ethanporcaro/eric-fulltext-meta huggingface dataset:
Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Positive Outliers Series
Author: Burns, Dion
Date: 2019-09-04
Type: Reports - Research
Subjects: Educational Change,School Districts,Achievement Gap,Common Core State Standards,Racial Differences,Academic Achievement,Equal Education,Program Implementation,Educational Improvement,Case Studies,Minority Group Students,Graduation Rate,Suspension,Models,Faculty Mobility,Teacher Effectiveness,Teacher Selection,Teacher Persistence,Educational Assessment,Evidence Based Practice,Accountability,Social Emotional Learning,Response to Intervention,Family Involvement,Capacity Building,Access to Education,Community Involvement,Educational Policy,Elementary Secondary Education

U.S. education has experienced many waves of reform in responding to rapid changes in knowledge, technologies, and the economy. It is now widely accepted that, to succeed in the future, all young people must have the opportunity to develop critical thinking, problem-solving, collaboration, and communication competencies--often referred to as &quot;deeper learning&quot; skills. These opportunities can no longer be the purview of the privileged few. At the same time, disparities in students' learning opportunities present a persistent problem. Substantial opportunity and achievement gaps remain between students of color and their White counterparts and between the growing number of students living in poverty and their affluent peers. The adoption of the Common Core State Standards (CCSS), and other high-quality state and district standards across the nation, attests to the widespread agreement that all children should develop these essential skills. These new standards typically shift teaching from activities such as memorization and computation to the analytic and inquiry skills that undergird deeper learning. Fortunately, many schools and districts are rising to this challenge. This study examines a set of seven &quot;positive outlier&quot; districts in California in which students across racial/ethnic groups are consistently outperforming students of similar racial/ethnic backgrounds from families of similar income and education levels in most other California districts. In addition, these districts are achieving more equitable opportunities and outcomes across a range of measures. This cross-case study consolidates lessons learned from these seven districts in California during the early implementation of new standards in California. [Written with Taylor Allbright, Desiree Carver-Thomas, Eupha Jeanne Daramola, Jane L. David, Laura E. Hernández, Kate E. Kennedy, Julie A. Marsh, Crystal A. Moore, Anne Podolsky, Patrick M. Shields, and Joan E. Talbert. Additional funding from the Sandler Family Foundation. For the research brief, see ED610876.]
Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Research Brief. Positive Outliers Series
Author: Burns, Dion
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Educational Change,School Districts,Achievement Gap,Academic Achievement,Minority Group Students,Educational Assessment,Evidence Based Practice,Social Emotional Learning,Family Involvement,Common Core State Standards,Program Implementation,Educational Improvement,Case Studies,Educational Policy,Capacity Building,Educational Quality,Equal Education,Elementary Secondary Education

This brief summarizes lessons from &quot;positive outlier&quot; districts in California that have excelled at helping African American, Latino/a, and White students achieve at high levels on new assessments of academic standards in English language arts and mathematics, after accounting for students' socioeconomic status. Drawing on case studies of seven of these districts, this brief describes common elements related to their districts' high performance: a shared vision that prioritizes learning for every child; instructionally engaged leaders; a strong and stable educator workforce; collaborative professional learning; a developmental approach to instructional change; curriculum and assessment focused on deeper learning; use of evidence to inform teaching and learning; systemic supports for students' academic, social, and emotional needs; and engagement of families and communities. [Additional funding from the Sandler Family Foundation. For the full report, see ED610874.]
The Role of Emotion Regulation in Alcohol Use among Adolescents with Attention-Deficit/Hyperactivity Disorder
Author: Margherio, Samantha M.
Date: 2020-04-09
Type: Reports - Research
Subjects: Emotional Response,Self Control,Alcohol Abuse,Adolescents,Attention Deficit Hyperactivity Disorder,At Risk Persons,Interpersonal Competence,Parents,Knowledge Level,Correlation,Resilience (Psychology),Grade 8,Grade 9,Grade 10,Secondary School Students

