ethanporcaro/eric-fulltext-meta huggingface dataset:
Private School Choice: Impact on Public School Students in Florida. ExcelinEd Policy Toolkit - 2020
Author: ExcelinEd
Date: 2020-00-00
Type: Reports - Research
Subjects: Private Schools,School Choice,Outcomes of Education,Scholarships,Public Schools,Competition,Elementary School Students,Middle School Students,Achievement Tests,Attendance,Suspension,Student Behavior,State Departments of Education,Educational Opportunities,Socioeconomic Status,Academic Achievement

While private school choice programs can be controversial, an increasingly large body of research suggests that most programs lead to improved educational opportunities and outcomes for students. A new study from the National Bureau of Economic Research (NBER) builds on this body of research. It examines the effects of the largest private school choice program in the country--the Florida Tax-Credit Scholarship Program (FTC). Using child-level data from the Florida Department of Education and the Florida Department of Health, the authors assessed outcomes for roughly 1.2 million public-school students in grades 3-8 between 2003 and 2017. They examined academic outcomes (test scores) and behavioral outcomes (absences and suspensions) in the context of the &quot;competitive pressure&quot; public schools experience when increasing numbers of students use the FTC to attend nearby private schools. The findings, including academic outcomes and behavioral outcomes, are presented in this brief report.
Resources to Help States Advance Education for Native Students: Circles of Reflection
Author: National Comprehensive Center (NCC), Native Education Collaborative
Date: 2020-00-00
Type: Guides - General
Subjects: American Indian Students,American Indians,State Departments of Education,Tribes,School Districts,Educational Quality,Educational Improvement,Educational Experience,Academic Achievement,Achievement Gap,Culture,Native Language,Tribal Sovereignty,Teacher Effectiveness,Career Readiness,College Readiness,Physical Health,Mental Health,Program Effectiveness

The National Comprehensive Center's (NCC's) Native Education Collaborative developed resources to build the capacity of state education agencies (SEAs) in collaboration with tribes and local education agencies (LEAs) to enhance the learning lives of Native children and youth. The Native Education Collaborative developed the Circles of Reflection to engage SEAs, tribes, and LEAs in rich, reflective discussions and strategic planning to provide high quality, motivating educational experiences that improve Native students' academic attainment. This document provides detailed information and instructions for using the Circles of Reflection efficiently and effectively. The Circles of Reflection process enables SEAs to lead with equity to affect systemic transformation. The process involves a series of guided discussions to be held within three circles: (1) The First Circle engages key personnel within the SEAs to describe and reflect on their current efforts in Native education in each of the six categories; (2) The Second Circle features facilitated reflection questions to promote dialogue among SEAs, LEAs, and TEDs to collectively generate information on what is in place and working well, what is not working well, and where there are gaps; and (3) The Third Circle enables the SEAs to focus on opportunities where they can collaborate with the LEAs and TEDs to achieve mutually identified outcomes relative to the conclusions and priorities that arose in the Second Circle.
Education Scholarship Accounts: Model Policy. ExcelinEd Policy Toolkit - 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Educational Finance,School Districts,Educational Policy,School Choice,Models,Federal Legislation,Scholarships,Elementary Secondary Education,Eligibility

The Education Scholarship Account Act allows parents to use the funds that would have been allocated to their child at their resident school district for an education program of the parents' choosing. The Act identifies student eligibility as well as approved educational expenses. The Act establishes procedures for parents to apply to the ESA program. The Act establishes procedures for an authority to oversee the ESA program. The Act also provides academic and fiscal transparency measures for participating families, schools and education providers. This document contains a model policy for education scholarship accounts (ESAs). Parents use ESAs to direct their children's education funding to the state-approved schools, courses, programs and services of their choice.
Education Scholarship Accounts: Policy Overview. ExcelinEd Policy Toolkit - 2022
Author: ExcelinEd
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Scholarships,Educational Policy,Educational Vouchers,Educational Finance,Decision Making,School Choice,Tax Credits,Elementary Secondary Education,Educational Needs,Eligibility,State Aid,Kindergarten,Tuition,Tutoring,Private Schools,Special Education,Fees,Transportation

Each student has unique needs and learns in different ways. By allowing parents to plan for their children's individual needs, education scholarship accounts (ESAs) create a personal approach to education. This report presents: (1) What are education scholarship accounts?; (2) How can parents use ESA funds?; (3) Which states have Educaation Scholarship Accounts?; (4) How are ESAs different than vouchers or tax-credit scholarships?; (5) Why choose ESAs?; and (6) How to learn more?
2022 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2022-08-00
Type: Reports - Evaluative
Subjects: Community Colleges,Accountability,Performance,Community College Students,Skill Development,Basic Skills,Success,English Instruction,College English,Mathematics Instruction,College Mathematics,Certification,Graduation Rate,College Transfer Students,Academic Achievement,Mathematics Achievement

