional Development,Marketing,Technological Literacy

Defined as language, literacy and numeracy, and employability skills, foundation skills are essential for individuals to participate in further education, employment and wider society. Community education providers, such as community colleges, neighbourhood houses, faith-based organisations and adult learning associations, are key providers of foundation skills training. The characteristics of community education providers, such as their relatively small scale and flexibility in teaching strategies, make them particularly suitable for providing such training. Despite this, the impact of foundation skills training delivered by community education providers on education and employment outcomes and involvement in society is not well known, particularly in regional areas where the foundation skill levels of adults tend to be lower than in metropolitan areas. This research investigates the contribution that community education providers make to foundation skills training in regional Australia, the models of delivery which seemed to work best, and whether the undertaking of foundation skills training helped build the social and human capital of the individual and broader community. A multi-method approach is used including the administration of an online survey to both regional and metropolitan community education providers and follow-up telephone interviews with a selection of community education trainers and managers, along with an analysis of inquiries to the Reading Writing Hotline (a national referral service for adults looking for help with their literacy and numeracy skills) and analysis of Total VET Activity (TVA) data. [For the accompanying supporting document, &quot;Provision of Foundation Skills Training by Community Education Providers in Regional Australia -- Support Document,&quot; see ED610611.]
Career Guidance Policy and Practice in the Pandemic: Results of a Joint International Survey -- June to August 2020
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-00-00
Type: Reports - Research
Subjects: Career Guidance,COVID-19,Pandemics,Educational Policy,Public Policy,Program Implementation,Stakeholders,Cooperation,Online Systems,Career Counseling,Labor Market,Surveys,Federal Aid,Foreign Countries,Guidance Programs,Delivery Systems,Supply and Demand,International Organizations,Donors,Distance Education,Blended Learning

In light of the growing negative impact of the COVID-19 pandemic on national labour markets and people's lives and livelihoods, the role of career guidance has become ever more important to individuals, families, communities, the workforce, employers and society. This report is based on a flash joint international survey, designed to provide a snapshot of how career guidance policies, systems and services were adapting and coping, following the declaration of the world COVID-19 pandemic in March 2020. The survey, launched on 8 June 2020 and closed on 3 August 2020, included an exploration of these policies, systems and practices (focusing on remote and ICT-based delivery) in the context of the early phase of government reactions to the pandemic, the extent to which the pandemic and its social consequences triggered a debate on career guidance reform, and the role for career guidance in pandemic recovery measures. It also considered the support role of international and donor bodies. [This report was co-produced by the International Centre for Career Development and Public Policy (ICCDPP).]
Adult Learning and Continuing Vocational Education and Training Valued by Europeans. Briefing Note
Author: Cedefop - European Centre for the Development of Vocational Training
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Adult Learning,Adult Vocational Education,Lifelong Learning,Adult Students,Student Attitudes,Foreign Countries,Educational Benefits,Employment Potential,Incentives,Individual Development,Job Skills

This briefing note provides insights from a pan-European opinion survey conducted by Cedefop. This survey explores what adults living in the European Union (EU), Iceland and Norway think about adult learning and continuing vocational education and training (CVET), given that image and perceptions influence action. The survey defines adult learning and CVET as any learning activities undertaken by adults (employed or not) with the intention of improving their knowledge or skills. The questionnaire asked about the value of adult learning and CVET in producing desired outcomes and benefits for individuals (such as personal, skill and career development and personal financial situation), society and the economy (such as lower unemployment) and for countries (such as social cohesion). The positive image of CVET emerging from the survey gives policy-makers a strong basis for strengthening adult learning and CVET and establishing them as a standard path accessible to all adults. Building on the answers, survey findings construct the image people have of adult learning and CVET. The findings are in two volumes. The first, &quot;Perceptions on adult learning and continuing vocational education and training in Europe,&quot; looks at individual countries. The second volume looks at different demographic and socioeconomic groups across all participating countries and will be published in 2021. [For &quot;Perceptions on Adult Learning and Continuing Vocational Education and Training in Europe. Volume 1: Second Opinion Survey. Member States,&quot; see ED610606.]
Provision of Foundation Skills Training by Community Education Providers in Regional Australia -- Support Document
Author: O'Dwyer, Lisel
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Language Skills,Literacy,Reading Skills,Writing Skills,Numeracy,Job Skills,Skill Development,Community Programs,Adult Learning,Program Effectiveness,Outcomes of Education,Social Capital,Human Capital,Basic Skills,Mathematics Skills,Community Education,Models,Delivery Systems,Financial Support,Geographic Regions,Technological Literacy,Postsecondary Education

The ageing labour force, and concerns with productivity and social inclusion have driven foundation skills policy development in Australia and internationally (SCOTESE 2012; Newton 2016). However, little existing literature focusses on the relationships between foundation skills, community education providers and regional location. Thus, this review addresses the main national policy and funding arrangements affecting general foundation skills provision and productivity in regional areas as a context for the operation of community education providers in regional areas. Varying international definitions of 'foundation skills' and little research into foundation skills policy and its implementation makes foundation skills policy development challenging. Australia is the only country to use the term 'foundation skills' in policy documents and to explicitly include employability skills in the definition (Newton 2016, p.20) but most research has focussed on LLN skills. This document was produced by the authors based on their research for the report &quot;Provision of Foundation Skills Training by Community Education Providers in Regional Australia&quot; (ED610608) and is an added resource for further information.
How Are School Districts Addressing Student Social-Emotional Needs during the Pandemic?
Author: DeArmond, Michael
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: School Districts,Social Emotional Learning,Pandemics,COVID-19,Well Being,Distance Education,Educational Planning,Educational Environment,Mental Health,Elementary Secondary Education

Since March 2020, Center on Reinventing Public Education (CRPE) has tracked remote learning trends in school districts across the country. In this brief, we look at how our nationally representative sample of 477 school districts attended to students' social-emotional learning and well-being in fall 2020. Students' social-emotional learning and well-being was a concern before the COVID-19 pandemic. But it is an even bigger issue now, as students and teachers cope with the pressures of not only the pandemic and social isolation, but also the nation's reckoning with law enforcement violence against Black people, the ongoing economic crisis, and threats to American democracy. In light of these challenges, we wanted to see whether districts' remote learning and school reopening plans mentioned social-emotional learning and, if so, in what ways. After reviewing public information available online in our representative sample of school districts, we found: (1) Most district plans (66 percent) mentioned students' social-emotional learning and well-being; (2) When it comes to supporting students, district plans were more likely to focus on creating safe environments (47 percent) than teaching social-emotional skills (31 percent). Of the approaches we reviewed, advisories and morning meetings were the most common ways districts supported students; and (3) Despite the clear interest in students' social-emotional learning and well-being, we also found very few districts (7 percent) taking a system-wide approach to collecting data on how their students were doing.
Study of the Learning Climate and the Feedback That Students Draw in the Mathematics Class
Author: Anastasios, Ravanos
Date: 2020-12-31
Type: Journal Articles
Subjects: Classroom Environment,Feedback (Response),Mathematics Instruction,Student Attitudes,Mathematics Achievement,High School Students,Secondary School Mathematics,Teacher Student Relationship,Foreign Countries

This study is the result of the completion of my dissertation, for the needs of which, in parallel with the literature review, a quantitative research was conducted to assess the learning climate and feedback in the classroom of mathematics as perceived by 50 students who participated. The purpose of the research is to highlight relevant issues and findings, as well as to be a trigger for other research efforts aimed at improving the teaching of Mathematics.