The purpose of the present study was to determine the role of emotion regulation in the pathway to problematic alcohol use among adolescents with attention-deficit/hyperactivity disorder (ADHD), specifically investigating the total effect of emotion regulation on problematic alcohol use and the indirect effect of emotion regulation through social skills on problematic alcohol use within a 2-wave longitudinal design. The potential protective effect of parent knowledge of these effects was assessed. Participants were 149 adolescents with ADHD (mean [M] 15.11 years old; 78% male), and approximately 19% endorsed problematic alcohol use at Time 2. Contrary to our hypothesis, emotion regulation was not associated with subsequent problematic alcohol use without social skills in the model, and parent knowledge did not moderate this pathway. The results supported an indirect effect of emotion regulation on problematic alcohol use via social skills, although the direction of this effect was unexpected. Greater emotion regulation skills were associated with greater social skills, which in turn were associated with a higher likelihood of problematic alcohol use. Parent knowledge was protective against this indirect effect, such that the indirect effect was only present in the context of low parent knowledge. The findings delineate the roles of risk and protective factors associated with the progression from experimentation to alcohol use disorder among adolescents with ADHD. [This is the online version of an article published in &quot;Psychology of Addictive Behaviors&quot; (ISSN 0893-164X).]
Elementary School Principals&apos; Professional Learning: Current Status and Future Needs. Research Brief
Author: Levin, Stephanie
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Elementary Schools,Principals,Management Development,Capacity Building,Equal Education,Authentic Learning,Administrator Attitudes,Needs,Barriers,Holistic Approach,Educational Improvement

High-quality professional learning can build principals' capacity to lead successful schools. This brief summarizes a study about principals' professional learning based on a national survey of elementary school principals. Many surveyed principals reported that they had access to professional development that has been identified as important for leadership, but fewer had opportunities to participate in job-embedded professional learning, which research shows helps principals apply their learning. Most principals wanted more professional development, particularly on educating the whole child and on leading equitable schools. While a high percentage of principals said their districts supported their continuous improvement, many reported facing obstacles to participating in professional learning such as not having enough time, lacking sufficient coverage for leaving their building, and not having enough money. [For the full report, see ED610880.]
Elementary School Principals&apos; Professional Learning: Current Status and Future Needs
Author: Levin, Stephanie
Date: 2020-10-21
Type: Reports - Research
Subjects: Elementary Schools,Principals,Management Development,Capacity Building,Equal Education,Authentic Learning,Administrator Attitudes,Needs,Barriers,Holistic Approach,Educational Improvement

School principals are essential for ensuring that students have access to strong educational opportunities. They shape a vision of academic success for all students; create a climate hospitable to education; cultivate leadership in others so that teachers and other adults feel empowered to realize their schools' visions; guide instructional decisions that improve teaching and learning; and manage people, data, and processes to foster school improvement. Research has found that high-quality professional learning opportunities for principals--including preparation programs, induction supports for early-career principals, ongoing training, one-on-one support through coaching and mentoring, and peer networks--can build leadership capacity. To learn more about principals' opportunities for professional learning, the National Association of Elementary School Principals (NAESP) and the Learning Policy Institute (LPI) collaborated on a national principal study. The authors analyzed survey data that addressed professional learning experiences for all principals using descriptive statistics, and the authors examined differences among groups of principals with different experience levels and those working in schools with distinctive characteristics. The study found that: (1) Most elementary school principals had access to professional development content identified as important for building leadership capacity, including topics in leading equitable schools; (2) Many elementary school principals appear not to have had the opportunity to participate in authentic, job-embedded professional learning; (3) More than half of all elementary school principals wanted more professional development across all topics, but principals were most likely to want additional professional development that focuses on whole child education; (4) More than four in five elementary school principals (84%) indicated that they faced obstacles to pursuing professional development; and (5) Most elementary school principals reported that their districts can play a role in helping to overcome obstacles to professional learning and can support principals' continuous improvement, but this varied by the proportion of students in poverty and students of color in schools. [For the research brief, see ED610879.]
Sharpening the Divide: How California&apos;s Teacher Shortages Expand Inequality. Research Brief
Author: Carver-Thomas, Desiree
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Shortage,Educational Policy,COVID-19,Pandemics,Academic Persistence,Teacher Education Programs,Scholarships,Mentors,Beginning Teacher Induction,Employment Qualifications,Community Colleges,High Schools,Career Readiness,Teacher Salaries,Teaching Conditions,Leadership Qualities,Data Collection,Information Storage,Equal Education,Labor Turnover,Teacher Persistence,Beginning Teachers,Minority Group Teachers,Enrollment Trends,Teacher Retirement