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled during the previous year and serves to inform colleges and the public on the performance of our 58 community colleges. In 2010, a review process was established to ensure the measures and methods for evaluating colleges were current and remained focused on improving student success. Every three years, a committee that is inclusive of college leaders; subject matter experts; and research and assessment professionals are appointed to review the measures and recommend deletions, revisions, and additions. Recommendations from the most recent review were approved in 2021 and this is the first report reflecting those changes. The current list of measures includes: (1) Basic Skills Student Progress; (2) Student Success Rate in College-Level English Courses; (3) Student Success Rate in College-Level Math Courses; (4) First Year Progression; (5) Curriculum Student Completion; (6) Licensure and Certification Passing Rate; and (7) College Transfer Performance. [For the 2021 Performance Measures, see ED615704.]
Once More from the Top: Examining Macro-Social Structures of Inequality to Improve Youth Outcomes
Author: Smeeding, Timothy
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Educational Policy,Equal Education,Outcomes of Education,Income,Economic Status,Cultural Context,Ethnicity,Social Class,Ethnocentrism,Social Mobility,Barriers,Racism,Disadvantaged Youth,At Risk Students

This essay is meant to inspire thinking about how the reader might aim research toward finding policy solutions that disrupt the larger foundations of inequality in the United States to improve youth outcomes (in terms of upward mobility and the factors which promote it), as well as to find policies to promote the attributes that accompany a stable middle-class life for working-class families and their children. The author aims to address the broader &quot;macro-social&quot; context of inequality in two ways. First, most of this essay speaks from an economist-oriented macro view of social and economic inequality. Secondly, this essay acknowledges an even broader macro-social cultural context that concerns the way people are treated whose color, ethnicity, social class, and worldview differs from others. This essay will not dwell on the cultural issues where change is most difficult in these trying times. But the essay does not underestimate the effects of the cultural differences, ethnocentrism, and racism which people face. The hope here is that the micro solutions the Foundation works on to reduce racism and ethnocentrism within social institutions like schools, neighborhoods, and the penal system will complement the types of social and economic interventions outlined in this essay to change both the larger socio-economic and cultural foundations of inequality.
North Dakota Native American Needs Assessment: Action Plan 2022-2023
Author: North Dakota Department of Public Instruction
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: American Indian Education,Educational Needs,Needs Assessment,Culturally Relevant Education,Social Emotional Learning,Equal Education,Teaching Methods,School Community Relationship,Public Education,Faculty Development,Academic Standards,Curriculum Development,Partnerships in Education,Student Participation,Family Involvement,Community Involvement,Teacher Expectations of Students,Teacher Student Relationship,Mentors,Role Models,Cultural Awareness,Peer Relationship,Language Usage,Native Language,Educational Environment,Inclusion,Mental Health,Bullying,Elementary Secondary Education

The Native American Needs Assessment Action Plan is designed to assist educators and administrators in addressing the needs and areas of possible opportunity that have been identified through the annual Native American Needs Assessment conducted by the North Dakota Department of Public Instruction. The Action Plan is organized around areas of need identified by the Native American Needs Assessment Survey. Each need has a set of evidence-based strategies and resources associated with it. The Action Plan is designed as a living document. After each administration of the Needs Assessment Survey, the Action Plan will be updated, and additional needs and associated strategies and resources will be added. The use of specific strategies outlined in the action plan has the potential to impact Native American student achievement outcomes and help to close educational gaps. Thus, this plan is particularly useful for schools or districts that have been identified for targeted or comprehensive support. These schools can align the strategies in the Action Plan with their improvement efforts to help close achievement gaps. In addition, this plan can be used by educators in a variety of other circumstances, at all levels of the K-12 education system. [For the 2021-2022 report, see ED619652.]
The Most Popular Degree Pays Off: Ranking the Economic Value of 5,500 Business Programs at More than 1,700 Colleges
Author: Carnevale, Anthony P.
Date: 2022-00-00
Type: Reports - Research
Subjects: Business Education,Business Schools,College Programs,Economic Impact,Outcomes of Education,Salary Wage Differentials,Salaries,Wages,Debt (Financial),Masters Degrees,Education Work Relationship,Bachelors Degrees

Majoring in business typically pays off. While graduates' earnings and federal student loan debt vary by institution and degree level, the majority of business programs lead to median earnings that are roughly 10 times graduates' debt payments two years after program completion. &quot;The Most Popular Degree Pays Off: Ranking the Economic Value of 5,500 Business Programs at More Than 1,700 Colleges&quot; finds that the economic value of business programs is high compared to the financial returns from other programs, though not as high as returns associated with health, engineering, and computer and information sciences programs. Two years after graduation, associate's degree holders in business have median annual earnings of $30,000 after debt payments. The financial returns from a business degree rise to $43,200 after debt payments for bachelor's degree holders and $51,600 for master's degree holders.
Board Leadership Field Guide: A Quick Reference Guide to Help You Navigate Board Meetings
Author: Kansas Association of School Boards (KASB)
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Boards of Education,Meetings,Leadership,Leadership Training,Presidents,Governance,Leadership Role,Guidance

The Board Leadership Field Guide was developed as an easy-to-use quick reference for those serving as leaders of a board of education. Though it is less comprehensive than the Kansas Association of School Boards' (KASB's) Board Leadership Handbook, it compiles the most critical information in a shorter booklet designed to sit with presidents at the board table as they navigate board meetings. Sections discuss the president's role, presiding at board meetings, working with the board, and working with leadership.
Florida&apos;s Hidden Voucher Expansion: Over $1 Billion from Public Schools to Fund Private Education
Author: McKillip, Mary
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Educational Vouchers,Private Education,Educational Finance,Funding Formulas,State Policy,State Aid

Over the past four years, Florida has seen tremendous growth in the amount of public funds being spent on private education. This report finds that in 2022-23, an estimated $1.3 billion in funding will be redirected from public school districts to private education, representing 10% of state K-12 education funds allocated through the Florida Education Finance Program (FEFP), the state's school funding formula. The movement of public funding to private education occurs in the context of Florida's substantial underfunding of the state's public schools, as highlighted in &quot;Making the Grade 2021&quot; (ED619401). Florida receives an F on an A-F scale on all three funding metrics: funding level, funding distribution, and funding effort. Since 2019, the flow of public funds to private education dramatically increased after the State Legislature enacted the Family Empowerment Scholarship (FES) program. While voucher programs are often funded as line-item appropriations in the state budget or through state tax credits, the FES voucher is funded from FEFP state allocations that would otherwise be directed to the student's resident public school district. In 2021, legislation expanded eligibility for the FES voucher program resulting in even more state tax dollars being re-routed from public school districts to private education throughout the state. [This report was co-authored by the Florida Policy Institute and developed in collaboration with Public Funds Public Schools, a project of ELC and the Southern Poverty Law Center.]
How Long Must Illinois Students Wait for Fully Funded Schools?
Author: McKillip, Mary
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: School Funds,Educational Finance,Funding Formulas,State Legislation,Full State Funding,Elementary Secondary Education,Equal Education

The Illinois Evidence-Based Funding for Student Success Act (EBF), a comprehensive overhaul of the state's school funding formula, was signed into law in August 2017. The Act requires an overall increase of more than $7 billion in state education aid and sets 2027 as the deadline to reach full funding of the EBF formula. The Act also sets $350 million as the minimum increase required annually, although that amount is insufficient to comply with the 2027 timeframe. The Illinois Legislature has, since 2018, committed the minimum increase in state aid each year, except for 2021. To fully fund Illinois' public schools by 2027, the Legislature must increase state aid by nearly $1.5 billion per year, far above the $350 million minimum. The intent of the new formula was to correct deep disparities in school funding among Illinois districts. Inadequate funding for the state's poorer districts will continue far beyond the Act's 2027 deadline if the Legislature fails to increase state aid above the $350 million annual minimum. It also means wealthier districts less reliant on state aid are much more likely to be funded above the formula's adequacy levels. The bottom line is that generations of future students in low-wealth districts will continue to have significantly less funding and resources for their education. [This document was co-produced by the Partnership for Equity and Education Rights Illinois (PEER IL).]
Peer Assessment of Process Writing in a Virtual Exchange Project
Author: Czura, Anna
Date: 2022-09-12
Type: Reports - Descriptive
Subjects: Peer Evaluation,Writing Evaluation,English for Special Purposes,Tourism,Second Language Instruction,Second Language Learning,Student Evaluation,Formative Evaluation,Computer Simulation,Feedback (Response),Native Speakers,Writing Instruction,Undergraduate Students,Evaluation Criteria,International Cooperation,Educational Cooperation,Advertising,Printed Materials,Foreign Countries,Partnerships in Education,Computer Mediated Communication