Teacher shortages that most severely affect schools serving the least advantaged children have been part of the California education landscape for the last half decade. This brief describes how key teacher supply and demand factors vary across the state, and it provides potential policy solutions to mitigate ongoing shortages. The brief also offers insight into how the COVID-19 pandemic is likely to impact teacher supply, demand, shortages, and diversity. This brief is drawn from the report &quot;Sharpening the Divide: How California's Teacher Shortages Expand Inequality&quot; and is accompanied by an online interactive map of district- and county-level teacher supply and demand factors, which can be found online at https://learningpolicyinstitute.org/product/interactive-map-understanding-teacher-shortages-california. [For the full report, see ED610882.]
Sharpening the Divide: How California&apos;s Teacher Shortages Expand Inequality
Author: Carver-Thomas, Desiree
Date: 2020-09-24
Type: Reports - Research
Subjects: Teacher Supply and Demand,Teacher Shortage,Educational Policy,COVID-19,Pandemics,Academic Persistence,Teacher Education Programs,Scholarships,Mentors,Beginning Teacher Induction,Employment Qualifications,Community Colleges,High Schools,Career Readiness,Teacher Salaries,Teaching Conditions,Leadership Qualities,Data Collection,Information Storage,Equal Education,Labor Turnover,Teacher Persistence,Beginning Teachers,Minority Group Teachers,Enrollment Trends,Teacher Retirement

When California students returned to school in fall 2019, hundreds of thousands returned to classrooms staffed by substitutes and teachers who were not fully prepared to teach. In recent years, California has experienced widespread shortages of elementary and secondary teachers as districts and schools seek to restore class sizes and course offerings cut during the Great Recession. This report examines the most recent publicly available data from the California Commission on Teacher Credentialing (CTC) and public- and restricted-use student and staffing data from the California Department of Education (CDE) to highlight the status of teacher supply, demand, and shortages, as well as teacher diversity, in California. The report details the significance of these supply and demand factors and demonstrates how these conditions vary throughout the state. In addition, the report summarizes recent state investments in addressing teacher shortages and examines potential policy solutions to mitigate ongoing shortages. While this report is based largely on data that predates the COVID-19 pandemic, it discusses the key factors now emerging as the pandemic affects California's teacher workforce. Based on research on attracting and retaining teachers, the authors have identified eight strategies that state and local agencies in California can implement in order to address ongoing teacher shortages, particularly in high-need fields and schools. These include: (1) Maintaining and expanding high-retention pathways into teaching; (2) Providing service scholarships; (3) Access to mentoring and induction programs; (4) Streamlining requirements for entry into the profession; (5) Strengthening community college and high school pathways; (6) Improving teacher compensation and working conditions; (7) Developing strong school leaders; and (8) Strengthening state educator workforce data systems. [This report was developed as a companion to an online interactive map, &quot;Understanding Teacher Shortages in California: A District- and County-Level Analysis of the Factors Influencing Teacher Supply and Demand,&quot; which can be found online at https://learningpolicyinstitute.org/product/interactive-map-understanding-teacher-shortages-california. For the accompanying research brief, see ED610881.]
How California&apos;s Teacher Residencies Are Helping to Solve Teacher Shortages and Strengthen Schools. Research Brief
Author: Yun, Cathy
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Teacher Interns,Teacher Education Programs,Teacher Shortage,Program Effectiveness,Educational Finance,Financial Support,Sustainability,Special Education Teachers,Educational Improvement,College School Cooperation,Preservice Teacher Education

With significant state investment, teacher residencies are spreading throughout California. These vignettes highlight two California teacher residencies and how they are helping to address shortages and support both students and teachers. These examples also spotlight creative funding strategies that can help California's investments in teacher residencies become sustainable over time. [This report was prepared by Bank Street College of Education Prepared To Teach and Educator Preparation Laboratory (EdPrepLab). This report is based on &quot;Sustainable Strategies for Funding Teacher Residencies: Lessons from California&quot; (ED610885).]
Sustainable Strategies for Funding Teacher Residencies: Lessons from California
Author: Yun, Cathy
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Educational Finance,Financial Support,Sustainability,Teacher Interns,Preservice Teacher Education,Equal Education,Teacher Education Programs,Program Effectiveness,Minority Group Teachers,Teacher Recruitment,Teacher Persistence,Resource Allocation,Costs,Investment

With significant state investment, teacher residencies are spreading throughout California. To sustain these efforts after the initial state investment, programs are using creative funding strategies. To learn about how teacher residencies across the state are funding their work, the Learning Policy Institute and &quot;Prepared To Teach&quot; at Bank Street College of Education partnered to examine the current state of practice around residency sustainability. The report highlights California teacher residencies with known financial sustainability efforts in which partners are leveraging local resources to support residents and mentor teachers. This report shares examples from California of partners working together to bring local resources to their residencies to make them more sustainable. The authors begin by setting the California context and briefly describing how finding funding for residencies can help to address teacher shortages while increasing the diversity of the teaching workforce. Then the authors present some concrete strategies that programs can use to move toward long-term sustainable funding for residency programs, with examples of how specific programs in California have successfully implemented select strategies. These strategies could be useful to districts, teacher preparation programs, community leaders, and state policymakers to help inform teacher residency design and supports. [This report was prepared by Bank Street College of Education Prepared To Teach and Educator Preparation Laboratory (EdPrepLab). For a related research brief, &quot;How California's Teacher Residencies Are Helping to Solve Teacher Shortages and Strengthen Schools,&quot; see ED610884.]
A What Works Clearinghouse Rapid Evidence Review of Distance Learning Programs. WWC 2021-005REV
Author: Sahni, S. D.
Date: 2021-02-00
Type: Reports - Research
Subjects: Program Evaluation,Program Effectiveness,Distance Education,Elementary Secondary Education,Postsecondary Education,COVID-19,Pandemics,Educational Legislation,Federal Legislation,Outcomes of Education,Intelligent Tutoring Systems,Mathematics Education,Language Arts,Electronic Learning,Algebra

Due to the COVID-19 global pandemic, educators and school administrators need to understand the available distance learning models and programs that may assist students who attend school from a remote location. To meet this need, this rapid evidence review sought to identify and report on what works in distance learning educational programming. After an extensive search and screening process, the What Works Clearinghouse (WWC) reviewed 36 studies spanning kindergarten through postsecondary education. Fifteen studies met the WWC Group Design Standards; of those, three met the Every Student Succeeds Act Tier 1 requirements. An analysis of where research has been conducted revealed that several distance learning programs for K-8 students &quot;Met WWC Group Design Standards,&quot; but only one study of a distance learning program for high school students &quot;Met WWC Group Design Standards.&quot; In addition, a meta-analysis of studies with similar design characteristics (nine in total) found that, on average, students in the distance learning programs improved in the English language arts outcome domain but not in the mathematics domain. Although the results are promising, continued research using rigorous, randomized designs should be a priority.
Urban Ecologists: A New After-School Program Teaching Inner-City Children about Urban Ecology. Project Report
Author: Buo, Carrie
Date: 2021-00-00
Type: Journal Articles
Subjects: Urban Youth,Ecology,Urban Environment,After School Education,Elementary School Students,Grade 5,Physical Environment,Student Attitudes,Childrens Art,Freehand Drawing,Science Instruction,Program Effectiveness

Children in urban environments tend to have limited exposure to environmental education programs for many reasons. This paper describes the development of a short-session after-school program, created to introduce children in an inner-city school to the concept of urban ecology. In this program, we met with a class of 20 fifth graders once a week for four weeks and evaluated students' perceptions of nature with a pre-post-intervention activity that asked students to draw a picture describing &quot;nature.&quot; Researchers evaluated the drawings together. The results indicated an increase in the instances of animals and insects in drawings with fewer anthropic influences, such as people, buildings, and vehicles. Overall, the program achieved its goal of exposing urban children to the ecology all around them.
California&apos;s Positive Outliers: Districts Beating the Odds. Research Brief. Positive Outliers Series
Author: Podolsky, Anne
Date: 2019-08-19
Type: Reports - Research
Subjects: School Districts,Minority Group Students,Racial Differences,Ethnicity,Academic Achievement,High Achievement,Language Arts,Mathematics Achievement,Socioeconomic Status,Family Income,Educational Attainment,Parent Background,Predictor Variables,Teacher Certification,Teacher Competencies,Correlation,Teaching Experience,Teacher Qualifications,African American Students,Hispanic American Students,White Students,Standardized Tests,National Surveys,Employment Level,Teacher Student Ratio

Despite wide achievement gaps across California between students from different racial and socioeconomic backgrounds, some school districts have excelled at supporting the learning of all their students. This analysis identifies these positive outlier districts--those in which students of color, as well as White students, consistently achieve at higher levels than students from similar racial/ethnic backgrounds and from families of similar income and education levels in most other districts. These results are predicted, in significant part, by the qualifications of districts' teachers, as measured by their certification and experience. In particular, the proportion of underprepared teachers--those teaching on emergency permits, waivers, and intern credentials--is associated with decreased achievement for all students, while teaching experience is associated with increased achievement, especially for students of color. [For the full report &quot;California's Positive Outliers: Districts Beating the Odds. Positive Outliers Series,&quot; see ED610889.]