One of the possible ways of assessing students' collaborative work in Virtual Exchange (VE) is by the use of Peer Assessment (PA) -- a formative assessment technique in which students review each other's work to provide descriptive feedback on the basis of a set of criteria. This article describes a VE procedure, in which students from three different institutions collaborate on the preparation of a tourist brochure. The project participants include two European English for tourism classes and a group of native-speaker participants of an English composition class at a US university. The proposed VE scheme is supplemented with a possible PA procedure and evaluation criteria that has been developed on the basis of previous VE experiences, the students' post-project feedback, and the subject literature. [For the complete volume, &quot;Assessing Virtual Exchange in Foreign Language Courses at Tertiary Level,&quot; see ED624433.]
Transition Planning under IDEA for Students with Disabilities: A Guide for Advocates. Third edition
Author: Fine, Cindy
Date: 2022-10-00
Type: Guides - Non-Classroom
Subjects: Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,High School Graduates,Transitional Programs,Civil Rights,Laws,Individualized Education Programs,Guidelines,Advocacy

&quot;Transition&quot; is a broad term, referring to the period of time during which a student with disabilities prepares to complete high school and to the process of preparation, including long-range planning, activities, and services aimed at helping the student move successfully from school into the adult world. The legal requirement that public school districts, including charter schools, provide transition planning and services to students with disabilities as part of their Individualized Education Program (IEP) helps to fulfill an important purpose of the federal Individuals with Disabilities Education Act (IDEA) that these students &quot;be prepared to lead productive and independent adult lives, to the maximum extent possible.&quot; This guide helps explain transition services as well as the laws affecting the rights of students with disabilities in transition planning cases in New Jersey. [This manual, originally written by Skadden fellow Jenna L. Statfeld and published in 2011, was revised, updated, and expanded for Education Law Center by Cindy Fine.]
The Effects of Homophobia and Transphobia on the Mental Health of LGBTQ+ Students. Equity by Design
Author: Chrisman, Alyssa
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: LGBTQ People,Mental Health,Sexual Identity,Homosexuality,Social Bias,Bullying,Inclusion,Curriculum Design,School Policy,Discipline Policy,Suicide,Extracurricular Activities,Metacognition

This &quot;Equity by Design Research Brief&quot; illustrates the relationship between mental health and LGBTQ+ identities, paying particular attention to the effects of homophobia and transphobia in schools. Homophobia and transphobia can manifest in schools in multiple ways; this brief focuses on egregious actions, such as bullying, as well as more subtle ones, such as non-inclusive curricula. Ultimately, teachers and administrators will learn about this issue and how to eradicate it in their schools to positively impact the mental wellbeing of their LGBTQ+ students.
Using Title IX and Other Policies to Support and Affirm LGBTQIA+ Students. Equity by Design
Author: Guanci, Sin R.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Court Litigation,LGBTQ People,Sexual Harassment,Homosexuality,Sexual Identity,Civil Rights,Educational Policy,Constitutional Law,Public Schools,Student Rights,Clubs,Extracurricular Activities,Professional Development,Language Usage,Form Classes (Languages),Inclusion,Privacy

The purpose of this &quot;Equity by Design&quot; brief is to aid administrators in protecting sexual and gender minority students from discrimination and harassment. Specifically, this Brief presents Title IX's conceptualizations of sex and harassment to identify who is protected, and from what. Further, it discusses how to navigate backlash administrators might encounter. Finally, it considers ways administrators can care for themselves since some, particularly administrators of Color, might be afraid for their wellbeing and employment as they do this work.
Trauma Informed Teaching: A Reference Manual
Author: Bernand, Jessica
Date: 2022-12-00
Type: Dissertations/Theses
Subjects: Trauma,Student Behavior,Trauma Informed Approach,Student Needs,Teacher Role,Behavior Modification,COVID-19,Pandemics,Mental Health,At Risk Students,Behavior Problems,Guides,Stress Management,Intervention,Capstone Experiences,Special Education,Students with Disabilities

As violence, behavioral outbursts, and truancy continues to rise in classrooms across our state and nation, educators struggle to find ways to engage and connect with their students. Teachers and support staff realize that what is happening to their students outside of school is having an impact on their ability to learn. They are learning that the resulting trauma can have an impact on their students' ability to learn and if this trauma is left untreated or unresolved, it can lead to more serious issues. Knowing this, teachers are looking for a trauma informed method to work with students. For this applied capstone, I researched methods currently being used in classrooms, with a focus on the importance of using the classroom as a place not only for learning but for healing. With this applied capstone I intend to provide teachers with an informative reference manual that both veteran and new teachers can use to equip themselves with a foundation of Trauma Informed Teaching.